ARE 494 Digital Ethnography Madeline LeBarron mlebarron
Digital ethnography involves studying human culture through digital spaces like virtual worlds. The presenter conducted research in the virtual world Second Life to understand human behavior and interactions. Some key findings were that the anonymity of avatars allows people to behave differently without biases like racism or sexism. Additionally, comparative analysis with another study found that Second Life can be used effectively for teaching by promoting multi-literacy skills and motivating students through game-like environments. The presenter concluded their research experience in Second Life provided insights into digital culture and creativity.
This document discusses various online tools for learning including blogging, Twitter, web-based courses, infographics, copyright issues, sharing knowledge, podcasts, and connecting with others. It reflects on the author's experiences using these tools and how they provide new ways for students to learn and reflect. The author emphasizes the importance of getting involved, sharing knowledge, and expanding one's network through online connections.
Let's play, game-based learning in Academic Development, SEDA Conference work...Academic Development
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to get students collaborating, thinking creatively, and learning outside the classroom. The game involved three stages - selecting a concept, sharing ideas collaboratively, and testing solutions. Benefits included fun, learning through play, collaboration, and thinking differently. Challenges were the complexity, resources needed, and time. More facilitators, technology, and support were suggested to address challenges and expand game-based learning's use in academic programs.
Lets play, game-based learning in Academic Development, 17 SEDA Conference wo...Chrissi Nerantzi
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to help students learn about teaching in a fun way through collaboration and problem-solving. The benefits of the game included being enjoyable, learning through play, partnering with others, and thinking creatively. Challenges included the complexity of the game and time required. More facilitators and support could help address challenges and allow games to be used more effectively in academic development programs.
1) The document discusses designing learning experiences for open and networked environments using new technologies and tools.
2) It highlights how tools like mobile devices, social media, and online networks have significantly shifted how information is accessed, shared, and learned. Knowledge is now abundant and learning is increasingly social and informal.
3) The key aspects of open and networked learning discussed include using hashtags to connect learners globally, creating open online courses and spaces for shared learning events, and developing long-term learning connections through openness and collaboration.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Students bring new literacies to school as digital natives but need guidance in developing deeper reading skills for the digital age. While technology encourages cursory reading, tools can also support thoughtful reading when teachers facilitate discussions about literacy practices and set up opportunities for connected, shared reading. Blogging and digital writing allow unique forms of expression when students understand the purposes and conventions. Mentor texts model deep engagement whether print or digital.
The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.
ARE 494 Digital Ethnography Madeline LeBarron mlebarron
Digital ethnography involves studying human culture through digital spaces like virtual worlds. The presenter conducted research in the virtual world Second Life to understand human behavior and interactions. Some key findings were that the anonymity of avatars allows people to behave differently without biases like racism or sexism. Additionally, comparative analysis with another study found that Second Life can be used effectively for teaching by promoting multi-literacy skills and motivating students through game-like environments. The presenter concluded their research experience in Second Life provided insights into digital culture and creativity.
This document discusses various online tools for learning including blogging, Twitter, web-based courses, infographics, copyright issues, sharing knowledge, podcasts, and connecting with others. It reflects on the author's experiences using these tools and how they provide new ways for students to learn and reflect. The author emphasizes the importance of getting involved, sharing knowledge, and expanding one's network through online connections.
Let's play, game-based learning in Academic Development, SEDA Conference work...Academic Development
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to get students collaborating, thinking creatively, and learning outside the classroom. The game involved three stages - selecting a concept, sharing ideas collaboratively, and testing solutions. Benefits included fun, learning through play, collaboration, and thinking differently. Challenges were the complexity, resources needed, and time. More facilitators, technology, and support were suggested to address challenges and expand game-based learning's use in academic programs.
Lets play, game-based learning in Academic Development, 17 SEDA Conference wo...Chrissi Nerantzi
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to help students learn about teaching in a fun way through collaboration and problem-solving. The benefits of the game included being enjoyable, learning through play, partnering with others, and thinking creatively. Challenges included the complexity of the game and time required. More facilitators and support could help address challenges and allow games to be used more effectively in academic development programs.
1) The document discusses designing learning experiences for open and networked environments using new technologies and tools.
2) It highlights how tools like mobile devices, social media, and online networks have significantly shifted how information is accessed, shared, and learned. Knowledge is now abundant and learning is increasingly social and informal.
3) The key aspects of open and networked learning discussed include using hashtags to connect learners globally, creating open online courses and spaces for shared learning events, and developing long-term learning connections through openness and collaboration.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Students bring new literacies to school as digital natives but need guidance in developing deeper reading skills for the digital age. While technology encourages cursory reading, tools can also support thoughtful reading when teachers facilitate discussions about literacy practices and set up opportunities for connected, shared reading. Blogging and digital writing allow unique forms of expression when students understand the purposes and conventions. Mentor texts model deep engagement whether print or digital.
The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.
Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
QA agencies are responding to micro-credentials in three main ways:
1) Many countries have no framework for micro-credentials but plan to integrate them into existing QA standards.
2) Some countries like Australia, Canada, and the UK apply existing standards to micro-credentials.
3) A few places including Malaysia, New Zealand, and Ireland have specific guidelines for micro-credential QA.
Leading institutions are responding by developing micro-credential frameworks, marketplaces, and integrating them into learning and teaching strategies. However, there are still holes like lack of course quality ratings, outcomes data, and learner support information that limit micro-credentials. Stakeholders are discussing how to strengthen quality assurance for online and cross-
National QA Guidelines for Digital Education: Crafting a Multi-layered Box of...Mark Brown
The document discusses the development of Ireland's National Quality Assurance Guidelines for Digital Education. It involved selecting existing quality literature, developing the guidelines over several years through stakeholder feedback, and emphasizing alignment with mainstream quality frameworks. Key lessons included defining quality as not dependent on delivery mode, integrating digital quality processes within institutions, and synthesizing diverse viewpoints on quality. The final guidelines were published in 2023 to provide coherence while allowing flexibility for different contexts.
Digital Education Leadership: Leading Today for Tomorrow’s World Mark Brown
This document outlines a discussion on digital education leadership. It proposes that leadership is important for navigating powerful change forces and increasing complexity in education. The discussion addresses what is known about leadership, how to develop more transformative leaders for an uncertain world, and suggestions for including in a leadership development program focused on digital education. Participants are asked to share their views on these topics.
Remixing Digital Education Playlist: Turning a New Page on Foo-Foo the SnooMark Brown
Professor Mark Brown discusses the importance of slow, thoughtful reading of professional journal articles instead of fast reading. He notes that there are over 270 journals and 146 open access journals alone, making it difficult to find time for slow reading. Brown advocates taking the time to slow read articles to allow for deeper critical reflection and new ideas. He encourages participants to consider how many articles they read last week and whether it was fast or slow reading.
Exploring the Gaps in the Quality Assurance of Micro-credentials: A Global Sc...Mark Brown
The document summarizes a global scoping review of quality assurance practices for micro-credentials. It finds that most countries have no standards for micro-credentials, though some are developing frameworks. A few countries apply existing standards. Leading institutions are developing their own guidelines around teaching, learning, and support. However, there are still quality gaps around information, ratings, careers guidance, support, and outcomes data. The presentation calls for strengthening quality assurance to support online, cross-border micro-credentials and better engaging learners in the process.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential troubles that could hinder plans, and decoding micro-credentials. Key points discussed include determining appropriate leadership structures and business models, calculating real costs and addressing demand, and ensuring quality assurance while limiting data gaps. The role of micro-credentials in serving larger strategic goals is also emphasized.
Untubing AI in Assessment: A Primer for Future’s SakeMark Brown
The document summarizes a presentation on AI in assessment given by Professor Mark Brown. The presentation addressed three main points: 1) Educators should avoid AI-centric thinking and own the narrative around how AI can help address existing assessment challenges; 2) Guidelines are needed for both allowing and prohibiting student use of AI tools in assessments; 3) Assessments need to be redesigned to emphasize authentic processes over products and evaluate uniquely human skills that AI cannot replicate. The presentation argued for augmenting human expertise with AI rather than automating assessments and discussed principles and actions needed to shape regulations, review practices, and support educators on the path to assessment change.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential issues that could hinder plans, and decoding micro-credentials. Key points covered include determining appropriate leadership structures and business models for micro-credentials, calculating true costs and addressing demand, ensuring quality assurance, and examining evidence of benefits. The role of micro-credentials in serving broader strategic goals is also highlighted.
The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.
Quality Assurance of Micro-credentials: An International Review of Current Pr...Mark Brown
The document discusses quality assurance of micro-credentials in different countries and regions. It finds that most countries do not have specific quality standards for micro-credentials but some apply existing standards. A few places like New Zealand, Malaysia and Ireland have developed specific micro-credential guidelines. The document also discusses institutional quality assurance processes like developing strategies, implementing reviews, and providing learner support. It notes specific quality issues for online micro-credentials around organizational context, programs, and learner support. Overall, the document examines external quality assurance, institutional processes, and supports that can enhance quality assurance of micro-credentials.
Opening a New Page on Foo-Foo the Snoo: Remixing the Digital Education PlaylistMark Brown
The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.
National QA Guidelines for Digital Education A Multi-layered Box of ChocolatesMark Brown
- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland.
- It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries.
- The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed.
- The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.
International Standards, Practices and Supports for the Quality Assurance of ...Mark Brown
1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes.
2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary.
3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.
Uncaging Digital Education: A Talk on the Wild SideMark Brown
This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.
Micro-credentials and Quality Assurance: An International Review of Current P...Mark Brown
This document discusses quality assurance of micro-credentials in three parts:
1) External quality assurance of micro-credentials varies between countries, with some having no standards and others applying existing standards.
2) Institutional quality assurance of micro-credentials requires strategies for program development, delivery, support and evaluation. Quality analytics are important to evaluate learner engagement and outcomes.
3) Institutional supports like guidelines, benchmarking tools, and country-specific frameworks can enhance quality assurance of micro-credentials.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
QA agencies are responding to micro-credentials in three main ways:
1) Many countries have no framework for micro-credentials but plan to integrate them into existing QA standards.
2) Some countries like Australia, Canada, and the UK apply existing standards to micro-credentials.
3) A few places including Malaysia, New Zealand, and Ireland have specific guidelines for micro-credential QA.
Leading institutions are responding by developing micro-credential frameworks, marketplaces, and integrating them into learning and teaching strategies. However, there are still holes like lack of course quality ratings, outcomes data, and learner support information that limit micro-credentials. Stakeholders are discussing how to strengthen quality assurance for online and cross-
National QA Guidelines for Digital Education: Crafting a Multi-layered Box of...Mark Brown
The document discusses the development of Ireland's National Quality Assurance Guidelines for Digital Education. It involved selecting existing quality literature, developing the guidelines over several years through stakeholder feedback, and emphasizing alignment with mainstream quality frameworks. Key lessons included defining quality as not dependent on delivery mode, integrating digital quality processes within institutions, and synthesizing diverse viewpoints on quality. The final guidelines were published in 2023 to provide coherence while allowing flexibility for different contexts.
Digital Education Leadership: Leading Today for Tomorrow’s World Mark Brown
This document outlines a discussion on digital education leadership. It proposes that leadership is important for navigating powerful change forces and increasing complexity in education. The discussion addresses what is known about leadership, how to develop more transformative leaders for an uncertain world, and suggestions for including in a leadership development program focused on digital education. Participants are asked to share their views on these topics.
Remixing Digital Education Playlist: Turning a New Page on Foo-Foo the SnooMark Brown
Professor Mark Brown discusses the importance of slow, thoughtful reading of professional journal articles instead of fast reading. He notes that there are over 270 journals and 146 open access journals alone, making it difficult to find time for slow reading. Brown advocates taking the time to slow read articles to allow for deeper critical reflection and new ideas. He encourages participants to consider how many articles they read last week and whether it was fast or slow reading.
Exploring the Gaps in the Quality Assurance of Micro-credentials: A Global Sc...Mark Brown
The document summarizes a global scoping review of quality assurance practices for micro-credentials. It finds that most countries have no standards for micro-credentials, though some are developing frameworks. A few countries apply existing standards. Leading institutions are developing their own guidelines around teaching, learning, and support. However, there are still quality gaps around information, ratings, careers guidance, support, and outcomes data. The presentation calls for strengthening quality assurance to support online, cross-border micro-credentials and better engaging learners in the process.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential troubles that could hinder plans, and decoding micro-credentials. Key points discussed include determining appropriate leadership structures and business models, calculating real costs and addressing demand, and ensuring quality assurance while limiting data gaps. The role of micro-credentials in serving larger strategic goals is also emphasized.
Untubing AI in Assessment: A Primer for Future’s SakeMark Brown
The document summarizes a presentation on AI in assessment given by Professor Mark Brown. The presentation addressed three main points: 1) Educators should avoid AI-centric thinking and own the narrative around how AI can help address existing assessment challenges; 2) Guidelines are needed for both allowing and prohibiting student use of AI tools in assessments; 3) Assessments need to be redesigned to emphasize authentic processes over products and evaluate uniquely human skills that AI cannot replicate. The presentation argued for augmenting human expertise with AI rather than automating assessments and discussed principles and actions needed to shape regulations, review practices, and support educators on the path to assessment change.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential issues that could hinder plans, and decoding micro-credentials. Key points covered include determining appropriate leadership structures and business models for micro-credentials, calculating true costs and addressing demand, ensuring quality assurance, and examining evidence of benefits. The role of micro-credentials in serving broader strategic goals is also highlighted.
The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.
Quality Assurance of Micro-credentials: An International Review of Current Pr...Mark Brown
The document discusses quality assurance of micro-credentials in different countries and regions. It finds that most countries do not have specific quality standards for micro-credentials but some apply existing standards. A few places like New Zealand, Malaysia and Ireland have developed specific micro-credential guidelines. The document also discusses institutional quality assurance processes like developing strategies, implementing reviews, and providing learner support. It notes specific quality issues for online micro-credentials around organizational context, programs, and learner support. Overall, the document examines external quality assurance, institutional processes, and supports that can enhance quality assurance of micro-credentials.
Opening a New Page on Foo-Foo the Snoo: Remixing the Digital Education PlaylistMark Brown
The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.
National QA Guidelines for Digital Education A Multi-layered Box of ChocolatesMark Brown
- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland.
- It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries.
- The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed.
- The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.
International Standards, Practices and Supports for the Quality Assurance of ...Mark Brown
1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes.
2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary.
3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.
Uncaging Digital Education: A Talk on the Wild SideMark Brown
This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.
Micro-credentials and Quality Assurance: An International Review of Current P...Mark Brown
This document discusses quality assurance of micro-credentials in three parts:
1) External quality assurance of micro-credentials varies between countries, with some having no standards and others applying existing standards.
2) Institutional quality assurance of micro-credentials requires strategies for program development, delivery, support and evaluation. Quality analytics are important to evaluate learner engagement and outcomes.
3) Institutional supports like guidelines, benchmarking tools, and country-specific frameworks can enhance quality assurance of micro-credentials.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
12. “Before the role-play started I wasn’t really that
interested in posting to the discussions. I read some of
them but I just focused on my own reading…
But the role-play forced me to participate and it took
me out of my comfort zone. Initially it was scary but no
one knew who I was and I gradually saw the value of the
debate...
By the end of the role-play I was sad that the activity
was over.”