Slides for short presentation by Marty Olliff at the 2014 Making History Public Workshop, a joint endeavor of the CMD Center for the Humanities at Auburn University and the Alabama Historical Association.
The document provides information about a LabHack event being held at the University of Oxford. It introduces the organizing team and lists other contributing partners. It outlines the schedule for the event, including team presentations, workshops on topics like 3D printing and microscopy, and a social event. The document discusses challenges in scientific education and research due to limited equipment, and how a LabHack and open science approaches can help address these issues by enabling the development of low-cost, open-source equipment suited to local needs and infrastructures.
Slideshow to accompany lecture by Dr. Martin T. Olliff about his edited volume, _The Great War in the Heart of Dixie: Alabama During World War 1_ (University of Alabama Press, 2008).
This document provides an overview of digital tools that can be used for digital learning. It discusses tools for formative assessment like surveys, quizzes and collaborative writing. It also discusses classroom learning portals that can be created using wikis for class resources, discussions, student portfolios, and project based learning. Other tools covered include blogs, digital storytelling using tools like Animoto and Photo Story, podcasting, and additional project tools like Glogster and Wix. The goal is to inspire educators to try different digital tools to engage students without feeling overwhelmed. Educators are encouraged to start small by focusing on one tool and sharing successes.
This webinar provided information about classroom testing of geoscience education materials and collecting student data. Participants learned about obtaining IRB approval, the timeline for piloting materials, and the types of data that would be collected including pre/post assessments of geoscience literacy and student attitudes, as well as student work. Questions about testing processes, timelines, and data collection were addressed. Participants were instructed to complete a course set-up form and begin IRB processes if needed to prepare for classroom piloting and assessment.
This document describes a virtual reality learning solution called "Virtual Path to the Future" that was used to orient employees and physicians to a new children's hospital building. The project involved creating an interactive 3D model of the new hospital in the virtual world Second Life. Over 4,700 learners used the virtual hospital to practice wayfinding and navigation skills. Evaluation found it helped reduce stress and identify issues before the physical move. While virtual learning may not replace traditional methods, it was found to boost confidence when used alongside other instruction.
Increase usage of online resources Edina presentationJISC RSC Eastern
This document outlines a plan to promote online resources using the SPARE framework:
1) Set the scene by considering the background context and why promotion is needed.
2) Prepare by getting ready before taking action and evaluating resources.
3) Act by carrying out agreed promotion activities.
4) Review usage and gather feedback to assess how promotion went.
5) Evaluate to decide next steps based on the review.
The document discusses challenges in promoting resources and getting user feedback, and provides tips for effective promotion through curation, updates, enthusiasm, multiple channels, and responsiveness.
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
The document provides information about a LabHack event being held at the University of Oxford. It introduces the organizing team and lists other contributing partners. It outlines the schedule for the event, including team presentations, workshops on topics like 3D printing and microscopy, and a social event. The document discusses challenges in scientific education and research due to limited equipment, and how a LabHack and open science approaches can help address these issues by enabling the development of low-cost, open-source equipment suited to local needs and infrastructures.
Slideshow to accompany lecture by Dr. Martin T. Olliff about his edited volume, _The Great War in the Heart of Dixie: Alabama During World War 1_ (University of Alabama Press, 2008).
This document provides an overview of digital tools that can be used for digital learning. It discusses tools for formative assessment like surveys, quizzes and collaborative writing. It also discusses classroom learning portals that can be created using wikis for class resources, discussions, student portfolios, and project based learning. Other tools covered include blogs, digital storytelling using tools like Animoto and Photo Story, podcasting, and additional project tools like Glogster and Wix. The goal is to inspire educators to try different digital tools to engage students without feeling overwhelmed. Educators are encouraged to start small by focusing on one tool and sharing successes.
This webinar provided information about classroom testing of geoscience education materials and collecting student data. Participants learned about obtaining IRB approval, the timeline for piloting materials, and the types of data that would be collected including pre/post assessments of geoscience literacy and student attitudes, as well as student work. Questions about testing processes, timelines, and data collection were addressed. Participants were instructed to complete a course set-up form and begin IRB processes if needed to prepare for classroom piloting and assessment.
This document describes a virtual reality learning solution called "Virtual Path to the Future" that was used to orient employees and physicians to a new children's hospital building. The project involved creating an interactive 3D model of the new hospital in the virtual world Second Life. Over 4,700 learners used the virtual hospital to practice wayfinding and navigation skills. Evaluation found it helped reduce stress and identify issues before the physical move. While virtual learning may not replace traditional methods, it was found to boost confidence when used alongside other instruction.
Increase usage of online resources Edina presentationJISC RSC Eastern
This document outlines a plan to promote online resources using the SPARE framework:
1) Set the scene by considering the background context and why promotion is needed.
2) Prepare by getting ready before taking action and evaluating resources.
3) Act by carrying out agreed promotion activities.
4) Review usage and gather feedback to assess how promotion went.
5) Evaluate to decide next steps based on the review.
The document discusses challenges in promoting resources and getting user feedback, and provides tips for effective promotion through curation, updates, enthusiasm, multiple channels, and responsiveness.
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
Open Educational Resources and the Teacher Librarian
Open Educational Resources (OER) are teaching and learning assets that are free to use, edit, and share. Discuss best practices for locating, adapting, and creating OER and explore some exemplar resources identified in OSPI’s 2014 OER review. This session will highlight how teacher-librarians can play a large role in supporting OER.
This document provides an introduction to infographics. It defines infographics as visual representations of information, data, or knowledge that integrate words and graphics. Infographics make complex data easier to understand than text alone. The document discusses the history of infographics and their increasing popularity. It outlines best practices for creating infographics, such as being concise, visual, transparent, and accurate. The document also provides tips on the infographic creation process and lists tools and data sources that can be used. Finally, it discusses how infographics can be used in an educational setting.
This document discusses plans to enhance the Assignment Survival Kit (ASK), a web-based tool that supports first-year undergraduates at Staffordshire University with their first assignments. The developers seek to increase ASK's appeal and engagement by incorporating emerging technologies like podcasts and linking to content in the university's digital repository. They outline ideas like creating audio/video tutorials and allowing students to customize the tool's content. The goals are to accommodate different learning styles and involve academic faculties. Potential challenges mentioned include the time and funding required as well as ensuring technologies chosen do not become outdated or overcomplicate the tool.
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as moving content delivery outside of class time through online videos and activities, and using class time for discussion and application of the material. Case studies show benefits like decreased failure rates. The document discusses delivering content through videos, audio, documents and considering tools like YouTube. It suggests activities for the classroom like discussion, group work and applying knowledge. It also addresses implementing flipped learning online through synchronous and asynchronous tools and strategies. Lastly, it discusses making classes more student-centered and conducting a SWOT analysis of flipped learning.
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
The Conceptualization of URSSI - How You Can EngageSandra Gesing
Many science advances have been possible thanks to use of software. This software, also known as "research software,",has become essential to progress in science and engineering. The scientists who develop the software are experts in their discipline, but not necessarily experts in software engineering and may lack sufficient understanding of the practices that make software development easier, and the software more robust, reliable, maintainable and sustainable. This project will work with these scientists and software engineering experts to understand how the research community can best work together to design and maintain better software with lower effort, so that they and others can continue to use it over long periods of time. This project will conduct several workshops and a survey in order to gather and understand the community's needs addressing the diversity in software expertise of its members. These needs will be widely disseminated via newsletters and via a website. The primary deliverable of this project will be a design and strategic plan for a US Research Software Sustainability Institute (URSSI) which will serve as a community hub and provide services to scientists that will help them create improved, more sustainable software. This software in turn will accelerate the progress of science.
The document summarizes the results of a question harmonization experiment conducted by the Research on Open Educational Resources for Development (ROER4D) project. The experiment aimed to harmonize research questions across ROER4D's 12 sub-projects and with other OER studies. Over 9 months, researchers from different regions participated in 15 online sessions to discuss and refine a bank of questions. This process helped develop a set of well-harmonized questions, increase understanding of key concepts, build a sense of community among researchers, and increase the research capacity of many participants. However, participation was uneven and some technical and process issues were encountered. Lessons included benefits of regular sessions and collaborative work, but limitations of a purely voluntary model
This document discusses using blogs for lifelong learning. It provides learning outcomes on exploring blogs and blogging, describing how blogs can be used in teaching and learning, creating and customizing a blog in WordPress, and embedding multimedia content in blogs. Blogs are proposed as a global communication space that can facilitate discussion and collaboration between students and teachers. Blogs allow teachers to upload materials, assignments, videos, podcasts and other content to supplement classroom learning and encourage collaboration and sharing of ideas, research and experiences. Various free blogging platforms like Blogger, WordPress, and EduBlogs are presented.
ASK is a web-based tool developed by Staffordshire University to help first-year undergraduates with their first assignments. It provides 10 steps to guide students through the research and writing process, from recognizing their information need to reviewing their work. The tool was awarded the 2007 CILIP UC&R Innovation Award. Student and faculty feedback showed ASK is useful for time management, learning research skills, and reassurance. Future developments could include more interactivity and personalization through technologies like email alerts, SMS, and integration within the student portal.
The document outlines 5 essential elements for online learning at Oswego State University: 1) an online student orientation video, 2) an instructor introduction video, 3) an online course guided tour video, 4) online office hours, and 5) calendaring of assignments for mobile access. It provides background on why these elements were developed, describes each element, and outlines resources and timelines for implementing them with the goals of engaging students, ensuring course quality, and meeting student expectations for interactivity.
The document discusses the use of technology in history education. It introduces the concepts of technological pedagogical content knowledge (TPACK) and pedagogical content knowledge (PCK), which emphasize the importance of effectively integrating technology, pedagogy, and content knowledge. It then provides examples of how digital technologies can enhance history pedagogy by encouraging higher-order thinking and developing students' historical literacy and skills. Principles of learner-centered strategies and active involvement are highlighted.
The document discusses the use of technology in history education. It introduces the concepts of technological pedagogical content knowledge (TPACK) and pedagogical content knowledge (PCK), which emphasize the importance of effectively integrating technology, pedagogy, and content knowledge. It then provides examples of how digital technologies can enhance history pedagogy by encouraging higher-order thinking, skills development, and student-centered activities. Finally, it outlines some principles of learner-centered strategies using technology in history education.
The need to stay up to date on the latest developments in your field of study has never been more urgent. With increasing competition, stagnant unemployment and expected budget shortfalls every professional must be able to prove their value to the organization. The good news is that opportunities for learning are abundant and new advances in technology have produced a variety of options suitable for any budget or schedule. Still, resources are scarce and the pressure to make the most of every moment can derail many attempts to explore new learning experiences. This session will address steps you can take to get the most return out of your investment of time and money in professional development activities.
This document defines and describes what a webquest is. A webquest is an inquiry-oriented activity where students learn by obtaining information from online resources, potentially supplemented by videoconferencing. The document outlines the typical structure of a webquest, including an introduction, task, process, evaluation, conclusion, and list of resources. It also defines short-term and long-term webquests and notes that webquests are designed to be student-centered and focus on questioning, critical thinking, and problem-solving. Some pros and cons of using webquests in the classroom are also provided.
This document provides tips for developing presenting skills. It discusses the importance of preparation, including knowing your audience and topic, and structuring your presentation with a clear beginning, middle, and end. When preparing visual aids, it recommends using images, charts, and videos to engage audiences but avoiding overuse of transitions and animations. Regarding delivery, it suggests rehearsing to manage nerves, using a structured format to stay organized, and making eye contact with the audience. The key message is that preparation, clear structure, and audience engagement are essential for effective presentations.
From Theory to Practice: Can Opennesss Improve the Quality of OER Research? Beck Pitt
This presentation was co-authored with fellow OER Research Hub researchers Bea de los Arcos and Rob Farrow. It was presented at CALRG14 at IET, The Open University (UK) on 10 June 2014.
An updated and revised version of these slides will be presented at OpenEd14 in Washington DC in November 2014.
This document provides information about an upcoming mentoring workshop and trial elearning project requirements. The workshop agenda includes revising the trial project timeline, enhancing PowerPoint resources using iSpring Free, creating resources with Udutu, finding resources using Toolboxes, and customizing existing resources. Upcoming reporting requirements for the trial project are also outlined. The workshop will demonstrate options for finding and customizing open educational resources to develop elearning materials.
This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
Open Educational Resources and the Teacher Librarian
Open Educational Resources (OER) are teaching and learning assets that are free to use, edit, and share. Discuss best practices for locating, adapting, and creating OER and explore some exemplar resources identified in OSPI’s 2014 OER review. This session will highlight how teacher-librarians can play a large role in supporting OER.
This document provides an introduction to infographics. It defines infographics as visual representations of information, data, or knowledge that integrate words and graphics. Infographics make complex data easier to understand than text alone. The document discusses the history of infographics and their increasing popularity. It outlines best practices for creating infographics, such as being concise, visual, transparent, and accurate. The document also provides tips on the infographic creation process and lists tools and data sources that can be used. Finally, it discusses how infographics can be used in an educational setting.
This document discusses plans to enhance the Assignment Survival Kit (ASK), a web-based tool that supports first-year undergraduates at Staffordshire University with their first assignments. The developers seek to increase ASK's appeal and engagement by incorporating emerging technologies like podcasts and linking to content in the university's digital repository. They outline ideas like creating audio/video tutorials and allowing students to customize the tool's content. The goals are to accommodate different learning styles and involve academic faculties. Potential challenges mentioned include the time and funding required as well as ensuring technologies chosen do not become outdated or overcomplicate the tool.
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as moving content delivery outside of class time through online videos and activities, and using class time for discussion and application of the material. Case studies show benefits like decreased failure rates. The document discusses delivering content through videos, audio, documents and considering tools like YouTube. It suggests activities for the classroom like discussion, group work and applying knowledge. It also addresses implementing flipped learning online through synchronous and asynchronous tools and strategies. Lastly, it discusses making classes more student-centered and conducting a SWOT analysis of flipped learning.
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
The Conceptualization of URSSI - How You Can EngageSandra Gesing
Many science advances have been possible thanks to use of software. This software, also known as "research software,",has become essential to progress in science and engineering. The scientists who develop the software are experts in their discipline, but not necessarily experts in software engineering and may lack sufficient understanding of the practices that make software development easier, and the software more robust, reliable, maintainable and sustainable. This project will work with these scientists and software engineering experts to understand how the research community can best work together to design and maintain better software with lower effort, so that they and others can continue to use it over long periods of time. This project will conduct several workshops and a survey in order to gather and understand the community's needs addressing the diversity in software expertise of its members. These needs will be widely disseminated via newsletters and via a website. The primary deliverable of this project will be a design and strategic plan for a US Research Software Sustainability Institute (URSSI) which will serve as a community hub and provide services to scientists that will help them create improved, more sustainable software. This software in turn will accelerate the progress of science.
The document summarizes the results of a question harmonization experiment conducted by the Research on Open Educational Resources for Development (ROER4D) project. The experiment aimed to harmonize research questions across ROER4D's 12 sub-projects and with other OER studies. Over 9 months, researchers from different regions participated in 15 online sessions to discuss and refine a bank of questions. This process helped develop a set of well-harmonized questions, increase understanding of key concepts, build a sense of community among researchers, and increase the research capacity of many participants. However, participation was uneven and some technical and process issues were encountered. Lessons included benefits of regular sessions and collaborative work, but limitations of a purely voluntary model
This document discusses using blogs for lifelong learning. It provides learning outcomes on exploring blogs and blogging, describing how blogs can be used in teaching and learning, creating and customizing a blog in WordPress, and embedding multimedia content in blogs. Blogs are proposed as a global communication space that can facilitate discussion and collaboration between students and teachers. Blogs allow teachers to upload materials, assignments, videos, podcasts and other content to supplement classroom learning and encourage collaboration and sharing of ideas, research and experiences. Various free blogging platforms like Blogger, WordPress, and EduBlogs are presented.
ASK is a web-based tool developed by Staffordshire University to help first-year undergraduates with their first assignments. It provides 10 steps to guide students through the research and writing process, from recognizing their information need to reviewing their work. The tool was awarded the 2007 CILIP UC&R Innovation Award. Student and faculty feedback showed ASK is useful for time management, learning research skills, and reassurance. Future developments could include more interactivity and personalization through technologies like email alerts, SMS, and integration within the student portal.
The document outlines 5 essential elements for online learning at Oswego State University: 1) an online student orientation video, 2) an instructor introduction video, 3) an online course guided tour video, 4) online office hours, and 5) calendaring of assignments for mobile access. It provides background on why these elements were developed, describes each element, and outlines resources and timelines for implementing them with the goals of engaging students, ensuring course quality, and meeting student expectations for interactivity.
The document discusses the use of technology in history education. It introduces the concepts of technological pedagogical content knowledge (TPACK) and pedagogical content knowledge (PCK), which emphasize the importance of effectively integrating technology, pedagogy, and content knowledge. It then provides examples of how digital technologies can enhance history pedagogy by encouraging higher-order thinking and developing students' historical literacy and skills. Principles of learner-centered strategies and active involvement are highlighted.
The document discusses the use of technology in history education. It introduces the concepts of technological pedagogical content knowledge (TPACK) and pedagogical content knowledge (PCK), which emphasize the importance of effectively integrating technology, pedagogy, and content knowledge. It then provides examples of how digital technologies can enhance history pedagogy by encouraging higher-order thinking, skills development, and student-centered activities. Finally, it outlines some principles of learner-centered strategies using technology in history education.
The need to stay up to date on the latest developments in your field of study has never been more urgent. With increasing competition, stagnant unemployment and expected budget shortfalls every professional must be able to prove their value to the organization. The good news is that opportunities for learning are abundant and new advances in technology have produced a variety of options suitable for any budget or schedule. Still, resources are scarce and the pressure to make the most of every moment can derail many attempts to explore new learning experiences. This session will address steps you can take to get the most return out of your investment of time and money in professional development activities.
This document defines and describes what a webquest is. A webquest is an inquiry-oriented activity where students learn by obtaining information from online resources, potentially supplemented by videoconferencing. The document outlines the typical structure of a webquest, including an introduction, task, process, evaluation, conclusion, and list of resources. It also defines short-term and long-term webquests and notes that webquests are designed to be student-centered and focus on questioning, critical thinking, and problem-solving. Some pros and cons of using webquests in the classroom are also provided.
This document provides tips for developing presenting skills. It discusses the importance of preparation, including knowing your audience and topic, and structuring your presentation with a clear beginning, middle, and end. When preparing visual aids, it recommends using images, charts, and videos to engage audiences but avoiding overuse of transitions and animations. Regarding delivery, it suggests rehearsing to manage nerves, using a structured format to stay organized, and making eye contact with the audience. The key message is that preparation, clear structure, and audience engagement are essential for effective presentations.
From Theory to Practice: Can Opennesss Improve the Quality of OER Research? Beck Pitt
This presentation was co-authored with fellow OER Research Hub researchers Bea de los Arcos and Rob Farrow. It was presented at CALRG14 at IET, The Open University (UK) on 10 June 2014.
An updated and revised version of these slides will be presented at OpenEd14 in Washington DC in November 2014.
This document provides information about an upcoming mentoring workshop and trial elearning project requirements. The workshop agenda includes revising the trial project timeline, enhancing PowerPoint resources using iSpring Free, creating resources with Udutu, finding resources using Toolboxes, and customizing existing resources. Upcoming reporting requirements for the trial project are also outlined. The workshop will demonstrate options for finding and customizing open educational resources to develop elearning materials.
Similar to What i’ve learned about oral history projects (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. “What I’ve Learned About
Oral History Projects”
Making History Public Workshop
April 10, 2014
Scottsboro, AL
Image URL:
http://www.adventisthistory.org/wp-
content/uploads/2014/02/oral-history.jpg
2. Seven Steps For a Successful Project
1. Devise a Central Question or Articulate an Issue
2. Plan the Project
3. Conduct Background Research
4. Conduct the Interviews
5. Process the Recordings
6. Evaluate the Process and Correct Course as Needed
7. Archive all Materials
Image URL: http://www2.baylor.edu/baylorproud/wp-
content/uploads/2014/03/audio-mar14.jpg
3. Devise a Central Question or
Articulate an Issue
• Establishes Project Boundaries
• Focuses Resources
• Broad or Narrow are Equally Legitimate
Image URL:
http://i1.ytimg.com/vi/bdF7WOZ_uY8/0.jpg
4. Plan the Project
• Consider Available Resources
• Funds
• Personnel
• Time
• Equipment
• Video or Audio?
• Analog or Digital?
• Informed Consent
• Create a List of Topics or Questions
• Guidelines, not mandatory or rigid
Image URL:
http://static.squarespace.com/static/50d0a18de4b07abde41656e7
/t/5244e201e4b0d312c809ea84/1380246031204/darija.jpg
6. Conduct the Interviews
• Contact and Prepare Narrators
• Make Appointment for a Quiet, Comfortable Place
• Do a Practice Run
• Know Your Equipment
• Take EVERYTHING You Might Need With You
• Treat the Recorder Like a Third Person in the Room
• Understand Your Interview Will Not Sound Like One On
Radio or TV
• Script the Introduction for Names, Place, Time, and
Consent
Image URL:
http://sites.uci.edu/vaohp/files/2011/12/DSCN0146.jpg
7. Process the Recordings
• Transcribe or Index?
• Allow the Narrator to Edit or Not?
• NEVER Present the Raw Transcript to the Narrator
• Ensure Accurate Completion of all Project Documentation
Image URL:
http://speccoll.library.arizona.edu/sites/default/files/styles/
ual-large-16-9/public/AZ%20397.jpg?itok=daatHZso
8. Evaluate the Process and Correct
Course as Needed
• Continuous Quality Improvement
• Evaluate Performance After Each Interview
• Evaluate Components of Project Periodically
• Make Corrections, Tweak Components
• Press On
Image URL
http://core0.staticworld.net/images/article
/2014/02/on-target-100246825-orig.png
9. Archive all Materials
• Arrange with a Repository EARLY
• Provide all Documents, Completed
• Releases and Gift Agreements are VITAL
Image Courtesy The Wiregrass Archives