Alyaa Al Barrak is a student at the School of Science and Technology under the supervision of Prof. Kamal Bechkoum, Dr. Ali Al Sherbaz, and Dr. Robin Crockett. Their research involves applying network coding techniques to wireless networks, including error detection and correction codes, to increase data transmission efficiency and reliability. Network coding allows nodes in a network to compute and transmit linear combinations of received data packets.
This document discusses different methods for reaching agreement in groups, including consensus-based techniques like compromise, delegation, multivoting, and consensus building. It introduces the concept of "agreement gradients" which uses a card voting system to gauge participants' levels of agreement, then facilitates discussion to help move more participants to a higher agreement level. The document also provides contact information for the author in case the reader wishes to discuss implementation or has additional questions.
Validation is the process by which an awarding body confirms that a learner who completes an education program will acquire the intended knowledge, skills, and competencies. The awarding body reviews the program's design and development to ensure it is coherent, has the necessary capacity and resources, and complies with standards and regulations. The validation process involves comparing a program to occupational profiles developed by industry consortiums, quality assurance guidelines, and ensuring existing QA procedures are followed. The first apprenticeship programs submitted for validation were not ready, and both providers and the awarding body learned more was needed, such as additional guidance and communications, to help apprenticeship programs successfully complete the validation process.
Ireland's National Framework of Qualifications (NFQ) was established to assure quality and promote access in education and training, responding to the rapid growth in these fields during the 1990s. Launched in 2003, the NFQ provides a cohesive structure for measuring and comparing all learning achievements across various sectors. The framework is seen as instrumental in fostering a shift towards outcomes-based education and is actively used in quality assurance, curriculum development, and workforce planning.
The document discusses regional meta-frameworks in Europe, specifically the European Qualifications Framework (EQF) and the Qualifications Framework for the European Higher Education Area (QF-EHEA), highlighting their roles in complementing national qualifications frameworks. It evaluates the criteria and processes for self-certification of these frameworks, the importance of transparency and validation, and the current stage of EQF implementation, noting the need for further progress. Additionally, it emphasizes the significance of international collaboration and learning among countries to enhance the effectiveness and recognition of qualifications frameworks.
This document discusses quality assurance and qualifications frameworks in promoting mobility and recognition across national, bilateral, regional and global levels. It provides examples of quality assurance standards and guidelines in Europe as well as the role of qualifications frameworks. The Irish experience with its integrated agency for quality and qualifications is highlighted, with the agency responsible for the National Framework of Qualifications and quality assurance of higher education institutions and programs, both domestic and transnational. Principles for quality assurance agencies in coordinating cross-border reviews to facilitate mutual understanding and trust while lessening regulatory burdens are outlined.
The document discusses the establishment of the European Higher Education Area (EHEA) qualifications framework as part of the Bologna Process to enhance transparency and recognition of qualifications. It outlines the structure of the EHEA framework, including three main cycles of education and descriptors of learning outcomes, as well as the role of national frameworks in aligning with European standards. The importance of international mobility and quality assurance in the recognition of qualifications across Europe is emphasized.
The document discusses the importance of quality assurance and qualifications frameworks in achieving learning outcomes within educational systems, particularly in relation to the European Higher Education Area. It highlights the role of Quality and Qualifications Ireland (QQI) as an integrated agency for quality assurance and qualifications, outlining policies, guidelines, and the connection between internal and external quality assurance processes. The need for robust programme design and assessment strategies to ensure alignment with national and international standards is emphasized.
The document discusses the implementation and recognition of level 5 qualifications within the European Higher Education Area (EHEA), emphasizing their dual function as a bridge to both professional careers and higher education access. It highlights the variety of institutions that can offer these qualifications and identifies popular fields of study. The document also raises questions about the characteristics and treatment of short cycle programs to enhance their recognition and articulation across different education systems.
The document provides an overview of the current status and challenges of recognizing qualifications in Europe, particularly in the context of higher education. It emphasizes the need for national legislation to comply with the Lisbon Recognition Convention and encourages higher education institutions to utilize the European Area of Recognition manual for fair recognition practices. Additionally, it outlines ministerial commitments for addressing recognition of prior learning and improving labor market information for graduates.
This document discusses qualifications frameworks and learning outcomes. It explains that qualifications frameworks organize education around learning outcomes, which are statements about what a learner is expected to know or be able to do after a learning experience. Learning outcomes serve as a shared language between higher education institutions, academics, students, employers, and policymakers. Quality assurance processes link learning outcomes to qualifications by accrediting programs based on how well assessment and instruction align with intended outcomes.
This document discusses national qualifications frameworks and their self-certification of compatibility with the European Higher Education Area (EHEA) framework. It provides an overview of qualifications meta-frameworks, the typical stages of national qualifications framework development, and scorecard data on countries' progress. It then examines the criteria and procedures for self-certification, examples of countries that have undertaken joint EQF/QF-EHEA referencing reports, and challenges encountered in self-certification processes. While self-certification methods vary, the process provides incentives for countries to strengthen their national qualifications frameworks and enhance international recognition and reputation.
This document discusses quality assurance frameworks in Europe and Ireland's experience with quality assurance. It contains the following key points:
1) European standards and guidelines outline three layers of quality assurance - internal quality assurance, external quality assurance, and external quality assurance agencies.
2) Qualifications frameworks in Europe are based on learning outcomes and aim to integrate quality assurance.
3) In Ireland, quality and qualifications responsibilities were consolidated into a single agency called Quality and Qualifications Ireland (QQI).
4) QQI guidelines address important aspects of quality assurance like program design, learning outcomes, assessment strategies, and internal and external quality reviews.
The document summarizes the origins and development of qualifications frameworks in Ireland and internationally. It discusses how Ireland established a national qualifications framework (NFQ) in 1999 to promote quality, access, and progression across all education and training. The NFQ defines 10 levels of qualifications and relates Irish qualifications to the European Qualifications Framework and Bologna Framework. Implementation of the NFQ across higher education, further education, and vocational education has led to new qualifications, terminology and opportunities for learners. Studies show the NFQ is now well established and integrated into quality assurance, curriculum design, and other areas across Ireland's education and training systems. Globally over 150 countries now have or are developing qualifications frameworks to support recognition of learning and cross
The National Framework of Qualifications in Ireland was launched in 2003 after years of consultation and development, and has since undergone several revisions to align with international frameworks like the European Qualifications Framework. It provides coherence across the Irish education and training system by being used for quality assurance, curriculum design, recognition of prior learning, career guidance, workforce development, international recognition, skills strategies, and more. A review of the framework is scheduled for 2016.
The National Framework of Qualifications (NFQ) in Ireland was established to create a coherent system for recognizing all learning achievements and facilitating progression in education and training across various sectors. Launched in 2003, the framework promotes quality assurance and lifelong learning while aligning with European standards. Recent developments include a focus on employer engagement and international recognition of qualifications, reflecting an ongoing evolution in response to labor market needs and educational reforms.
Bryan Maguire from QQI gave a presentation on the European Qualifications Framework and how it is being implemented. A recent evaluation found little evidence so far of the EQF's impact on national education systems as implementation needs more time. However, early adopting countries like Ireland and the UK see political benefits from sharing experiences with other countries. The EQF also provides structure and support for countries developing new national qualifications frameworks.
QQI is Ireland's new integrated agency for quality and qualifications that was formed through the merger of several bodies. It oversees further and higher education qualifications frameworks and quality assurance. Teagasc offers agricultural qualifications up to Level 6 that fall under QQI's common awards system. This involves modular components and credit points. QQI is working to streamline processes like validation and quality reviews that Teagasc must go through. Overall, QQI aims to support education providers like Teagasc while taking on more responsibility for qualifications and quality improvement across Ireland's education system.
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Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
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Wheat, sorghum, and bajra (pearl millet) are susceptible to various pests that can significantly impact crop yields. Common pests include aphids, stem borers, shoot flies, and armyworms. Aphids feed on plant sap, weakening the plants, while stem borers and shoot flies damage the stems and shoots, leading to dead hearts and reduced growth. Armyworms, on the other hand, are voracious feeders that can cause extensive defoliation and grain damage. Effective management strategies, including resistant varieties, cultural practices, and targeted pesticide applications, are essential to mitigate pest damage and ensure healthy crop production.
THERAPEUTIC COMMUNICATION included definition, characteristics, nurse patient...parmarjuli1412
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The document provides an overview of therapeutic communication, emphasizing its importance in nursing to address patient needs and establish effective relationships. THERAPEUTIC COMMUNICATION included some topics like introduction of COMMUNICATION, definition, types, process of communication, definition therapeutic communication, goal, techniques of therapeutic communication, non-therapeutic communication, few ways to improved therapeutic communication, characteristics of therapeutic communication, barrier of THERAPEUTIC RELATIONSHIP, introduction of interpersonal relationship, types of IPR, elements/ dynamics of IPR, introduction of therapeutic nurse patient relationship, definition, purpose, elements/characteristics , and phases of therapeutic communication, definition of Johari window, uses, what actually model represent and its areas, THERAPEUTIC IMPASSES and its management in 5th semester Bsc. nursing and 2nd GNM students
Unit- 4 Biostatistics & Research Methodology.pdfKRUTIKA CHANNE
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Blocking and confounding (when a third variable, or confounder, influences both the exposure and the outcome) system for Two-level factorials (a type of experimental design where each factor (independent variable) is investigated at only two levels, typically denoted as "high" and "low" or "+1" and "-1")
Regression modeling (statistical model that estimates the relationship between one dependent variable and one or more independent variables using a line): Hypothesis testing in Simple and Multiple regression models
Introduction to Practical components of Industrial and Clinical Trials Problems: Statistical Analysis Using Excel, SPSS, MINITAB速鏝, DESIGN OF EXPERIMENTS, R - Online Statistical Software to Industrial and Clinical trial approach
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Introduction to Generative AI and Copilot.pdfTechSoup
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In this engaging and insightful two-part webinar series, where we will dive into the essentials of generative AI, address key AI concerns, and demonstrate how nonprofits can benefit from using Microsofts AI assistant, Copilot, to achieve their goals.
This event series to help nonprofits obtain Copilot skills is made possible by generous support from Microsoft.
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This document discusses quality assurance and qualifications frameworks in promoting mobility and recognition across national, bilateral, regional and global levels. It provides examples of quality assurance standards and guidelines in Europe as well as the role of qualifications frameworks. The Irish experience with its integrated agency for quality and qualifications is highlighted, with the agency responsible for the National Framework of Qualifications and quality assurance of higher education institutions and programs, both domestic and transnational. Principles for quality assurance agencies in coordinating cross-border reviews to facilitate mutual understanding and trust while lessening regulatory burdens are outlined.
The document discusses the establishment of the European Higher Education Area (EHEA) qualifications framework as part of the Bologna Process to enhance transparency and recognition of qualifications. It outlines the structure of the EHEA framework, including three main cycles of education and descriptors of learning outcomes, as well as the role of national frameworks in aligning with European standards. The importance of international mobility and quality assurance in the recognition of qualifications across Europe is emphasized.
The document discusses the importance of quality assurance and qualifications frameworks in achieving learning outcomes within educational systems, particularly in relation to the European Higher Education Area. It highlights the role of Quality and Qualifications Ireland (QQI) as an integrated agency for quality assurance and qualifications, outlining policies, guidelines, and the connection between internal and external quality assurance processes. The need for robust programme design and assessment strategies to ensure alignment with national and international standards is emphasized.
The document discusses the implementation and recognition of level 5 qualifications within the European Higher Education Area (EHEA), emphasizing their dual function as a bridge to both professional careers and higher education access. It highlights the variety of institutions that can offer these qualifications and identifies popular fields of study. The document also raises questions about the characteristics and treatment of short cycle programs to enhance their recognition and articulation across different education systems.
The document provides an overview of the current status and challenges of recognizing qualifications in Europe, particularly in the context of higher education. It emphasizes the need for national legislation to comply with the Lisbon Recognition Convention and encourages higher education institutions to utilize the European Area of Recognition manual for fair recognition practices. Additionally, it outlines ministerial commitments for addressing recognition of prior learning and improving labor market information for graduates.
This document discusses qualifications frameworks and learning outcomes. It explains that qualifications frameworks organize education around learning outcomes, which are statements about what a learner is expected to know or be able to do after a learning experience. Learning outcomes serve as a shared language between higher education institutions, academics, students, employers, and policymakers. Quality assurance processes link learning outcomes to qualifications by accrediting programs based on how well assessment and instruction align with intended outcomes.
This document discusses national qualifications frameworks and their self-certification of compatibility with the European Higher Education Area (EHEA) framework. It provides an overview of qualifications meta-frameworks, the typical stages of national qualifications framework development, and scorecard data on countries' progress. It then examines the criteria and procedures for self-certification, examples of countries that have undertaken joint EQF/QF-EHEA referencing reports, and challenges encountered in self-certification processes. While self-certification methods vary, the process provides incentives for countries to strengthen their national qualifications frameworks and enhance international recognition and reputation.
This document discusses quality assurance frameworks in Europe and Ireland's experience with quality assurance. It contains the following key points:
1) European standards and guidelines outline three layers of quality assurance - internal quality assurance, external quality assurance, and external quality assurance agencies.
2) Qualifications frameworks in Europe are based on learning outcomes and aim to integrate quality assurance.
3) In Ireland, quality and qualifications responsibilities were consolidated into a single agency called Quality and Qualifications Ireland (QQI).
4) QQI guidelines address important aspects of quality assurance like program design, learning outcomes, assessment strategies, and internal and external quality reviews.
The document summarizes the origins and development of qualifications frameworks in Ireland and internationally. It discusses how Ireland established a national qualifications framework (NFQ) in 1999 to promote quality, access, and progression across all education and training. The NFQ defines 10 levels of qualifications and relates Irish qualifications to the European Qualifications Framework and Bologna Framework. Implementation of the NFQ across higher education, further education, and vocational education has led to new qualifications, terminology and opportunities for learners. Studies show the NFQ is now well established and integrated into quality assurance, curriculum design, and other areas across Ireland's education and training systems. Globally over 150 countries now have or are developing qualifications frameworks to support recognition of learning and cross
The National Framework of Qualifications in Ireland was launched in 2003 after years of consultation and development, and has since undergone several revisions to align with international frameworks like the European Qualifications Framework. It provides coherence across the Irish education and training system by being used for quality assurance, curriculum design, recognition of prior learning, career guidance, workforce development, international recognition, skills strategies, and more. A review of the framework is scheduled for 2016.
The National Framework of Qualifications (NFQ) in Ireland was established to create a coherent system for recognizing all learning achievements and facilitating progression in education and training across various sectors. Launched in 2003, the framework promotes quality assurance and lifelong learning while aligning with European standards. Recent developments include a focus on employer engagement and international recognition of qualifications, reflecting an ongoing evolution in response to labor market needs and educational reforms.
Bryan Maguire from QQI gave a presentation on the European Qualifications Framework and how it is being implemented. A recent evaluation found little evidence so far of the EQF's impact on national education systems as implementation needs more time. However, early adopting countries like Ireland and the UK see political benefits from sharing experiences with other countries. The EQF also provides structure and support for countries developing new national qualifications frameworks.
QQI is Ireland's new integrated agency for quality and qualifications that was formed through the merger of several bodies. It oversees further and higher education qualifications frameworks and quality assurance. Teagasc offers agricultural qualifications up to Level 6 that fall under QQI's common awards system. This involves modular components and credit points. QQI is working to streamline processes like validation and quality reviews that Teagasc must go through. Overall, QQI aims to support education providers like Teagasc while taking on more responsibility for qualifications and quality improvement across Ireland's education system.
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecdrazelitouali
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Wheat, sorghum, and bajra (pearl millet) are susceptible to various pests that can significantly impact crop yields. Common pests include aphids, stem borers, shoot flies, and armyworms. Aphids feed on plant sap, weakening the plants, while stem borers and shoot flies damage the stems and shoots, leading to dead hearts and reduced growth. Armyworms, on the other hand, are voracious feeders that can cause extensive defoliation and grain damage. Effective management strategies, including resistant varieties, cultural practices, and targeted pesticide applications, are essential to mitigate pest damage and ensure healthy crop production.
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The document provides an overview of therapeutic communication, emphasizing its importance in nursing to address patient needs and establish effective relationships. THERAPEUTIC COMMUNICATION included some topics like introduction of COMMUNICATION, definition, types, process of communication, definition therapeutic communication, goal, techniques of therapeutic communication, non-therapeutic communication, few ways to improved therapeutic communication, characteristics of therapeutic communication, barrier of THERAPEUTIC RELATIONSHIP, introduction of interpersonal relationship, types of IPR, elements/ dynamics of IPR, introduction of therapeutic nurse patient relationship, definition, purpose, elements/characteristics , and phases of therapeutic communication, definition of Johari window, uses, what actually model represent and its areas, THERAPEUTIC IMPASSES and its management in 5th semester Bsc. nursing and 2nd GNM students
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Blocking and confounding (when a third variable, or confounder, influences both the exposure and the outcome) system for Two-level factorials (a type of experimental design where each factor (independent variable) is investigated at only two levels, typically denoted as "high" and "low" or "+1" and "-1")
Regression modeling (statistical model that estimates the relationship between one dependent variable and one or more independent variables using a line): Hypothesis testing in Simple and Multiple regression models
Introduction to Practical components of Industrial and Clinical Trials Problems: Statistical Analysis Using Excel, SPSS, MINITAB速鏝, DESIGN OF EXPERIMENTS, R - Online Statistical Software to Industrial and Clinical trial approach
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Odoo 18 Events Module is a powerful tool for organizing and managing events of all sizes, from conferences and workshops to webinars and meetups.
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In this engaging and insightful two-part webinar series, where we will dive into the essentials of generative AI, address key AI concerns, and demonstrate how nonprofits can benefit from using Microsofts AI assistant, Copilot, to achieve their goals.
This event series to help nonprofits obtain Copilot skills is made possible by generous support from Microsoft.
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"Geography Study Material for Class 10th" provides a comprehensive and easy-to-understand resource for key topics like Resources & Development, Water Resources, Agriculture, Minerals & Energy, Manufacturing Industries, and Lifelines of the National Economy. Designed as per the latest NCERT/JKBOSE syllabus, it includes notes, maps, diagrams, and MODEL question Paper to help students excel in exams. Whether revising for exams or strengthening conceptual clarity, this material ensures effective learning and high scores. Perfect for last-minute revisions and structured study sessions.
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Dive into the powerful journey from Thoreaus 19thcentury essay to Gandhis mass movement, and discover how one mans moral stand became the backbone of nonviolent resistance worldwide. Learn how conscience met strategy to spark revolutions, and why their legacy still inspires todays social justice warriors. Uncover the evolution of civil disobedience. Dont forget to like, share, and follow for more deep dives into the ideas that changed the world.
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 108: The American Literature
Submitted Date: April 2, 2025
Paper Name: The American Literature
Topic: Thoreaus Influence on Gandhi: The Evolution of Civil Disobedience
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/HXeq6utg7iQ
For a more in-depth discussion of this presentation, please visit the full blog post at the following link: https://rajdeepbavaliya2.blogspot.com/2025/04/thoreau-s-influence-on-gandhi-the-evolution-of-civil-disobedience.html
Please visit this blog to explore additional presentations from this season:
Hashtags:
#CivilDisobedience #ThoreauToGandhi #NonviolentResistance #Satyagraha #Transcendentalism #SocialJustice #HistoryUncovered #GandhiLegacy #ThoreauInfluence #PeacefulProtest
Keyword Tags:
civil disobedience, Thoreau, Gandhi, Satyagraha, nonviolent protest, transcendentalism, moral resistance, Gandhi Thoreau connection, social change, political philosophy
In this module, you will discover how digital tools, systems, and platforms empower people, businesses, and communities in the modern world. As 21st-century learners, you are part of a generation that lives and learns in a digital environment. This module is designed to guide you in exploring how ICT serves as a powerful toolnot only for communication but also for innovation, entrepreneurship, and responsible citizenship. Throughout this learning material, you will examine how ICT is used in real-world scenarios such as online marketing, digital citizenship, and legal and ethical issues in technology use. Youll gain practical knowledge and skills, from creating websites and managing e-commerce platforms, to analyzing data and practicing safe and responsible behavior online.
By engaging with the lessons, activities, and performance tasks in this module, you will become more than just a technology useryou will be a responsible, informed, and empowered digital citizen ready to thrive in todays interconnected world.
Lets begin this journey and unlock the full potential of ICT in your everyday life!
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Role play : First Aid- CPR, Recovery position and Hand hygiene.
Scene 1: Three friends are shopping in a mall
Scene 2: One of the friend becomes victim to electric shock.
Scene 3: Arrival of a first aider
Steps:
Safety First
Evaluate the victims condition
Call for help
Perform CPR- Secure an open airway, Chest compression, Recuse breaths.
Put the victim in Recovery position if unconscious and breathing normally.