Aug 182018
 

Artigos “livres” de serem consultados na área da educação e uso de computadores

https://www.sciencedirect.com/journal/computers-and-education

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Aug 182018
 

Lista de conferências em IHC,

  1. 3DUI – IEEE Symposium on 3D User Interfaces
    Catálogo de Publicações da Conferência: IEEE Digital Library
  2. ASSETS – International ACM SIGACCESS Conference on Computers and Accessibility
    Catálogo de Publicações da Conferência: ACM Digital Library
  3. AVI – International Working Conference on Advanced Visual Interfaces
    Catálogo de Publicações da Conferência: ACM Digital Library
  4. BCS-HCI – Conference of the British Computer Society Human Computer Interaction Specialist Group
    Catálogo de Publicações da Conferência: HCI Bibliography / SIGCHI
  5. CC – Creativity and Cognition Conference
    Catálogo de Publicações da Conferência: ACM Digital Library
  6. CHI – Conference on Human Factors in Computing Systems
    Catálogo de Publicações da Conferência: ACM Digital Library
  7. DIS – Designing Interative Systems Conference
    Catálogo de Publicações da Conferência: ACM Digital Library
  8. EICS – Engineering Interactive Computing Systems
    Catálogo de Publicações da Conferência: ACM Digital Library
    A EICS hoje reúne várias outras conferências até então realizadas separadamente. Dentre elas, são relevantes para a área de IHC as seguintes:

    • EHCI – IFIP Working Conference on Engineering for Human-Computer Interaction
      Catálogo de Publicações da Conferência: DBLP
    • DSV IS – Design, Specification, and Verification of Interactive Systems
      Catálogo de Publicações da Conferência: DBLP
    • CADUI – Computer-Aided Design of User Interfaces
      Catálogo de Publicações da Conferência: DBLP
    • TAMODIA – Task Models and Diagrams for User Interface Design
      Catálogo de Publicações da Conferência: DBLP
  9. HCII – International Conference on Human-Computer Interaction
    Catálogo de Publicações da Conferência até 2005: HCI Bibliography / SIGCHI
    Catálogo de Publicações da Conferência de 2007 a 2009: Website da Série HCII
    Referências dos Anais da Edição de 2011: DBLP
  10. HRI – IEEE/ACM International Conference on Human Robot Interaction
    Catálogo de Publicações da Conferência: ACM Digital Library
  11. ICMI – International Conference on Multimodal Interfaces
    Catálogo de Publicações da Conferência: ACM Digital Library
  12. IDC – International Conference on Interaction Design and Children
    Catálogo de Publicações da Conferência: ACM Digital Library
  13. IHC – Simpósio sobre Fatores Humanos em Sistemas Computacionais
    Catálogo de Publicações da Conferência de 2002 a 2004: BDBComp
    Catálogo de Publicações da Conferência de 2006 a 2010: ACM Digital Library
    Catálogo de Publicações da Conferência nos demais anos: consulte o catálogo do GT
  14. INTERACT – IFIP TC13 International Conference on Human-Computer Interaction
    Catálogo de Publicações da Conferência: DBLP
  15. ITS Interactive Tabletops and Surfaces
    Catálogo de Publicações da Conferência: HCI Bibliography / SIGCHI
  16. IUI – International Conference on Intelligent User Interfaces
    Catálogo de Publicações da Conferência: ACM Digital Library
  17. MobileHCI – International Conference on Human-Computer Interaction with Mobile Devices and Services
    Catálogo de Publicações da Conferência: ACM Digital Library
  18. NordiCHI – Nordic Conference on Human-computer interaction
    Catálogo de Publicações da Conferência: ACM Digital Library
  19. OzCHI – Computer-Human Interaction of Australia
    Catálogo de Publicações da Conferência: ACM Digital Library
  20. PDC – Participatory Design Conference
    Catálogo de Publicações da Conferência: ACM Digital Library
  21. RO-MAN – IEEE International Symposium on Robot and Human Interactive Communication
    Catálogo de Publicações da Conferência: IEEE Digital Library
  22. SIGDOC – ACM International Conference on Design of Communication
    Catálogo de Publicações da Conferência: ACM Digital Library
  23. TEI International Conference on Tangible, Embedded, and Embodied Interaction
    Catálogo de Publicação da Conferência: HCI Bibliography / SIGCHI
  24. UIST – ACM Symposium on User Interface Software and Technology
    Catálogo de Publicações da Conferência: ACM Digital Library
  25. UMAP – User Modeling, Adaptation, and Personalization
    Os organizadores comunicam que: “The biennial conference series User Modeling (UM, 1986-2007) and Adaptive Hypermedia and Adaptive Web-Based Systems (AH, 2000-2008) were merged in 2009 into the annual conference series User Modeling, Adaptation, and Personalization (UMAP).”
    Catálogo de Publicações da Conferência: DBLP
  26. VECIMS – IEEE International Conference on Virtual Environments Human-Computer Interfaces and Measurement Systems
    Catálogo de Publicações da Conferência: IEEE Digital Library
  27. VL/HCC – IEEE Symposium on Visual Languages and Human-Centric Computing
    Catálogo de Publicações da Conferência depois da fusão com a HCC: IEEE Digital Library
    Catálogo de Pubicações da Conferência da HCC antes da fusão: IEEE Digital Library

+infos(fonte): LINK

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Aug 182018
 

eu gostava de ter acesso/I would like to have access to your article..
Bases for Summative Evaluation of Educational Digital Games and Their Implications in School ScenarioLINK

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Nov 092017
 

O 4.º Encontro sobre Jogos e Mobile Learning, no dia 5 de maio de 2018, sábado, volta a reunir em Coimbra investigadores, mestrandos e doutorandos, professores, psicólogos, profissionais de Ciências da Educação e demais interessados nestas temáticas. Este evento atrai participantes nacionais e estrangeiros que pretendem partilhar conhecimentos, investigação, práticas e debater questões importantes para uma integração sustentável de jogos educativos e dispositivos móveis na educação.

O Encontro inclui conferências e comunicações, bem como workshops para os participantes terem um momento “hands-on”. Participe!

+infos(oficial): LINK

+infos(grupo no FB): LINK

 

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Jul 202017
 

CHAMADA DE TRABALHOS
A conferência procura trabalhos originais, que se possam destacar como publicações de relevo na comunidade científica, De igual modo, espera-se uma participação conjunta da academia e indústria através da submissão de trabalhos de diferentes formatos (Full Paper, Short Paper, Poster, Demo, Apresentação).
Tópicos principais, mas não limitados a:

Arte, Estética e Design de Jogos Digitais
– Videojogos e transmedia (Cinema, Banda Desenhada, Artes Visuais, Música, Literatura, Publicidade)
– Narrativa, História e Personagens
– Concepção visual de espaços e personagens
– Animação e Efeitos Visuais
– Representação digital do Movimento
– Videojogos e Som
– Interface Design

Estudos de Jogos
– Ludologia
– Emoção e afetividade nos videojogos
– Estudos Sociais, Culturais e de Comunidades
– Modelos de Negócio e Exploração de Videojogos
– Género, Sexualidade e Videojogos
– Religião nos videojogos
– Videojogo como género emergente de Ficção Científica
– Ética e Videojogos
– Jogos de cartas e tabuleiro

Desenvolvimento de Jogos
– Jogos evolutivos: Geração procedural de conteúdos
– Programação e Videojogos
– Computação em Videojogos
– Prototipagem e Desenvolvimento de Videojogos
– Matemática, Física e AI
– Desenvolvimento para dispositivos móveis

Game-based Learning – Aprendizagem Baseada em Jogos​
Videojogos e Educação
– Gamilficação
Experiências com videojogos (comerciais ou sérios) no Ensino formal e Informal
A criação de videojogos pela Audiência/Aprendentes
– Jogos e Educação: uma perspectiva histórica​
– Videojogos e literacia(s)

Imersão e Presença em Videojogos
– Realidade Virtual, Aumentada
– Media imersivo e simulação
– Sensações hápticas: Experiência de Jogo e Entretenimento
– Interface tangível: Dispositivos para interacção de jogos
– Interface, Interacção, Ergonomia e Usabilidade

Datas importantes:
Submissão de artigos: 22 de Setembro
Decisão da aceitação: 15 de Outubro
Submissão de artigos revistos: 30 de Outubro
Conferência: 23 e 24 de Novembro

+infos(oficial): http://vj2017.ulusofona.pt/

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Jul 202017
 

Each of these topic areas is expanded below but the sub-topics list is not exhaustive. Papers may address one or more of the listed sub-topics, although authors should not feel limited by them. Unlisted but related sub-topics are also acceptable, provided they fit in one of the following main topic areas:

1. INFORMATION TECHNOLOGIES SUPPORTING LEARNING
2. ARTIFICIAL INTELLIGENCE IN EDUCATION
3. LEARNING/TEACHING METHODOLOGIES AND ASSESSMENT
4. SOCIAL CONTEXT AND LEARNING ENVIRONMENTS
5. DOMAIN APPLICATIONS AND CASE STUDIES
6. UBIQUITOUS LEARNING

AREA 1: INFORMATION TECHNOLOGIES SUPPORTING LEARNING
Authoring Tools and Content Development
Synchronous and Asynchronous Learning
Educational Data Mining
Classroom Management
e-Learning Hardware and Software
e-Learning Platforms, Portals
Tools for Educational Communication and Collaboration
Intelligent Tutoring Systems
Learning Analytics
Virtual Learning Environments
Virtual Worlds

AREA 2: ARTIFICIAL INTELLIGENCE IN EDUCATION
Adaptive Educational Systems
Intelligent Teacher Dashboards
Intelligent Modelling of Affect for Learning
Authoring Tools for Intelligent Tutoring Systems
Empirical Studies of Learning with AI Educational Systems
Agent-based Learning Environments
Architectures for AI-based Educational Systems
Gamification for Learning

AREA 3: LEARNING/TEACHING METHODOLOGIES AND ASSESSMENT
Tools to Assess Learning
Metrics and Performance Measurement
Project Based Learning and Engineering Education
Blended Learning
Educating the Educators
Game-based and Simulation-based Learning
Higher Order Thinking Skills
Immersive Learning
Flipped Classroom
Instructional Design
Mentoring and Tutoring

AREA 4: SOCIAL CONTEXT AND LEARNING ENVIRONMENTS
Assessment and Accreditation of Courses and Institutions
Teacher Evaluation
Theoretical Bases of e-Learning Environments
Social Computing for Learning and Knowledge Sharing
Computer-Supported Collaborative Learning
Community Building
Vocational Training
Course Design and e-Learning Curriculae
Distance and e-Learning in a Global Context
Active Learning
Constructivism and Social Constructivism
Lifelong Learning: Continuing Professional Training and Development

AREA 5: DOMAIN APPLICATIONS AND CASE STUDIES
Distance Learning Strategies
e-Learning in Developing Countries
e-Learning in Engineering Education
e-Learning Success Cases
Health Sector Applications
Intelligent Learning and Teaching Systems
Children’s Education using Computer Support and K12 Students

AREA 6: UBIQUITOUS LEARNING
Universal Design for Learning
Cloud-based Learning and Assessment
Context Dependent Learning
Distance Education
Mobile Learning (M-learning)
Smart Devices as Collaborative Learning Tools
Virtual Labs and Virtual Classrooms
Massive Open Online Courses

Regular Papers
Paper Submission: October 16, 2017
Authors Notification: December 15, 2017
Camera Ready and Registration: January 4, 2018

Position Papers
Paper Submission: November 22, 2017
Authors Notification: January 11, 2018
Camera Ready and Registration: January 24, 2018

+infos: http://www.csedu.org/

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Jul 202017
 

A easychair tem um serviço novo que é de divulgação de conferencias, muito interessante.. e a usar

https://easychair.org/cfp/country.cgi?cc=pt

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Jul 202017
 

Para procurar onde publicar em livros:

https://www.igi-global.com/publish/call-for-papers/

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Jun 132017
 

Proposals Submission Deadline: June 15, 2017
Full Chapters Due: October 15, 2017
Submission Date: January 15, 2018

Introduction
Contemporary education is increasingly being involved with technological resources in order to meet the needs of emerging generations, changing the way people teach and learn. In this context, the area of Digital Educational Games and Game-Based Learning is an research field that has evolved in recent years, with initiatives in different domains and in diverse immersive platforms/devices and three-dimensional environments that support the creation of applications to improve teaching and learning processes.
This handbook aims to meet the challenge of providing teachers, researchers and institutions with discussions and examples on how to adopt these new methods and applications supported with information technology tools and resources successfully, focusing on the area of Digital Educational Games and Game-based learning in 3D or immersive environments. The aim is to reach into research trends that are appearing, in order to show innovations that can be used and the results that can be found, disseminating and valorizing well succeed approaches and incentivizing the scientific community into filling the research gaps.
The topics covered in this book seek to cover the introduction of new pedagogical practices in all levels and modalities of education, instigating readers to assimilate proposals that have been implemented and to replicate this knowledge in their institutions and researchers worldwide.

Objective
This comprehensive and timely publication aims to be an essential reference source, disseminating knowledge on the available literature in the field of Immersive and Digital Educational Games, with the objective of showing applications in this area integrated with educational, cognitive and affective theories and computer resources that are being used to support contemporary instructional methods.

Target Audience
The target audience for this handbook is broad, ranging from teachers, pre-service teachers, students and university researchers of interdisciplinary areas to the academic world in general. This publication seeks to cover topics related to Immersive and Digital Educational Games and other approaches interconnected to this area that can be used together, thus seeking to attract readers to explore the researches presented, its benefits, disadvantages and forms of applying.

Recommended Topics
Contributors are welcome to submit chapters on the following topics relating to Game-Based Learning use, implementation and adoption in different modalities of education:
– Digital educational games and its integration with learning theories
– Gamified immersive environments and virtual worlds
– Digital serious games in education
– Virtual reality applied to Game-Based Learning
– Intelligent pedagogical agents in digital educational games
– Affective aspects involved in digital educational games
– 3D virtual laboratories and simulations for education
– Methods of evaluation and assessment in digital Game-Based Learning
– Usability for digital educational games and immersive environments

Submission Procedure
Researchers and practitioners are invited to submit on or before June 15, 2017, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by August 15, 2017 about the status of their proposals and be sent chapter guidelines. Full chapters are expected to be submitted by October 15, 2017. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.

Important Dates
June 15, 2017: Proposal Submission Deadline
August 15, 2017: Notification of Acceptance
October 15, 2017: Full Chapter Submission
December 15, 2017: Review Results Returned
January 15, 2018: Final Chapter Submission
February 15, 2018: Final Deadline

*http://www.igi-global.com/publish/call-for-papers/call-details/2750

//– português

*Call for Chapters – Handbook of Research on Immersive and Digital
Educational Games, a ser publicado pela editora IGI Global (em inglês).*

*Objetivo do Livro*
A publicação busca de forma abrangente e pontual ser uma fonte essencial de
referência, disseminando o conhecimento sobre a literatura disponível no
campo dos Jogos Educacionais Imersivos e Digitais, com o objetivo de
mostrar aplicações nesta área integradas com teorias educacionais,
cognitivas e afetivas e recursos computacionais que estão sendo utilizados
para apoiar métodos de ensino contemporâneos.

*Público-alvo*
Professores, professores em formação, estudantes e pesquisadores
universitários de áreas interdisciplinares até o mundo acadêmico em geral.
Esta publicação procura abranger tópicos relacionados a Jogos Educacionais
Imersivos e Digitais e outras abordagens interconectadas a esta área que
possam ser utilizadas em conjunto, buscando atrair leitores para explorar
as pesquisas apresentadas, suas vantagens e desvantagens, bem como formas
de aplicação.

*Tópicos recomendados (mas não limitados):*
Contribuintes são bem-vindos para enviar capítulos sobre os seguintes
tópicos relacionados com o uso da Aprendizagem Baseada em Jogos e Ambientes
imersivos, com implementação e adoção em diferentes modalidades de ensino:
Jogos educacionais digitais e sua integração com teorias de aprendizagem
Ambientes imersivos gamificados e mundos virtuais
Jogos sérios digitais na educação
Realidade virtual aplicada à Aprendizagem Baseada em Jogos
Agentes pedagógicos inteligentes em jogos educativos digitais
Aspectos afetivos envolvidos em jogos educativos digitais
Laboratórios virtuais 3D e simulações para educação
Métodos de avaliação formativa e somativa na Aprendizagem Baseada em Jogos
Digitais
Usabilidade para jogos educacionais digitais e ambientes imersivos

*Procedimento para Submissão*
*Pesquisadores e profissionais são convidados a apresentar até 15 de junho
de 2017, uma proposta de capítulo de 1-2 páginas explicando claramente a
missão e as preocupações do seu capítulo proposto.* Os autores das
propostas aceitas serão notificados até 15 de agosto de 2017 sobre o status
das mesmas e receberão as diretrizes para envio dos capítulos completos.
Esses devem ser enviados até o dia 15 de outubro de 2017. Todos os
capítulos enviados serão revisados em uma base de revisão por pares no
formato blind-review. Os autores das propostas também podem ser convidados
a atuar como revisores para este projeto. *Tanto a proposta de capítulo
quanto o capítulo em si devem ser enviadas em inglês.*

*Mais informações:*
*http://www.igi-global.com/publish/call-for-papers/call-details/2750

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Jun 132017
 

Call for Chapters: Handbook of Research on E-Assessment in Higher Education
http://www.igi-global.com/publish/call-for-papers/submit/2812 Editors

Ana Azevedo, CEOS.PP-ISCAP/IPP, aazevedo@iscap.ipp.pt
José Azevedo, CEOS.PP-ISCAP/IPP, jazevedo@iscap.ipp.pt

Call for Chapters
*Proposals Submission Deadline: July 15, 2017
Full Chapters Due: November 15, 2017
Submission Date: March 15, 2018*

Introduction
Assessment profoundly influences the motivation of those who learn, shapes
their perspectives about learning and therefore plays a key role in the
educational process. The introduction of different assessment systems has
important impacts throughout the educational process (Botički & Milašinović,
2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi,
2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, &
Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998;
Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In
the last years, the emergence of a new paradigm valuing the student as the
central subject in the construction of their learning, requires new
pedagogical approaches, and diversified methods (Botički & Milašinović,
2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte,
2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer,
2010). According to Redecker e Johannessen (2013), changes in pedagogical
practices and in the learning processes can only happen when also changing
assessment.
Information and Communication Technologies (ICT) place challenges and at
the same time offer teachers tools to create differentiated learning
opportunities for students. The use of ICT in the assessment process is
thus unavoidable, through electronic assessment, or e-assessment. In this
case, ICT is used throughout the evaluation process from the design of the
tests to the storage of the results (Stödberg, 2012). One possible approach
is to develop specific environments for this purpose (Botički & Milašinović,
2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach
is the use of the so-called Learning Management Systems (LMS) (Burrow,
Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza,
Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the
advantage of providing a vast set of tools specifically designed for the
implementation of e-assessment. Among these tools we emphasize the quizzes,
which can encompass several types of questions, such as multiple-choice,
true/false, item matching, short answer, among others.
Considering its purpose, assessment may be formative and/or summative, or
diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg,
2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012).
In relevant scientific studies about this topic, it was found that the use
of formative evaluation or of both types, formative and summative
simultaneously, is more common than the use of summative evaluation alone (
Stödberg, 2012). E-assessment can be useful and can bring benefits to both
types of assessment, formative and summative (Bull & Danson, 2001;
McAlpine, 2002).Assessment can also be continuous. E-assessment “can
provide a powerful means of continuous assessment, providing rapid and
detailed feedback to students and academics about the learning process.”
(McAlpine, 2002, p. 8).
Stödberg (2012) presents a study in which e-assessment task were classified
in five categories namely: (i) closed questions, such as multiple-choice
questions and matching, (ii) open-ended questions, (iii) portfolio, (iv)
product, such as software, and (v) discussions between students.
There are applications of e-assessment in diverse areas such as geography
(Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011),
management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine
(Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et
al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and
Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão,
2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015;
Mathai & Olsen, 2013).
Historically, assessment in higher education consisted in the application
of final exams for each of the courses, the so-called final assessment. In
Europe, the Bologna process points out to another type of assessment,
encompassing diverse forms of assessments carried out during the
semester/academic year, the so-called continuous assessment. E-assessment
plays an important paper in this context, and has nowadays a growing
importance in Higher Education, not only in Europe, but around the world.

Objective
The primary objective of this book is to provide insights concerning the
use of e-assessment in Higher Education. This is a cutting-edge and
important topic that deserves a reflexion, and this book is an excellent
opportunity to do it. The book aims to provide the opportunity for a
reflexion on this important issue, increasing the understanding of using
e-assessment in the context of several different contexts, providing
relevant academic work, empirical research findings, and an overview of
this relevant field of study.

Target Audience
All those that need to assess the teaching-learning process, namely teacher
at all levels, from k1-k12 to college. Also professionals in the area of
skills certification, managers, researchers, academicians, practitioners,
and graduate students, are the target of this book.

Recommended Topics
Traditional vs e-assessment
E-assessment with portfolios
E-assessment with multiple choice questions and other closed formats
Feedback and e-assessment
e-assessment for e-learning
Analitics and e-assessment
Adaptive systems and e-assessment
E-assessment hardware and software
e-assessment tools, applications, and portals
Other topics of interest

Submission Procedure
Researchers and practitioners are invited to submit on or before July 15,
2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the
mission and concerns of his or her proposed chapter. Authors will be
notified by July 25,2017 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by November
15, 2017, and all interested authors must consult the guidelines for
manuscript submissions at http://www.igi-global.com/publ
ish/contributor-resources/before-you-write/ prior to submission. All
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, Trust in Knowledge Management and Systems in
Organizations. All manuscripts are accepted based on a double-blind peer
review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM
online submission manager.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference” (formerly Idea
Group Reference), “Medical Information Science Reference,” “Business
Science Reference,” and “Engineering Science Reference” imprints. For
additional information regarding the publisher, please visit
www.igi-global.com. This publication is anticipated to be released in 2018.

Important Dates
July 15, 2017: Proposal Submission Deadline
July 25, 2017: Notification of Acceptance
November 15, 2017: Full Chapter Submission
January 15, 2018: Review Results Returned
February 28, 2018: Final Acceptance Notification
March 15, 2018: Final Chapter Submission

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