Este documento presenta una práctica sobre comandos MS-DOS. El objetivo de la práctica es aprender a utilizar e identificar los comandos más usados en el símbolo de sistema. El marco teórico explica que MS-DOS es un sistema operativo para computadoras x86 y fue popular en las décadas de 1980 y 1990. Describe los comandos como instrucciones escritas que ejecutan procesos al oprimir Enter. La sección de desarrollo de la práctica presenta tres ejemplos de uso de comandos. La conclus
According to the National Insurance Crime Bureau (NICB), questionable claims continue to rise each year, with a 56 percent increase between 2008 and 2012. Fraud can be a fabricated claim, a staged accident, or falsified information. Most insurers find fraud at the time of claim. But for this alarming trend to stop, insurers should strive to identify potential fraud at the time of quote — even before they write the policy.
Stop fraud before it’s too late with RISK:check® Point of Sale.
Visit us today at verisk.com/riskcheck to learn more.
This recipe provides instructions for making an apple-cranberry crisp. It calls for mixing flour, oats, brown sugar, butter, cinnamon and a pinch of salt to make the crumble topping. The filling consists of apples, dried cranberries, lemon juice, orange zest, cinnamon, nutmeg, sugar, flour and salt. The filling is baked in a dish with the crumble topping spread over top. It bakes for 40 minutes until the topping browns and filling bubbles.
Este documento presenta una práctica sobre comandos MS-DOS. El objetivo de la práctica es aprender a utilizar e identificar los comandos más usados en el símbolo de sistema. El marco teórico explica que MS-DOS es un sistema operativo para computadoras x86 y fue popular en las décadas de 1980 y 1990. Describe los comandos como instrucciones escritas que ejecutan procesos al oprimir Enter. La sección de desarrollo de la práctica presenta tres ejemplos de uso de comandos. La conclus
According to the National Insurance Crime Bureau (NICB), questionable claims continue to rise each year, with a 56 percent increase between 2008 and 2012. Fraud can be a fabricated claim, a staged accident, or falsified information. Most insurers find fraud at the time of claim. But for this alarming trend to stop, insurers should strive to identify potential fraud at the time of quote — even before they write the policy.
Stop fraud before it’s too late with RISK:check® Point of Sale.
Visit us today at verisk.com/riskcheck to learn more.
This recipe provides instructions for making an apple-cranberry crisp. It calls for mixing flour, oats, brown sugar, butter, cinnamon and a pinch of salt to make the crumble topping. The filling consists of apples, dried cranberries, lemon juice, orange zest, cinnamon, nutmeg, sugar, flour and salt. The filling is baked in a dish with the crumble topping spread over top. It bakes for 40 minutes until the topping browns and filling bubbles.
The document announces a final symposium on December 4th, 2013 for projects VIPI and ATLEC about developing information and communication technology (ICT) and assistive technology (ICT-AT) skills for all, and provides a hashtag #ATICT4ALL and link to a tweetwall for the event.
The ATLEC Mobile Application provides an accessible mobile platform for people with disabilities to access information on assistive technologies (AT) and training materials according to their individual needs and employability skills. It aims to empower users with disabilities to become AT trainers themselves. The app uses a user-centered approach including personas, scenarios, use cases and mockups. It is compatible with Android devices and accessibility features like screen readers and voice input. The app allows users to search for information via a wizard, free search, profile-based search, or favorites list, and registered users can upload their own content.
This document summarizes several European projects aimed at developing ICT and assistive technology skills for people with disabilities. The projects include ViPi, eMentoring, ATLEC, SGSCC, and DICE. They focus on enhancing basic ICT skills, employability skills, and assistive technology skills through blended learning approaches including games and mobile learning. User involvement is a key part of the projects. Pilots involved people with various disabilities in multiple countries and showed improvements in engagement, skills, and confidence with ICT.
O documento agradece as comunidades religiosas e paroquiais pela animação vocacional durante o Ano Vocacional Dehoniano, que incluiu formações, visitas a escolas e celebrações. Também convida a uma reflexão sobre as vocações durante o tempo de Natal para renovar o desejo de seguir a Cristo.
Program final conference ViPi ATLEC symposium 04/12/2013Karel Van Isacker
This document outlines the program for a symposium on developing ICT and assistive technology skills for all. The one-day event consisted of four sessions and was organized with support from the European Commission to discuss outcomes from projects including ViPi, ATLEC, and eMentoring. The sessions covered increasing independence for people with disabilities, training needs from the user perspective, training provisions in vocational and healthcare services, and outcomes from various European projects developing ICT/AT curricula and platforms. The event concluded with demonstrations of developed learning materials and applications.
Increased independence of people with disabilities (by Jean-Marie Vanhove)Karel Van Isacker
The ATLEC project developed a unified curriculum to train people with disabilities in using assistive technologies (AT). The curriculum allows for qualification/accreditation and integrating AT skills into mainstream education programs. AT helps remove limitations for people with disabilities by enabling independent participation in society. Training is needed because technologies are complex and evolve rapidly, and lack of skills reduces benefits and may lead to technology aversion. Well-trained AT users do not depend on others and can become customers, employees or experts. Training is important for empowerment, complying with rights frameworks, and achieving digital competence.
The video for "Gold Steps" by Neck Deep follows several conventions of pop punk music videos. It shows the band performing at various locations, including on a skate ramp being pulled by a van, emphasizing themes of youth and fun. The costumes of the band members are casual, fitting the energetic style of pop punk. The narrative depicts bored teenagers who become energized when Neck Deep arrives with the skate ramp, leading to a party by a lake. Visuals like close-ups and crowd interaction strengthen the band's connection to their young audience.
The document describes the VIPI portal, a one-stop-shop interactive portal and learning environment that delivers accessible online training and a repository of learning objects for people with disabilities. The VIPI portal provides a multilingual platform, an embedded social community, and accessible online learning for trainees and trainers. It brings together stakeholders in vocational education and training, people with disabilities, and ICT training centers. The portal can be accessed online or via an Android mobile app and provides customized learning courses, content, and a handbook for different types of disabilities.
El documento describe una práctica realizada por un estudiante para crear un blog en Google como parte de un curso de mecatrónica. El objetivo de la práctica era aprender a usar este medio. El estudiante explica los pasos que siguió como subir entradas de texto, enlaces, videos e imágenes a su nuevo blog.
Este documento presenta un resumen de una práctica realizada en Word sobre cómo crear un reporte utilizando tablas. El objetivo de la práctica era aprender a crear un encabezado formal, insertar una tabla con un número determinado de filas y columnas para incluir la información requerida, y combinar y modificar celdas en la tabla. El documento también incluye breve información sobre Word y concluye expresando que se comprendió el uso de tablas en Word y cómo modificarlas.
Este documento describe cómo agregar una tabla de contenido de imágenes a un ensayo en Microsoft Word. Explica que la forma más sencilla de crear una tabla de contenido es utilizando los formatos de nivel de esquema o estilos de título integrados. Luego proporciona los pasos para insertar la tabla de contenido e incluir las imágenes con sus nombres. El objetivo es permitir acceder fácilmente a las ilustraciones en el documento.
Este documento describe una práctica realizada por un estudiante para diseñar un folleto utilizando herramientas de Microsoft Word. El objetivo de la práctica era crear un folleto promocional para un libro usando colores, Word Art u otras figuras. El documento explica cómo usar autoformas en Word y los pasos que el estudiante siguió para completar la práctica.
Paula Scher is an American graphic designer known for her playful and experimental approach to typography. She believes design needs an element of play to avoid being stiff and boring. While interviews are solemn occasions for her, design work should be serious but not solemn. She cites Aksidenz Grotesk as her default font but enjoys fonts similar to Helvetica with personality. When asked what "dirty" means to her, she jokes that it currently describes the state of her apartment during renovations.
Παρουσίαση και ορισμός των βασικών βιογραφικών ειδών έτσι όπως εντοπίζονται στο οικείο κεφάλαιο της Β' Λυκείου. Περιέχει τις εξής ενότητες: Βιογραφία - Μυθιστορηματική βιογραφία, Βιογραφικό σημείωμα, Αυτοβιογραφία - μυθιστόρημα με αυτοβιογραφικά στοιχεία, Αυτοβιογραφικό σημείωμα, Απομνημονεύματα, Ημερολόγιο, Συστατική Επιστολή
2. Η
στροφή προς τη μελέτη του
λαϊκού πολιτισμού.
Ανάπτυξη της λαογραφίας.
Δημοτικισμός ή στροφή προς τη
δημοτική γλώσσα.
3. Με
τον όρο αυτό εννοούμε τη
στροφή των λογοτεχνών προς την
ύπαιθρο με στόχο την περιγραφή
και απεικόνιση των ηθών και
εθίμων του ελληνικού λαού.
4. H λαογραφία ορίζεται ως η μελέτη
των χαρακτηριστικών ενός λαού
της υπαίθρου και έχει παρεμφερή
σημασία και άμεση σχέση με την
εθιμογραφία.
5.
Όταν μιλάμε για μυθιστόρημα εννοούμε
συνήθως κάποια ιστορία που
αναφέρεται στις περιπέτειες ενός ατόμου
μέσα στην κοινωνία. Το μυθιστόρημα
προϋποθέτει έναν μύθο καθώς επίσης το
μυθιστοριογράφο και τον βασικό ήρωα
του μυθιστορήματος. Το μυθιστόρημα
δεν είναι το ίδιο με το διήγημα παρόλο
που έχουν αρκετά κοινά στοιχεία.
6.
Διήγηση: Ένας απρόσωπος
αφηγητής με δική του φωνή.
Μίμηση: 1. Ένα πλαστό πρόσωπο
2.Εναλάσσεται η αφήγηση με το
διάλογο
Διάλογος: Απουσιάζει εντελώς ο
αφηγητής
7. Έχουμε δύο μεγάλες κατηγορίες αφηγητών:
Τον δραματοποιημένο αφηγητή που είναι
ένα από τα πρόσωπα της ιστορίας.
Συνήθως αφηγείται σε πρώτο γραμματικό
πρόσωπο.
Το μη δραματοποιημένο ή απρόσωπο
αφηγητή που αφηγείται σε τρίτο
γραμματικό πρόσωπο.
8.
Ρεαλιστής είναι ο άνθρωπος που είναι
προσγειωμένος στην πραγματικότητα. Ο
ρεαλισμός είναι όρος της φιλοσοφίας και
της αισθητικής. Αποκλείει τα συναισθήματά
του από την διήγηση, τις κρίσεις και την
προσωπική ερμηνεία για τα γεγονότα. Με
αυτό τον τρόπο δίνει στον αναγνώστη την
αίσθηση ότι συμμετέχει και ο ίδιος, ότι
παρακολουθεί τα γεγονότα να ξετυλίγονται
μπροστά του.
9.
Ο καλλιτέχνης στο έργο του πρέπει να
αποδώσει πιστά την πραγματικότητα.
Ο συγγραφέας τηρεί μια στάση
αντικειμενική απέναντι στα γεγονότα που
διηγείται.
