Capella Proprietary and Confidential
Last Updated: December 18, 2017
1
ePORTFOLIO TUTORIAL
GETTING STARTED WITH PATHBRITE ePORTFOLIO
An ePortfolio is a tool that lets you collect and save digital versions of your work in a cloud-
based platform. It allows you to organize and present a collection of your accomplishments,
evaluations, and even a job-search resume online!
There are several reasons you might use an ePortfolio, including:
• For course assignments that require creation of an ePortfolio.
• For personal use as a place to save work throughout your program.
• As a place to display work that demonstrates completion of licensure or capstone
requirements.
• For use in professional development or job searches.
The following ePortfolio elements are addressed in this tutorial:
• Accessing ePortfolio.
• The My Profile Page.
• Creating a Portfolio.
• Privacy Settings.
• Adding Work to a Portfolio.
o The Edit Page: Add Work.
o Select Industry.
o Drag and Drop Your Files.
o Upload Files.
o Add Files to My Library.
o Add Files to a Portfolio from My Library.
• Editing and Organizing Portfolios.
o The Edit Page: Style & Settings.
o Edit File Titles, Tags and Descriptions.
Tags.
o Edit Categories.
Assign Categories to Files.
o Edit How Your Portfolio Looks.
Portfolio Layout.
Portfolio Theme.
o Edit Contact Links.
Capella Proprietary and Confidential
Last Updated: December 18, 2017
2
ePORTFOLIO TUTORIAL
ACCESSING ePORTFOLIO
The courseroom you are in will determine where the link to ePortfolio is located.
GuidedPath
FlexPath
Click ePortfolio in a GuidedPath course.
Click ePortfolio in a FlexPath course.
Capella Proprietary and Confidential
Last Updated: December 18, 2017
3
ePORTFOLIO TUTORIAL
A Welcome to Pathbrite pop-up window will display.
The My Profile page displays on ePortfolio.
Click Open in New Window
to open ePortfolio.
Capella Proprietary and Confidential
Last Updated: December 18, 2017
4
ePORTFOLIO TUTORIAL
THE MY PROFILE PAGE
The ePortfolio My Profile page provides the main access to your portfolios. From here, you
can create new portfolios and access any existing portfolios.
The first time you access the My Profile page, you will be invited to Start Profile Wizard and
Create Your First Portfolio. You can also access the My Account quick access menu.
• Start Profile Wizard allows you to edit to personal information, such as your profile
image, the name and title that displays, and e-mail. You can also add additional
personal information as desired.
• My Account, in the upper right corner, opens a drop-down menu that provides
access to the Shared ePortfolios and the My Library page. You can also come back to
the My Profile page from anywhere else in ePortfolio by clicking this menu.
• Create Your First Portfolio on the icon in the middle of your screen, or Create
Portfolio on the ri.
This document provides instructions for using the ePortfolio module in the Spike@School product. It explains how to create an ePortfolio area and members, add containers to organize ePortfolios, create an ePortfolio and add different content types like blogs, calendars, and pages. The content types that can be added include blogs, calendars, comment areas, embedded items, file sets, image galleries, link sets, pages, and quiz sets. The tutorial guides users through each step to set up and populate their ePortfolio.
This tutorial provides step-by-step instructions for creating an online electronic portfolio using Google Sites and other Google applications. It covers setting up a Google account, creating a Google Site, customizing the design, adding content such as documents and images, linking pages within the site, and ensuring student safety online. The goal is to guide students and teachers in transforming document-based portfolios into online portfolios that can include multimedia content.
The document provides instructions for adding various files and content to online classroom pages using different options in the Ed Portal interface. It explains how to add documents, pictures, folders and files to the Document and Media Library using 12 steps. It also explains how to add a Document and Media Library display to a class page in 2 steps. Finally, it provides directions for adding Web Content displays, links, videos and assignment dropboxes.
This guidance document provides instructions for teacher administrators on how to access and use their TwinSpace project workspace. It outlines 5 steps: 1) Signing in, 2) Accessing your TwinSpace, 3) Updating your profile, 4) Creating project activities, and 5) Inviting pupils to participate. The document describes the main features of the TwinSpace homepage and how to navigate it to manage projects, communicate, and collaborate with other members.
This document provides a tutorial for using the Interfolio Dossier account in 5 steps:
1. Log into interfolio.pace.edu using Pace credentials or select "Pace University" to access via Shibboleth.
2. Select the iDossier account to enter the Interfolio Dossier account.
3. Click "Collections" and "Add Collection" to create a collection for uploaded materials. You can then add files like Word documents, PDFs, videos, and webpages to the collection.
The document provides tips for creating an effective PowerPoint presentation. It discusses using hyperlinks to link to other slides or files, embedding files like Excel sheets, and using custom animations. The key tips are to minimize slides, use clear and large fonts, keep the content simple, include relevant visuals, maintain consistency, and ensure good contrast between text and background. The document also discusses how to insert hyperlinks, embed objects, and use action buttons to navigate slides in a presentation.
This document provides an overview of how to use LiveBinders as an educational resource tool. It discusses the basics of LiveBinders including what it is, how to create an account and install the "LiveBinder It" bookmarklet. It then covers how to add various types of content like links, files, images, videos and more. It also explains how to organize content using tabs and subtabs, copy/move tabs, color tabs, and manage uploaded files. The document concludes by discussing how to edit binder settings, share binders, and create custom shelves to organize groups of binders by topic.
This document provides instructions for creating digital anthologies using the BiblioBoard platform. It outlines the three main phases of creating an anthology - Discovery, Enhancement, and Marketing. In Discovery, materials are uploaded, searched for, and organized. Enhancement involves reviewing materials, adding metadata and descriptions. Marketing includes adding cover images, descriptions, keywords and categories to help users find and understand the anthology. The goal is to make it easy for librarians, faculty and students to create thematic collections and share them digitally.
This document provides instructions for using the ePortfolio module in the Spike@School product. It explains how to create an ePortfolio area and members, add containers to organize ePortfolios, create an ePortfolio and add different content types like blogs, calendars, and pages. The content types that can be added include blogs, calendars, comment areas, embedded items, file sets, image galleries, link sets, pages, and quiz sets. The tutorial guides users through each step to set up and populate their ePortfolio.
This tutorial provides step-by-step instructions for creating an online electronic portfolio using Google Sites and other Google applications. It covers setting up a Google account, creating a Google Site, customizing the design, adding content such as documents and images, linking pages within the site, and ensuring student safety online. The goal is to guide students and teachers in transforming document-based portfolios into online portfolios that can include multimedia content.
The document provides instructions for adding various files and content to online classroom pages using different options in the Ed Portal interface. It explains how to add documents, pictures, folders and files to the Document and Media Library using 12 steps. It also explains how to add a Document and Media Library display to a class page in 2 steps. Finally, it provides directions for adding Web Content displays, links, videos and assignment dropboxes.
This guidance document provides instructions for teacher administrators on how to access and use their TwinSpace project workspace. It outlines 5 steps: 1) Signing in, 2) Accessing your TwinSpace, 3) Updating your profile, 4) Creating project activities, and 5) Inviting pupils to participate. The document describes the main features of the TwinSpace homepage and how to navigate it to manage projects, communicate, and collaborate with other members.
This document provides a tutorial for using the Interfolio Dossier account in 5 steps:
1. Log into interfolio.pace.edu using Pace credentials or select "Pace University" to access via Shibboleth.
2. Select the iDossier account to enter the Interfolio Dossier account.
3. Click "Collections" and "Add Collection" to create a collection for uploaded materials. You can then add files like Word documents, PDFs, videos, and webpages to the collection.
The document provides tips for creating an effective PowerPoint presentation. It discusses using hyperlinks to link to other slides or files, embedding files like Excel sheets, and using custom animations. The key tips are to minimize slides, use clear and large fonts, keep the content simple, include relevant visuals, maintain consistency, and ensure good contrast between text and background. The document also discusses how to insert hyperlinks, embed objects, and use action buttons to navigate slides in a presentation.
This document provides an overview of how to use LiveBinders as an educational resource tool. It discusses the basics of LiveBinders including what it is, how to create an account and install the "LiveBinder It" bookmarklet. It then covers how to add various types of content like links, files, images, videos and more. It also explains how to organize content using tabs and subtabs, copy/move tabs, color tabs, and manage uploaded files. The document concludes by discussing how to edit binder settings, share binders, and create custom shelves to organize groups of binders by topic.
This document provides instructions for creating digital anthologies using the BiblioBoard platform. It outlines the three main phases of creating an anthology - Discovery, Enhancement, and Marketing. In Discovery, materials are uploaded, searched for, and organized. Enhancement involves reviewing materials, adding metadata and descriptions. Marketing includes adding cover images, descriptions, keywords and categories to help users find and understand the anthology. The goal is to make it easy for librarians, faculty and students to create thematic collections and share them digitally.
An ePortfolio is an electronic collection of a person's work that demonstrates their capabilities and progress. Northeastern University uses Digication as its ePortfolio platform. The document provides instructions for creating a Master of Education ePortfolio in Digication, including selecting a template, setting permissions, and adding course pages to showcase work from classes. It also describes how to get additional help using Digication through online guides, the help tab, and Digication's support website.
The document provides instructions for creating an ePortfolio using PowerPoint and exporting it to the web. It discusses how to structure the ePortfolio with slides, links to other slides and artefacts, and export the presentation as web pages. Tips are provided around linking multimedia, changing styles, and distributing the final ePortfolio project on CD.
This document provides tips for using the online presentation sharing platform SlideShare. It outlines how to sign up for an account, upload presentations, documents, videos and infographics, set privacy settings and publish posts. It also offers tips for optimizing content for views, including using tags, including links to external sites, following industry experts, and customizing profiles. Longer presentations of 50-100 slides tend to get more views.
SlideShare is a website that allows users to upload and share presentations. It has over 50 million visitors per month and includes both free and paid membership options. The document discusses how educators can use SlideShare to find presentations to share with students, customize presentations for their classes, and publish their own work. Creating a free account allows educators to upload presentations and share their knowledge globally.
This powerpoint gives an overview of SlideShare as well as give a simple tutorial on how to login/sign up and how to upload files. In addition, there are also brief information about SlideShare's extra features. I hope this presentation will help you get started with your SlideShare journey and share your resources to the community.
The document discusses integrating the learning management system Schoology into classroom practice. It begins by outlining criteria for selecting educational technology, noting that Schoology is versatile, easy to use, allows for online interaction and collaboration, is reliable, and has a free basic version. The document then provides an overview of what Schoology is and its features. It outlines the objectives and steps to create a Schoology course and sign up as an instructor. Finally, it explains how to create folders, pages, assignments, and enable a dropbox for submitting assignments within Schoology.
This document discusses Shareist, a tool that allows users to create and schedule social media content for multiple accounts. Shareist consolidates resources and allows collaborators to work on common projects. It lets users add different types of content like text, images, and videos to an inbox, and then share or schedule that content to social media accounts like Twitter. Shareist also tracks responses to social media posts.
Creating certificates in LearnWords allows instructors to recognize users for completing courses. There are three steps to create certificates:
1. Go to the section where you want to add a certificate activity and select "Certificate"
2. Name the certificate and save it
3. Customize certificate settings like logo, title, and credentials to recognize completion
SlideShare is an online platform for sharing presentations. The document discusses how to use SlideShare by uploading presentations, designing them effectively, using keywords to increase discoverability, and sharing presentations on other platforms like LinkedIn to drive more traffic. Uploading a presentation involves selecting the file from your computer or cloud storage, adding a title, description, tags, and publishing it on SlideShare. Well-designed presentations with valuable content and optimized keywords will perform better on SlideShare.
How to Use the Slide Share Module on Squidoo.ComLindaJM
This document provides instructions for using the SlideShare module on Squidoo.com to share presentations. It explains how to create a presentation using tools like PowerPoint or OpenOffice Impress, upload the presentation file to SlideShare.net, and then add the SlideShare module to a Squidoo lens and link to the uploaded presentation. The overall process of creating and sharing a presentation through SlideShare on Squidoo is described as fast, fun, easy and colorful.
Chalk is a free online tool that allows teachers to plan lessons, align curriculum, and manage schedules. Teachers can sign up, create subjects and lessons, and access everything from any device. Timetoast is another free online tool that lets users create timelines and add images. Users can publish timelines and embed them elsewhere. Prezi is a presentation tool that uses a large canvas instead of slides. Users can zoom and pan across the canvas to emphasize different parts of the presentation and add text, images, and videos.
Slideshare is an online document hosting service for uploading and sharing presentations. It allows students to share presentations for educational purposes and researchers to share specialist knowledge. To use Slideshare, users create an account, search for presentations by keyword, and have the option to download, upload, or embed presentations. Uploaded presentations can be edited, including replacing documents while maintaining the URL.
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
SlideShare is a platform for sharing presentations where users can upload PowerPoint, PDF and other file formats. Users can view and search for presentations on topics of interest. The site averages 25 million views per month. Users can create an account, upload presentations and add tags/descriptions. Features include clipping slides to save for later, analytics on views, and sharing presentations on social media. The tutorial covered how to sign up, upload/edit presentations, use clipboards, view analytics and account settings.
Through your web browser type in the URL : www.slideshare.netOnce there click on “Login or Signup” on the top right.Step 2Step 1Click on “create one” to create a new account.Step 3Enter a username, password, and email address.Step 4Once you have created an account you are ready to start working in Slideshare.The easiest way to begin is to select the “Upload” button.If you click on the page link “Formats Supported” to see what native formats Slideshare will handle.You can choose to upload “private” or “public” documents. Private allows you to control access to the file while Public allows any user of SlideShare to
Creating Digital Portfolios
The document discusses creating digital portfolios for both students and teachers. It defines a digital portfolio as a collection of work, ideas and artifacts that can be used to assess student learning and guide instruction. The document outlines a five stage process for creating digital portfolios, including defining the context and audience, gathering content, adding reflections, linking items, and publishing the portfolio online. It provides examples of tools like Evernote, Weebly, Google Docs, YouTube and SoundCloud that can be used to embed multimedia content into the portfolio.
Created by Joyce Valenza and Deb Kachel for an LSTA Commonwealth Libraries project to train school and public librarians to use LibGuides as a collection curation tool.
SlideShare is a free website that allows users to upload and share presentations, PDFs, and other documents. Users can create an account, upload files under 50MB by selecting the file and entering a title and description. They can then embed the file on blogs or websites by copying the embed code provided on the SlideShare page for the uploaded file.
The document provides step-by-step instructions for creating a LibGuide using Springshare's LibGuides platform. It explains how to set up an account, create a new guide, add different types of boxes including text, links, multimedia, and more. Additional features like reordering boxes, adding pages, and publishing the guide are also demonstrated. Users are provided with support resources and encouraged to explore free curation tools that can be used with or independently of LibGuides.
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docxdewhirstichabod
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
An ePortfolio is an electronic collection of a person's work that demonstrates their capabilities and progress. Northeastern University uses Digication as its ePortfolio platform. The document provides instructions for creating a Master of Education ePortfolio in Digication, including selecting a template, setting permissions, and adding course pages to showcase work from classes. It also describes how to get additional help using Digication through online guides, the help tab, and Digication's support website.
The document provides instructions for creating an ePortfolio using PowerPoint and exporting it to the web. It discusses how to structure the ePortfolio with slides, links to other slides and artefacts, and export the presentation as web pages. Tips are provided around linking multimedia, changing styles, and distributing the final ePortfolio project on CD.
This document provides tips for using the online presentation sharing platform SlideShare. It outlines how to sign up for an account, upload presentations, documents, videos and infographics, set privacy settings and publish posts. It also offers tips for optimizing content for views, including using tags, including links to external sites, following industry experts, and customizing profiles. Longer presentations of 50-100 slides tend to get more views.
SlideShare is a website that allows users to upload and share presentations. It has over 50 million visitors per month and includes both free and paid membership options. The document discusses how educators can use SlideShare to find presentations to share with students, customize presentations for their classes, and publish their own work. Creating a free account allows educators to upload presentations and share their knowledge globally.
This powerpoint gives an overview of SlideShare as well as give a simple tutorial on how to login/sign up and how to upload files. In addition, there are also brief information about SlideShare's extra features. I hope this presentation will help you get started with your SlideShare journey and share your resources to the community.
The document discusses integrating the learning management system Schoology into classroom practice. It begins by outlining criteria for selecting educational technology, noting that Schoology is versatile, easy to use, allows for online interaction and collaboration, is reliable, and has a free basic version. The document then provides an overview of what Schoology is and its features. It outlines the objectives and steps to create a Schoology course and sign up as an instructor. Finally, it explains how to create folders, pages, assignments, and enable a dropbox for submitting assignments within Schoology.
This document discusses Shareist, a tool that allows users to create and schedule social media content for multiple accounts. Shareist consolidates resources and allows collaborators to work on common projects. It lets users add different types of content like text, images, and videos to an inbox, and then share or schedule that content to social media accounts like Twitter. Shareist also tracks responses to social media posts.
Creating certificates in LearnWords allows instructors to recognize users for completing courses. There are three steps to create certificates:
1. Go to the section where you want to add a certificate activity and select "Certificate"
2. Name the certificate and save it
3. Customize certificate settings like logo, title, and credentials to recognize completion
SlideShare is an online platform for sharing presentations. The document discusses how to use SlideShare by uploading presentations, designing them effectively, using keywords to increase discoverability, and sharing presentations on other platforms like LinkedIn to drive more traffic. Uploading a presentation involves selecting the file from your computer or cloud storage, adding a title, description, tags, and publishing it on SlideShare. Well-designed presentations with valuable content and optimized keywords will perform better on SlideShare.
How to Use the Slide Share Module on Squidoo.ComLindaJM
This document provides instructions for using the SlideShare module on Squidoo.com to share presentations. It explains how to create a presentation using tools like PowerPoint or OpenOffice Impress, upload the presentation file to SlideShare.net, and then add the SlideShare module to a Squidoo lens and link to the uploaded presentation. The overall process of creating and sharing a presentation through SlideShare on Squidoo is described as fast, fun, easy and colorful.
Chalk is a free online tool that allows teachers to plan lessons, align curriculum, and manage schedules. Teachers can sign up, create subjects and lessons, and access everything from any device. Timetoast is another free online tool that lets users create timelines and add images. Users can publish timelines and embed them elsewhere. Prezi is a presentation tool that uses a large canvas instead of slides. Users can zoom and pan across the canvas to emphasize different parts of the presentation and add text, images, and videos.
Slideshare is an online document hosting service for uploading and sharing presentations. It allows students to share presentations for educational purposes and researchers to share specialist knowledge. To use Slideshare, users create an account, search for presentations by keyword, and have the option to download, upload, or embed presentations. Uploaded presentations can be edited, including replacing documents while maintaining the URL.
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
SlideShare is a platform for sharing presentations where users can upload PowerPoint, PDF and other file formats. Users can view and search for presentations on topics of interest. The site averages 25 million views per month. Users can create an account, upload presentations and add tags/descriptions. Features include clipping slides to save for later, analytics on views, and sharing presentations on social media. The tutorial covered how to sign up, upload/edit presentations, use clipboards, view analytics and account settings.
Through your web browser type in the URL : www.slideshare.netOnce there click on “Login or Signup” on the top right.Step 2Step 1Click on “create one” to create a new account.Step 3Enter a username, password, and email address.Step 4Once you have created an account you are ready to start working in Slideshare.The easiest way to begin is to select the “Upload” button.If you click on the page link “Formats Supported” to see what native formats Slideshare will handle.You can choose to upload “private” or “public” documents. Private allows you to control access to the file while Public allows any user of SlideShare to
Creating Digital Portfolios
The document discusses creating digital portfolios for both students and teachers. It defines a digital portfolio as a collection of work, ideas and artifacts that can be used to assess student learning and guide instruction. The document outlines a five stage process for creating digital portfolios, including defining the context and audience, gathering content, adding reflections, linking items, and publishing the portfolio online. It provides examples of tools like Evernote, Weebly, Google Docs, YouTube and SoundCloud that can be used to embed multimedia content into the portfolio.
Created by Joyce Valenza and Deb Kachel for an LSTA Commonwealth Libraries project to train school and public librarians to use LibGuides as a collection curation tool.
SlideShare is a free website that allows users to upload and share presentations, PDFs, and other documents. Users can create an account, upload files under 50MB by selecting the file and entering a title and description. They can then embed the file on blogs or websites by copying the embed code provided on the SlideShare page for the uploaded file.
The document provides step-by-step instructions for creating a LibGuide using Springshare's LibGuides platform. It explains how to set up an account, create a new guide, add different types of boxes including text, links, multimedia, and more. Additional features like reordering boxes, adding pages, and publishing the guide are also demonstrated. Users are provided with support resources and encouraged to explore free curation tools that can be used with or independently of LibGuides.
Similar to Capella Proprietary and Confidential Last Updated Decemb.docx (20)
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docxdewhirstichabod
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
Case study 1Client ProfileMrs. Harriet is a 68-year-old .docxdewhirstichabod
Case study 1
Client Profile
Mrs. Harriet is a 68-year-old woman who is alert and oriented. Allergies are Erythromycin. She presents to the emergency department with complaints of chest tightness, shortness of breath, cough, and congestion. She states, "I have been having these symptoms for three days now. I have been taking Maximum Strength Robitussin for my cough but it has not helped very much. When I woke up this morning. I felt very weak so I came in to be checked out." Her vital signs are blood pressure 110/70, pulse 94, respiratory rate of 28, and temperature of 102.7 F. Her oxygen saturation on room air is 92%. She is placed on 2 liters (L) of oxygen by nasal cannula. The HCP prescribes a 12-lead electrocardiogram (ECG, EKG) and chest X-ray (CXR). Laboratory tests prescribed include complete blood count (CBC), basic metabolic panel (BMP), brain natriuretic peptide (B-type natriuretic peptide assay or BNP), total creatine kinase (CK, CPK), creatine kinase-MB (CPK-MB), and troponin. The HCP will also assess blood cultures x 2, AGs on room air, sputum culture and sensitivity (C &S), and asks that the client have a Mantoux (tuberculin, purified protein derivative, or PPD) test.
Case Study
Mrs. Harriet's ECG shows normal sinus rhythm (NSR) with a heart rate of 98 beats per minute. The CXR reveals a right lower lobe(RLL) infiltrate. Laboratory tests include the following results: white blood cell cot (WBC) 12,2000 cells/mm3, 72& seg neutrophils with a left shift of 11% bands, and a BNP of 50.9 pg/mL. ABGs on room air is pH 7.44, partial pressure of carbon dioxide (PaCO2) 39 mmHg, bicarbonate (HCO3) 26.9 mEq/L, partial pressures of oxygen (PaO2) 58 mmHg, and oxygen saturation (SaO2) of 92%. Results of the sputum culture show Streptococcus pneumoniae. The CPK, CPK-MB, and troponin are all within normal limits. Mrs. Harriet is five feet three inches tall and weighs 224 pounds (101.8 kg). On assessment, the nurse hears expiratory wheezes and rhonchi bilaterally with diminished lung sounds in the right base. Her thoracic (chest) expansion is equal but slightly decreased on inspiration. Accessory muscle retraction is not noted, and she does exhibit central cyanosis. The capillary refill of the client's nail beds is four seconds.
Mrs. Harrier is admitted with acute bronchitis and pneumonia. The HCP prescribes oxygen via nasal cannula to keep the client's saturations greater or equal to 95%, Ceftriaxone sodium, Erythromycin, Albuterol, Acetaminophen every four to six hours as needed, bed rest, an 1800 calorie diet, increased oral (PO) fluid intake to 2 to 4 liters per day, coughing and deep breathing exercises and use of the incentive spirometer (IS).
1. Discuss additional assessment data that would help gain a more thorough understanding or Mrs. Harriet's symptoms?
2. Discuss the causes, pathophysiology, and symptoms of acute bronchitis?
3. Discuss the pathophysiology and causes of pneumonia in general?
4. Compare the defining characteri.
Case Study 11.1 Why the Circus No Longer Comes to TownFor 146 y.docxdewhirstichabod
Case Study 11.1: Why the Circus No Longer Comes to Town
For 146 years, the Ringling Brothers and Barnum & Bailey Circus traveled the United States by train, putting on shows featuring acrobats, trapeze artists, clowns, and exotic animals. In 2017, the circus held its last performances after a significant decline in attendance and revenue due to changing public tastes. Shorter attention spans also contributed to its demise. The final blow to the circus came from its decision to eliminate elephant acts. According to a press release from Feld Entertainment, the company that owned the circus, this move led to a “greater than could have been anticipated” decline in ticket sales.1
For decades the American Humane Society, PETA (People for the Ethical Treatment of Animals), and other animal rights groups tried to ban elephant acts in Ringling Brothers performances. Protesters regularly picketed the circus, and for 14 years animal rights groups fought Ringling Brothers in court. Activists claimed that elephant acts were cruel and pointed out that these highly intelligent animals were chained up much of their lives. In 2011, Feld Entertainment was fined $270,000 for violations of the Animal Welfare Act. However, Feld Entertainment successfully fended off the lawsuits, winning a $24 million judgment against the animal rights groups in 2014. Nonetheless, Ringling Brothers agreed to retire all traveling elephants to its Center for Elephant Conservation in Florida that same year. (During this same period, Los Angeles, Oakland, and Asheville, North Carolina, restricted animal acts.)
Animal rights groups cheered the closing of the circus. According to PETA’s president, “PETA heralds the end of what has been the saddest show on earth for wild animals, and asks all other animal circuses to follow suit, as this is a sign of changing times.”2 The CEO of the United States Humane Society said, “I applaud their decision to move away from an institution grounded on inherently inhumane wild animal acts.”3 CEO Kenneth Feld acknowledged that the negative publicity generated by the lawsuits took its toll: “We prevailed in court 100% [but] obviously, in the court of public opinion we didn’t win.”4
Ringling Brothers/Feld Entertainment isn’t the only company that has had to deal with changing societal attitudes toward animals. For decades killer whales were the major attraction at SeaWorld parks in San Diego, Orlando, and San Antonio. However, the death of trainer Dawn Brancheau, who was dragged into the water and drowned by Sea World’s largest breeding male, Tilikum (“Tilly”), galvanized opposition to captive orca programs. The film Blackfish documented the death of Brancheau and whale mistreatment. Matt Damon, Harry Styles, Willie Nelson, and other celebrities joined the protest. Animal activists noted that orcas (which are really large dolphins) never kill humans in the wild. In captivity, young killer whales are separated from their families and are forced to live thei.
Case Study 10.3 Regulating Love at the OfficeThe office has bec.docxdewhirstichabod
Case Study 10.3: Regulating Love at the Office
The office has become a hotbed of romance. In one survey, 60% of employees surveyed reported that they had participated in an office romance during their careers and 64% said they would do so again. And the percentage of workplace romances is likely to climb as younger workers (ages 25 to 34) put in more hours at work. As one human resource writer notes:
Traditional places like church, family events, and leisure time don’t present the same pool of candidates as they did in earlier times. The workplace provides a preselected pool of people who share at least one important area of common ground. People who work together also tend to live within a reasonable dating distance, and they see each other on a daily basis.1
Office romances can pose a number of problems, including a loss of productivity, public displays of affection, gossip, damage to the professional image of the organization, charges of favoritism, and affairs in cases where romantic partners already have spouses or significant others. Serious issues arise when superiors and subordinates date and then break up. The subordinate (often a young female assistant) may claim that she was sexually harassed because she was pressured into having sex to keep her job or that her supervisor (often an older male executive) retaliated when the relationship ended.
The nation was reminded of the dangers of superior–subordinate relationships when former late-night talk show host David Letterman admitted that he’d had a series of sexual relationships with female writers and staffers at his production company. Letterman went public with his affairs after a CBS producer who dated his long-term girlfriend, Stephanie Birkett, tried to extort money from the entertainer in return for keeping silent about his sexual activities. While Letterman’s relationships were consensual, it appeared as if the women he dated received special benefits. For example, Birkitt was featured in broadcast segments even though she did not seem to be particularly talented.
Human resource departments are taking note of the dangers of office romances. The number of companies developing written policies to address office romances rose from 20% to 42% over an eight-year period, according to the Society of Human Resource Management. And the policies grew stricter. Almost all the firms surveyed by SHRM forbid romantic relationships between superiors and subordinates; one-third forbid relationships between those reporting to the same supervisor or with a client or customer; 10% don’t allow romances between their employees and employees of competitors. Punishments range from minimal (relationship counseling and department transfers) to severe (suspension and termination). Executives at the American Red Cross, the World Bank, Walmart, Boeing, and the Harvard Business Review lost their jobs for having relationships with subordinates.
Not everyone is convinced that restrictions on dating are just.
Case Study 1 Is Business Ready for Wearable ComputersWearable .docxdewhirstichabod
Case Study 1: Is Business Ready for Wearable Computers?
Wearable computing is starting to take off. Smartwatches, smart glasses, smart ID badges, and activity trackers promise to change how we go about each day and the way we do our jobs. According to Gartner Inc., sales of wearables will increase from 275 million units in 2016 to 477 million units by 2020. Although smartwatches such as the Apple Watch and fitness trackers have been successful consumer products, business uses for wearables appear to be advancing more rapidly. A report from research firm Tractica projects that worldwide sales for enterprise wearables will increase exponentially to 66.4 million units by 2021.
Doctors and nurses are using smart eyewear for hands-free access to patients’ medical records. Oil rig workers sport smart helmets to connect with land-based experts, who can view their work remotely and communicate instructions. Warehouse managers are able to capture real-time performance data using a smartwatch to better manage distribution and fulfillment operations. Wearable computing devices improve productivity by delivering information to workers without requiring them to interrupt their tasks, which in turn empowers employees to make more-informed decisions more quickly.
Wearable devices are helping businesses learn more about employees and the everyday workplace than ever before. New insights and information can be uncovered as IoT sensor data is correlated to actual human behavior. Information on task duration and the proximity of one device or employee to another, when combined with demographic data, can shed light on previously unidentified workflow inefficiencies. Technologically sophisticated firms will understand things they never could before about workers and customers; what they do every day, how healthy they are, where they go, and even how well they feel. This obviously has implications for protecting individual privacy, raising potential employee (and customer) fears that businesses are collecting sensitive data about them. Businesses will need to tread carefully.
Global logistics company DHL worked with Ricoh, the imaging and electronics company, and Ubimax, a wearable computing services and solutions company, to implement “vision picking” in its warehouse operations. Location graphics are displayed on smart glasses guiding staffers through the warehouse to both speed the process of finding items and reduce errors. The company says the technology delivered a 25 percent increase in efficiency. Vision picking gives workers locational information about the items they need to retrieve and allows them to automatically scan retrieved items. Future enhancements will enable the system to plot optimal routes through the warehouse, provide pictures of items to be retrieved (a key aid in case an item has been misplaced on the warehouse shelves), and instruct workers on loading carts and pallets more efficiently.
Google has developed Glass Enterprise Edition smar.
Case Study 1 Headaches Neurological system and continue practicing .docxdewhirstichabod
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
CASE STUDY 1 HeadachesA 20-year-old male complains of exper.docxdewhirstichabod
A 20-year-old male presented with intermittent headaches that were diffuse but most intense above the eyes and spread through the nose, cheekbones, and jaw. A physical examination was conducted and an episodic SOAP note was used to document the assessment of neurological symptoms, diagnosis based on concepts of neurologic health, and health conditions identified from head-to-toe examination.
Case Study - Stambovsky v. Ackley and Ellis Realty Supreme C.docxdewhirstichabod
Case Study -
Stambovsky v. Ackley and Ellis Realty
Supreme Court, Appellate Division, State of New York 169 A.D.2d 254 (1991)
he assignment should consist of a Word Document, 2 pages in length double spaced, 12-point font, 1-inch margins not including the title page and reference page. (Short papers will lose significant points!!). All cases will automatically be submitted to Turnitin. Your paper should follow the case format (below) and include a summary of the relevant facts, the law, judicial opinion, etc.
Research the case using the case citation in the Library under databases (select - HeinOnline), FindLaw.com, and other legal sources. Research the parties and circumstances of the case itself.
Utilize the case format found in the Case Analysis Module.
Submit your assignment as a Microsoft Word document.
.
CASE STUDY - THE SOCIAL NETWORKThe growing use of social network.docxdewhirstichabod
CASE STUDY - THE SOCIAL NETWORK
The growing use of social network sites (such as Facebook) and online communities (such as
for instance the Apple Computer community, the community of Harley-Davidson riders,
and the community of Starbucks customers) provides exciting opportunities for
organizations. Online brand communities allow organizations to engage and interact with
customers, obtain market information, sell and advertise products, rapidly disseminate
information, develop long-term relationships with the community, and eventually to
influence consumers’ preferences and behavior (Dholakia and Bagozzi, 2001, Dholakia,
Bagozzi, and Pearo, 2004, Franke and Shah, 2003, Muniz and Schau, 2005, Tedjamulia, Olsen,
Dean, and Albrecht, 2005). “Brand community” is a term that is used to describe likeminded
consumers who identify with a particular brand and share significant traits, such as
for instance “a shared consciousness, rituals, traditions, and a sense of moral responsibility”
(Muniz and O’Guinn, 2001, p. 412). Online brand communities are based on their core value
- the brand- and grow by building relationships with and among members interested in the
brand (Jang et al. 2008).
There are several possible categorizations of online brand communities, but they are
generally grouped into two categories based on who initiates and manages the community;
(1) company-initiated communities, built by the company that owns the brand and (2) userinitiated
communities, voluntarily built by their members (that is, the consumer) (e.g.,
Armstrong and Hagel 1996; Kozinets 1999). These two types of brand communities provide
different opportunities for marketers. For instance, a brand community on a company
website is one of the key determinants of attracting consumers to and retaining customers
on the website (Nysveen and Pedersen, 2004). Consumer-initiated online brand
communities may provide consumers with useful information about other consumers’
experiences with the product or service and the strengths and weaknesses of products or
services (Jang et al. 2008).
The success of online brand communities is heavily dependent on consumer participation in
the online brand community. To determine why consumers participate in online brand
communities business student Jesse Eisenberg has developed a model based on extant
service marketing literature. The main idea in this literature is that perceived value and
satisfaction are antecedents of the intention to use a product or service (Anderson, Fornell,
and Lehmann 1994; Bolton and Drew 1991; Grönroos 1990; Hocutt 1998; Kang, Lee, and Choi
2007; Ravald and Grönroos 1996). Jesse wants to apply this idea to consumer participation in
online brand communities. According to Jesse, “members will probably be satisfied with an
online brand community and have the intention to participate in the community when they
derive value from the community. Therefore it is important to know which values.
Case Study #1 Probation or PrisonWrite a 12 to one page (.docxdewhirstichabod
Case Study #1: Probation or Prison?
Write a 1/2 to one page (150–275 words) response in which you answer the three questions that follow the case study below:
You could have been in the same situation yourself. Instead, it is Mary Lee Smith, one of your probationers, who is about to stand before the judge in a probation revocation hearing.
When you and your husband split 10 years ago, you had two children and eventually had to declare bankruptcy and accept food stamps to be able to pay the rent. After seven years working as a secretary at the nearby state juvenile corrections center, receiving constant encouragement from Mrs. Jones, the superintendent, and taking advantage of a criminal justice scholarship program, you finished a degree in administration of justice and qualified for an entry-level position with the community resources division of the state department of corrections. You advanced as the system grew, and now, three years later, you are a probation supervisor in Judge Longworth's court.
In a way, Mary Lee is as much a victim as she is an offender. Married at seventeen, she quit high school and moved west with her husband who was in the army. By the time she was twenty, she had two children and was divorced. With babysitters to pay and skills that would command no more than minimum wage, Mary Lee turned to such income supplements as shoplifting, bad check writing, and occasionally prostitution. Her check-passing skills developed rapidly, and it was not long before she had amassed a series of convictions, not to mention several lesser offenses for petty larceny that were disposed of by the prosecutor's declaration of
nolle prosequi
. To date, Mary Lee has not served a day in prison. Judge Longworth has used admonition, restitution, suspended sentence, and probation to rehabilitate Mary Lee. However, Mary Lee's criminal conduct has persisted, as has her inability to stretch her food stamps, welfare payments, and part-time minimum-wage employment into a satisfactory existence for herself and her children. To complicate the matter, the welfare safety net that had helped keep Mary Lee and her children afloat would cease to exist for her within 24 months.
Judge Longworth has called you into his chambers before the hearing. He read your violation report with interest. You pointed out Mary Lee's family obligations and the imminent possibility that the children would have to be placed in foster homes if she were confined. You also pointed out that she has been faithful in making restitution and that she maintains a steady church relationship and a good home environment for her children. Although your report is fair and accurate, you realize that the judge has sensed your misgivings and uncertainty concerning Mary Lee.
Judge Longworth looks up from your report and comes directly to the point. "Do you really believe this woman deserves to go back into the community? You certainly seem to have found some redeeming features in her cond.
Case Studies of Data Warehousing FailuresFour studies of data .docxdewhirstichabod
Case Studies of Data Warehousing Failures
Four studies of data warehousing failures are presented. They were written based on interviews with people who were associated with the projects. The extent of the failure varies with the organization, but in all cases, the project was at least a disappointment.
Read the cases and prepare a report that provides a substantive discussion on each of the following:
1. What’s the scope of what can be considered a data warehousing failure?
2. What do you find most interesting in the failure stories?
3. Do they provide any insights about how a failure might be avoided?
Your discussion should be at least 2 pages in length with 1.5” spacing & 1” margins.
Case Study 1: Auto Guys
Auto Guys initiated a data warehousing project four years ago but it never achieved full usage. After initial support for the project eroded, management revisited their motives for the warehouse and decided to restart the project with a few changes. One reason for the restructuring, according to the project manager, was the complexity of the model initially employed by Auto Guys.
At first, the planner for the data warehouse wanted to use a dimensional model for tabular information. But political pressure forced the system’s early use. Consequently, mainframe data was largely replicated and these tables did not work well with the managed query environment tools that were acquired. The number of tables and joins, and subsequent catalog growth, prevented Auto Guys from using data as it was intended in a concise and coherent business format.
The project manager also indicated that the larger the data warehouse, the greater the need for high-level management support – something Auto Guys lacked on their first attempt at setting up the warehouse. Another problem mentioned by the project manager was that the technology Auto Guys chose for the project was relatively new at the time, so it was not accepted and did not garner the confidence that a project using proven technology would have received. This is a risk inherent in any “cutting edge” technology adoption. The initial abandonment of the project was undoubtedly hastened by both corporate discomfort with this new technology and the lack of top management support.
A short time after dropping the project, top management felt pressure to reestablish it. Because Auto Guys initially planned an enterprise-wide warehouse, they had considerable computer capacity. It was put to use on a much smaller project that focused exclusively on a single subject area. Other subject areas were due to be added once the initial subject area project was completed. Auto Guys expects to grow the warehouse to two terebytes within a year or two and eventually expand to their projected enterprise-wide data warehouse. The biggest difference between pre- and post-resurrection will be that the project will evolve incrementally.
Given his experience with the warehouse, the project manager made the following summary .
Case Studies GuidelinesWhat is a Case StudyCase studies.docxdewhirstichabod
Case Studies Guidelines
What is a Case Study:
Case studies are stories. They are formatted in such a way that at a glance one could easily determine the “issue” about to be discussed. We look to clearly address the who, what, where, when, why and how to ensure that we have covered the story in its entirety. If you miss one of these factors, you leave the reader guessing and questioning your report. In public policy & administration our case studies/stories are required to be fact based. Make sure your research is based on credible information. Verify, verify, verify. Make a mistake and/or be challenged on one of your “facts”, could create a host of issues. If you are found to be incorrect, the entire report is incorrect and your credibility is suspect. Cite your research appropriately.
We call it an issue rather than a “problem” because a problem presents a negative image/connotation. Issues are not necessarily negative and provides the policy analyst with an opportunity to evaluate each issue based on its own merits without taking a position of negative or positive.
What Does a Case Study Look Like:
A case study should set up similar to story-telling.
Do not write this as you would a thesis.
You don’t want to put in a lot of “fluff & stuff”. Think of the reader as a high level administrator whose in-box is full of documents that require review. To catch this administrator’s attention, consider what he/she would be concerned with. The “issue” clearly delineated, then the people involved “stakeholders”, the positions (where one stands depends upon where one sits), of these people/perspectives” of the stakeholders and then a fact based well thought out “recommendation”. Use the first paragraph or two to set the tone for the issue under consideration. Once you have the reader’s attention then you are prepared to move onto your 4-step policy analyses.
Why a 4-Step Policy Analysis:
We use the four-step policy analysis because of its simplicity and its thoroughness. There are plenty of other models, some with seven-steps and others with ten-steps. It is not the number of steps that makes a case study. It is the report itself that stands on merit.
Do not change the language of the 4-steps or add other language, as new headings could change the report and its intent. It is vital that you understand this foundation as it will be used throughout your baccalaureate curriculum. Learning to use this in both your professional and personal lives will help you with your decision making in a variety of ways.
How Do I Begin:
Case studies are complex and may contain a myriad of issues, stakeholders, etc. It is your job to select one issue and then to stay on course as you work through your critical thinking and 4-step policy analysis. Do not say there are “many” issues as this may confuse the reader of leave him/her questioning why you chose one issue over another. Chose one….
How Should the Final Case Study Paper Set Up:
Use APA format when c.
Case Project 8-2 Detecting Unauthorized ApplicationsIn conducti.docxdewhirstichabod
Case Project 8-2: Detecting Unauthorized Applications
In conducting a review of the Oss running on the Alexander Rocco network, you detect a program that appears to be unauthorized. No one in the department knows how this program got on the Linux computer. The department manager thinks the program was installed before his start date three years ago. When you review the program’s source code, you discover that it contains a buffer overflow vulnerability. Based on this information, write a report to the IT manager stating what course of action should be taken and listing recommendations for management.
Your essay should be a minimum of 350 words and include the steps you took to discover file.
Use reference:
Simpson, M. T., Backman, K., & Corley, J. (2011).
Hands-on ethical hacking and network defense
. Cengage Learning.
Add any other recent references
.
Case Number 7Student’s NameInstitution Affiliation.docxdewhirstichabod
Case Number 7
Student’s Name
Institution Affiliation
Case Number 7. The case of physician do not heal thyself
Questions
1. Have you recently engaged in risky behaviors such as binge eating, unsafe sex, gambling, drug and substance abuse, or risky driving?
1. How would you describe your relationships with people such as your spouse, friends, neighbors, colleagues, and strangers while considering aspects of anger, irritability, and violence?
1. Do you have a recurring problem of variant moods that result to interpersonal stress, feeling of emptiness, and other challenges that are stress-related and they push you towards suicidal thoughts?
People to speak to
It is crucial to identify the right people to provide essential details for the assessment of the patient. Some of the most important people include the spouses, siblings, family friends, personal friends, and neighbors. Furthermore, the patient’s colleagues can provide important information regarding the behaviors of the patient and help in identifying issues that the patient could be hiding. Speaking to the people to whom the patient exercises authority is important in attaining the true image of the person.
Physical exam and diagnostic test
The disorder is mental, but it can be assessed through physical exams that indicate how the brain is working in relation to actions ( Stahl 2013). Fixing a puzzle would be an effective way of testing the patient and how stable they can be. The other approach is engaging the patient in a physical exercise and observing their participation. Physical exams provide a diagnostic insight to test how the patient relates with others.
Diagnoses
Personality Disorder
Mood Disorder
Depression with psychotic features
Pharmacological agents
Application of antidepressants
Use of antipsychotics
Administering mood-stabilizing drugs
Contradictions or Alterations
It is a complex situation to treat a complex and long-term unstable disorder of mood because the patients experience different emotions even during therapy (Yasuda & Huang 2008). It becomes difficult to separate mood disorder from personality disorder especially for difficult patient like in this case. Furthermore, there are no specific drugs that can be used for treatment without additional therapy since this patient is able to adjust or play with their own treatment as a physician. The mental condition observed in the patient requires a careful approach due to the delicate situations involving suicidal thoughts and aggression.
Lessons Learned
In the case study “The case of physician do not heal thyself,” the lessons include the importance of conducting a complete assessment of the patient and including other people who interact with the patient. It would be more effective to treat such conditions if the patients had stable emotions, but strategic approaches can help to streamline the treatment process ( Stahl 2014b).
References
Stahl, S. M. (2013). Stahl’s essential psychopharmacol.
Case number #10 OVERVIEWAbstract In this case, a local chapt.docxdewhirstichabod
Case number #10
OVERVIEW
Abstract In this case, a local chapter of a national nonprofit organization continuously struggles with funding and must, therefore, be proactive in seeking out additional revenue sources. The local coordinator encounters a situation involving a potential donor that forces her to weigh the pros and cons of breaking the rules and the best way to communicate her concerns to her superiors and the donor. A chance meeting on a flight leads to a potential conflict-of-interest situation for the local coordinator.
Main Topics Decision making, Ethics
Secondary Topic Communication, Intergovernmental affairs*
Teaching Purpose To discuss the complexities involved in balancing personal and organizational responsibilities within the framework of a nonprofit organization.
The Organization ReadNow is a nonprofit program that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation.
* Main Characters: • Michael Vaughn, Executive Vice President of Johnson Hospital • Dr. Lea Nelson, Head of National ReadNow • Patricia Clay, Local ReadNow Coordinator • Molly Carter, Tillingast Foundation employee • Dr. Katie Nelson, ReadNow Local Director
BACKGROUND
In 1962, a group of doctors at a hospital in Phoenix, Arizona, were brain-storming ways to increase early childhood literacy and parent– parent– child interactions among their patients. One doctor had the idea of distributing children's books to their patients during checkups, accompanied by advice to the parents about the importance of reading aloud to their children. From this modest beginning, ReadNow developed into a national, nonprofit organization that distributes books and early literacy guidance to more than 2.5 million children and their families. ReadNow has offices all over the United States and is currently supported in part through a grant from the U.S. Department of Education. ReadNow opened a branch in Crown City, Michigan, in August with a partnership between the National ReadNow and the Johnson Children's Medical Center. One of the founders, Dr. Mark Jeffries, still active within ReadNow, approached Dr. Katie Nelson, a pediatrician at Johnson Hospital with the opportunity to bring ReadNow to Crown City. Dr. Nelson soon had more than thirty pediatric clinics participating in the program and hired a coordinator, Patricia Clay, to manage the day-to-day operations of the Crown City chapter.
As a result of its affiliation with the Johnson Children's Medical Center, ReadNow was fortunate to have its rent, computers, telephones, and office supplies provided by the hospital. Johnson Children's Medical Center agreed to support the office environment of ReadNow, as well as to guarantee the coordinator a stipend of $ 50,000 each year. However, part of Patricia Clay's duties included raising funds to purchase books to distribute in clinics across the metropolitan area and t.
Case GE’s Two-Decade Transformation Jack Welch’s Leadership.docxdewhirstichabod
Case: GE’s Two-Decade Transformation: Jack Welch’s Leadership
Thoroughly: -Identifies core problem of the case with applicable rationale and evidence. -Discusses the severity of the core problem. Provides supporting rationale. -Discusses implications of the core problem. How and to what extent may the core problem affect the stakeholders/those being led? Provides supporting rationale.
.
CASE BRIEF 7.2 Tiffany and Company v. Andrew 2012 W.docxdewhirstichabod
CASE BRIEF 7.2
Tiffany and Company v. Andrew
2012 WL 5451259 (S.D.N.Y.)
FACTS: Tiffany (plaintiffs) allege that Andrew and others (defendants) sold counterfeit Tiffany
products through several websites hosted in the United States. Andrew accepted payment in U.S.
dollars, used PayPal, Inc. to process customers' credit card transactions, then transferred the sales
proceeds to accounts held by the Bank of China (“BOC”), Industrial and Commercial Bank of
China (“ICBC”), and China Merchants Bank (“CMB”) (“Banks”).
Andrew defaulted on the suit, and Tiffany sought discovery from the Banks by serving subpoenas
seeking the identities of the holders of the accounts into which the proceeds of the counterfeit sales
were transferred and the subsequent disposition of those proceeds. The Banks involved all
maintained branch offices in the Southern District of New York, and the subpoenas were served
on those branch offices.
The Banks responded to the subpoenas by explaining that the information sought was all
maintained in China and that the New York branches of the Banks lacked the ability to access the
requested information. China's internal laws prohibited the disclosure of the information except
under certain conditions. The Banks proposed that the plaintiffs pursue the requested discovery
pursuant to the Hague Convention.
The court concluded that Tiffany should pursue discovery through the Hague Convention. Tiffany
submitted its Hague Convention application to China's Central Authority in November 2010, and
on August 7, 2011, the Ministry of Justice of the People's Republic of China (“MOJ”) responded
by producing some of the documents requested. For each of the Banks, the MOJ produced account
opening documents (including the government identification card of the account holder), written
confirmation of certain transfers into the accounts and a list of transfers out of the accounts. With
respect to CMB, the records indicate that all funds in the account were withdrawn through cash
transactions at either an ATM or through a teller. BOC and CMB each produced documents
concerning a single account; ICBC produced documents for three accounts.
In its cover letter, the MOJ noted that it was not producing all documents requested. Specifically,
the letter stated, “Concerning your request for taking of evidence for the Tiffany case, the Chinese
competent authority holds that some evidence required lacks direct and close connections with the
litigation. As the Chinese government has declared at its accession to the Hague Evidence
Convention that for the request issued for the purpose of the pre-trial discovery of documents only
the request for obtaining discovery of the documents clearly enumerated in the Letters of Request
and of direct and close connection with the subject matter of the litigation will be executed, the
Chinese competent authority has partly executed the requests which it d.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Capella Proprietary and Confidential Last Updated Decemb.docx
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ePORTFOLIO TUTORIAL
GETTING STARTED WITH PATHBRITE ePORTFOLIO
An ePortfolio is a tool that lets you collect and save digital
versions of your work in a cloud-
based platform. It allows you to organize and present a
collection of your accomplishments,
evaluations, and even a job-search resume online!
There are several reasons you might use an ePortfolio,
including:
• For course assignments that require creation of an ePortfolio.
• For personal use as a place to save work throughout your
program.
• As a place to display work that demonstrates completion of
licensure or capstone
requirements.
• For use in professional development or job searches.
The following ePortfolio elements are addressed in this tutorial:
• Accessing ePortfolio.
2. • The My Profile Page.
• Creating a Portfolio.
• Privacy Settings.
• Adding Work to a Portfolio.
o The Edit Page: Add Work.
o Select Industry.
o Drag and Drop Your Files.
o Upload Files.
o Add Files to My Library.
o Add Files to a Portfolio from My Library.
• Editing and Organizing Portfolios.
o The Edit Page: Style & Settings.
o Edit File Titles, Tags and Descriptions.
o Edit Categories.
Assign Categories to Files.
o Edit How Your Portfolio Looks.
o Edit Contact Links.
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ePORTFOLIO TUTORIAL
ACCESSING ePORTFOLIO
The courseroom you are in will determine where the link to
ePortfolio is located.
GuidedPath
FlexPath
Click ePortfolio in a GuidedPath course.
Click ePortfolio in a FlexPath course.
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ePORTFOLIO TUTORIAL
A Welcome to Pathbrite pop-up window will display.
The My Profile page displays on ePortfolio.
4. Click Open in New Window
to open ePortfolio.
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ePORTFOLIO TUTORIAL
THE MY PROFILE PAGE
The ePortfolio My Profile page provides the main access to your
portfolios. From here, you
can create new portfolios and access any existing portfolios.
The first time you access the My Profile page, you will be
invited to Start Profile Wizard and
Create Your First Portfolio. You can also access the My
Account quick access menu.
• Start Profile Wizard allows you to edit to personal
information, such as your profile
image, the name and title that displays, and e-mail. You can
also add additional
personal information as desired.
• My Account, in the upper right corner, opens a drop-down
menu that provides
5. access to the Shared ePortfolios and the My Library page. You
can also come back to
the My Profile page from anywhere else in ePortfolio by
clicking this menu.
• Create Your First Portfolio on the icon in the middle of your
screen, or Create
Portfolio on the right side, allows you to set up a new
ePortfolio.
1. Click Start Profile
Wizard to make changes to
your personal information.
2. Click My Account to access
the Shared ePortfolios and the
My Library pages.
3. Click Create Your First
Portfolio or Create Portfolio to
set up a new portfolio.
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ePORTFOLIO TUTORIAL
6. CREATING A PORTFOLIO
In the ePortfolio space, you create portfolios where you can
collect your work. This might
include images, videos, documents, presentations, transcripts,
web links, and even audio
recordings. You can create a portfolio for many reasons, but at
Capella, the most common
types of portfolios are:
• Course Assignments: An assignment requires you to create or
collect artifacts that
are placed in a portfolio.
• Dissertations: The portfolio is used as a place to save and
organize work and
throughout your program that might be helpful for your
dissertation.
• Capstones: The portfolio is used as a place to display work
that demonstrates
completion of licensure or capstone requirements.
• Professional Use: Work is collected in a portfolio for use in
professional
development or to be used during job searches. A link to the
portfolio can then be
added to a resume or a LinkedIn profile to showcase the work.
Click Create Your First Portfolio or Create
Portfolio to set up a new ePortfolio.
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ePORTFOLIO TUTORIAL
On the Create Portfolio window, enter a Title and description.
The portfolio page will display, ready for you to add your work.
PRIVACY SETTINGS
One thing you should be aware of is how privacy works on
ePortfolio. There are two settings
that can be applied to any of your portfolios: Private and Public.
By default, the privacy
setting is set to initially set to Private.
• Private means that if you share the link for that portfolio,
anyone who has the link
can view it.
• Public means that anyone with Internet access could
potentially view your portfolio
simply by conducting a search using a keyword that happens to
be included in your
portfolio. The person searching would not need the link to
access your portfolio.
It is highly recommended that you keep your privacy settings
8. Private.
Note: When you access the privacy settings, you will notice that
in addition to the Private
or Public Portfolio visibility settings, additional settings are
listed. These features have not
yet been completely instituted by Capella at this time, so do not
make any changes unless
requested to by your instructor.
Add a Title and a description or
purpose for your new ePortfolio.
Click Next.
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ePORTFOLIO TUTORIAL
Use the Style & Settings tab to verify or change the privacy
settings.
1. Click Style & Settings.
2. Click Portfolio Settings.
9. 3. Select Private.
4. Click Done Editing.
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ePORTFOLIO TUTORIAL
ADDING WORK TO A PORTFOLIO
Remember, you can add many different types of files to an
ePortfolio, including images,
video or audio recordings, documents, presentations, and web
links. There are also many
ways to add content.
If the portfolio to which you want to add content is not already
open, you can access your
ePortfolios from your My Profile page by clicking on the
portfolio.
From the Portfolio page, go to the Edit page to add content to
your ePortfolio.
Click the portfolio image, or the
title of the portfolio, to open it up.
10. Click Edit.
If the portfolio is empty,
you can also click Edit
Your Portfolio.
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ePORTFOLIO TUTORIAL
The Edit Page: Add Work
On the Edit page, you can easily edit the title and description of
your portfolio. The page is
also where you would add content using the Drag and Drop
Your Files area, or the Add Work
tab on the sidebar to the right.
The most common ways to add content to an ePortfolio are to
drag and drop your files, to
upload files, or to add them from the My Pathbrite Library.
These options are covered below.
11. Select Industry
Sometimes, while you are working with
portfolios, a window will display that will ask
“What Industry is this Portfolio made for?” The
window prompts you to select an industry.
This feature is not being used by Capella, so
you can dismiss the screen.
Edit the title and
description.
Drag and drop your
files into this area.
Content can also
be added using the
Add Work tab.
Click the X, or click Done
to dismiss this window.
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ePORTFOLIO TUTORIAL
12. Drag and Drop Your Files
To use the drag and drop method to add files to your ePortfolio,
open the location on your
computer where the file is located, and then drag it to the Drag
and Drop Your Files area.
Click Done Editing if no more files will be added.
Upload Files
Use the Add Work tab of the right sidebar to
upload files to your ePortfolio. A file folder will
open.
3. Drop your files into
the gray shaded area.
1. Select the desired file.
2. Drag the file.
1. Click Upload Files.
4. Click Done Editing.
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ePORTFOLIO TUTORIAL
In the window that opens, navigate to the desired file, and select
it to Open.
The portfolio displays with your uploaded document.
3. Click Open.
2. Select the desired file.
4. Click Done Editing.
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ePORTFOLIO TUTORIAL
Add Files to My Library
14. There may be times when you want to upload files to ePortfolio,
but you do not want to
place them in a specific portfolio yet. This can be done by
adding the files to the ePortfolio
library.
The library can always be accessed from the My Account drop-
down menu in the upper right
corner of any ePortfolio screen.
When My Library displays, you may find that there are already
files there. This is because
anytime you add a file to a portfolio it is added to the library.
Click My Account and then
select My Library.
Click Add to Library.
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ePORTFOLIO TUTORIAL
15. The Add to Library window displays. From here, you can add
files from your computer, as
well as from several other popular sites such as Google Drive
and YouTube. You can add a
web link, or even write text directly to the library. Most often,
however, you will be adding
files from your own computer or Google Drive.
Click My Computer.
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ePORTFOLIO TUTORIAL
In the window that opens, navigate to the desired file, and select
it to Open.
The library displays with your uploaded document.
Click Open.
Select the desired file.
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ePORTFOLIO TUTORIAL
Add Files to a Portfolio From My Library
Once you have files in the ePortfolio library, you can add them
to any portfolio. You can
even add the same file to multiple libraries as needed.
From the My Profile page, select the portfolio to which you
want to add library files.
Click the portfolio image, or the
title of the portfolio, to open it up.
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ePORTFOLIO TUTORIAL
17. From the Portfolio page, go to the Edit page to add content to
your ePortfolio.
Use the Add Work tab of the right sidebar to select My
Pathbrite Library.
Click Edit.
If the portfolio is empty,
you can also click Edit
Your Portfolio.
Click My Pathbrite Library.
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ePORTFOLIO TUTORIAL
18. On the Import from your library window, select the file you
want to add to your portfolio.
You can select more than one. Selected files will be indicated
by a yellow checkmark in the
upper right corner of the file image.
Click Add to Portfolio.
Click the file images or titles of
the files to be added to the
portfolio.
The yellow checkmark
indicates the document
has been selected.
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ePORTFOLIO TUTORIAL
The portfolio displays with your document(s) added.
19. Click Done Editing.
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ePORTFOLIO TUTORIAL
EDITING AND ORGANIZING PORTFOLIOS
As you add work to ePortfolio, you will discover the need to
manage your portfolios, and the
files in them, to make it easier to find and share your work.
This can be done through
creating and applying categories, as well as adding titles, tags,
and descriptions to
individual files. You can even edit how your portfolios look to
make them more visually
appealing and easier to sort through.
If the portfolio you want to edit is not already open, you can
access your portfolios from
your My Profile page by clicking on the portfolio.
From the Portfolio page, go to the Edit page to add content to
your ePortfolio.
20. Click the portfolio image, or the
title of the portfolio, to open it up.
Click Edit.
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ePORTFOLIO TUTORIAL
The Edit Page: Style & Settings
On the Edit page, you can easily edit the title and description of
your portfolio. The page is
also where you would access the Style & Settings tab. From
there, you can:
• Change the look of your portfolio (Layout and Theme).
• Organize your portfolio (Categories).
• Edit privacy settings (Portfolio Settings).
• Add contacts. (Contact Links).
The portfolio can
also be edited
21. using the Style &
Settings tab.
Click Style & Settings
to open the tab.
Edit the portfolio
title and
description.
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ePORTFOLIO TUTORIAL
Edit File Titles, Tags, and
Descriptions
From the Edit page of the Portfolio
view, the property information can be
edited for each individual file in the
portfolio. This information includes the
title, tags, and description.
22. When you open the Editing Item screen, you will notice that the
Title defaults to the file
name. This can be replaced with a more descriptive title.
Highlight the file Title and
type in the new title.
Click in the Description field
to add the file description or
purpose.
Click the file image to
edit the file properties.
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ePORTFOLIO TUTORIAL
23. Tags
Tags are terms or keywords that are added to the file to make it
easier to find by browsing
or searching. In the Edit pane on the right side of the screen,
when you click in the Tags
field, ePortfolio displays several preset tags that you can select,
or you can create a new
tag. You can add multiple tags to a single file.
Some common types of tags you might use for your files include
the course number, the
specialization outcome (SO) number the file demonstrates, or a
keyword or phrase that will
help you search for the file later.
Click in the
Tags field
and begin
typing to
create a
new tag.
Select one
of the preset
tags.
If you added
a new tag,
click Create
a new tag.
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ePORTFOLIO TUTORIAL
Click Save.
Verify that
the Title,
Tags and
Description
are correct.
Click Done
Editing Item.
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ePORTFOLIO TUTORIAL
25. Edit Categories
In ePortfolio, adding a category and assigning it to a file is
another way to organize your
work and will help you quickly find and share your portfolios.
Note: If you have worked in
the older version of ePortfolio, you can think of categories as
similar to how folders were
used.
One common use for categories might be for your specialization
outcomes. By creating a
category for each outcome in your specialization program, and
then assigning the
appropriate category to each file in ePortfolio, you can easily
find the files you need to
demonstrate competency when you are working on a Capstone
course.
To edit the categories, select one of your portfolios and go to
the Style & Settings tab of the
Edit Page.
The Edit Categories window will display.
Click Style & Settings.
Click Edit Categories.
26. Click Categories.
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ePORTFOLIO TUTORIAL
On the Edit Categories window, you will notice a set of default
categories. In most cases,
you will want to replace this list with your own, custom set of
categories.
Click Current
Categories.
Select Custom.
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ePORTFOLIO TUTORIAL
27. As soon as you begin typing in the custom category field, an
empty category field will
appear below the one in which you were typing. Each new
category will be automatically
assigned a color to differentiate it. Continue adding all your
categories and save.
Enter your first
custom category.
Click Save.
Enter all of your
custom categories.
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ePORTFOLIO TUTORIAL
Assign Categories to Files
Once you have created or edited your category list, you can
assign them to the files in your
portfolio. You can assign the same category to multiple files,
and you can add more than
one category to the same file, if applicable.
28. With the category selected, a plus sign (+) will appear as you
hover your cursor over the
file image. You will notice that the plus sign is that same color
as the dot next to the
selected category. Click the file, and the category is assigned.
Remove Assigned Categories from Files
To remove an assigned category from a file in your portfolio,
the steps are virtually the
same as when you are assigning a category.
With the category selected, a minus sign (-) will appear as you
hover your cursor over the
file image. Click the file, and the category is removed.
Select the category.
Click the desired file.
Click Done Editing.
Select the category.
Click the desired file.
Click Done Editing.
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ePORTFOLIO TUTORIAL
Back on the Portfolio screen, the categories that have been
assigned to files will now be
displayed above the file images. Click the category to view the
files assigned to it.
Click the category to
view assigned files.
Hover over the category,
and the full category
name will be displayed.
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ePORTFOLIO TUTORIAL
Edit How Your Portfolio Looks
30. There are some additional options on the Style & Settings tab
that you can use to change
the appearance of your portfolio.
Portfolio Layout
The Layout setting allows you to change how files are displayed
within a portfolio.
Portfolio Theme
The Theme setting changes the color scheme of your portfolio.
Click the desired
Layout option.
Click Done Editing.
The file arrangement
changes each time a
different Layout
option is selected.
Click the desired
Theme option.
Click Done Editing.
The color scheme
changes each time a
31. different Theme
option is selected.
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ePORTFOLIO TUTORIAL
Edit Contact Links
The Contact Links setting allows you to edit
your e-mail address. You can also delete it so
that it does not appear on a portfolio.
You can also add additional contact links,
including a phone number, LinkedIn profile link,
Facebook link, Web page, Twitter link, et cetera.
Be sure to click Save after adding or editing any
contact links before you click Done Editing.
Click Done Editing.
Edit your e-mail address.
32. Click + ANOTHER CONTACT.
Then select the type of contact,
and add the link.
Click Save.
Click the
Trash icon
to delete a
contact link.
Getting Started with Pathbrite ePortfolioAccessing
ePortfolioThe My Profile PageCreating a PortfolioPrivacy
SettingsAdding Work to a PortfolioThe Edit Page: Add
WorkSelect IndustryDrag and Drop Your FilesUpload FilesAdd
Files to My LibraryAdd Files to a Portfolio From My
LibraryEditing and Organizing PortfoliosThe Edit Page: Style &
SettingsEdit File Titles, Tags, and DescriptionsTagsEdit
CategoriesAssign Categories to FilesRemove Assigned
Categories from FilesEdit How Your Portfolio LooksPortfolio
LayoutPortfolio ThemeEdit Contact Links
Windows Summary Review
A. Define the following terms.
Application Flip Ctrl + A Ctrl +T
33. Cortana Folder Ctrl + B Ctrl +U
Desktop Menu Bar Ctrl + C Ctrl + X
Desktop background Operating System Ctrl + I Ctrl + Y
File Recycle Bin Ctrl + N Ctrl + Z
File Explorer Snap Ctrl + N (Internet Shortcut) Ctrl + Alt +
Delete
Firewall Taskbar Ctrl + O Windows
Flash Drive Task view Ctrl + S Windows 10
B. Explain the following questions.
1. When selecting multiple files from a folder, which key on the
keyboard do you press and hold to select
certain files at once time?
2. What three buttons make up a window?
When selecting a group of files from a folder, which key on the
keyboard do you press and hold after you
click the first file to the last file?
3. How do you safely remove a a flash drive?
4. What is the easiest way to rename a file?
5. When you delete a folder, will the folder delete all the files
inside the folder? Explain.
34. 6. When selecting all the files in a folder, which key on the
keyboard do you press and hold down?
7. What are the three common places to look for files when you
are unaware of their location?
8. What view should the desktop be in order to use the virtual
desktop?
C. Label the following.
D. Indicate the difference in the windows.
Which image indicates the window is resized, moved, or in
snap?
A. B. C.
A._____________ D._______________
B._____________ E._______________
C._____________ F._______________
Navigating Windows:
Managing Windows
35. Tips for Managing Multiple Windows
Windows 10 has several features that make it easier to multi-
task and work with multiple windows at the same time.
Multiple Desktops and Task View
Instead of keeping everything open on the same desktop, you
can move some of your windows to a virtual desktop to get them
out of the way. And the new Task view feature makes it easy to
manage all of your open windows.
Snap
Snap allows you to resize windows quickly, which is especially
convenient when you want to see two windows side by side. To
do this, click and drag the desired window to the left or right
until the cursor reaches the edge of the screen, then release the
mouse. The window will snap into place. To unsnap a window,
simply click and drag the window down. If you have more than
one window open when snapping, you'll be to able to choose a
window to snap to the other side of the screen automatically.
36. Flip
You can use Flip to switch between open windows. To do this,
press and hold the Alt key on your keyboard, then press the Tab
key. Continue pressing the Tab key until the desired window is
selected.
Task View
The Task view feature is similar to Flip, but it works a bit
differently. To open Task view, click the Task view button near
the bottom-left corner of the taskbar. Alternative, you can press
Windows key+Tab on your keyboard. All of your open windows
will appear, and you can click to choose any window you want.
Virtual Desktops
Instead of keeping everything open on the same desktop, you
can move some of your windows to a virtual desktop to get them
out of the way. This feature wasn't available in previous
versions of Windows, and it's especially helpful for managing a
lot of windows at the same time. To create a new desktop, open
Task view, then select New desktop near the bottom-right
corner.
37. Virtual Desktops
Once you've created multiple desktops, you can use Task view
to switch between them. You can also move windows between
desktops. To do this, open Task view, then click and drag a
window to the desired desktop.
Virtual Desktops
To close a virtual desktop, open Task view and click the X in
the upper-right corner of any desktop you want to close.
Computer Basics:
Getting Started with the Internet
What is the Internet?
The Internet is a worldwide collection of computer networks
that connects millions of businesses, government agencies,
educational institutions, and individuals.
38. With the Internet, it's possible to access almost any information,
communicate with anyone else in the world, and much more.
You can do all of this on your computer.
Connecting to the Internet
A device has to be connected to the Internet before you can
access it. If you plan to use the Internet at home, you'll usually
need to purchase an Internet connection from an Internet service
provider (ISPs), which will likely be a phone company, cable
company, or the government.
An ISP is a business that provides individuals and organizations
access to the Internet free or for a fee which is sometimes called
an Internet access provider.
Other devices usually connect through Wi-Fi or cellular Internet
connections. Sometimes libraries, cafes, and schools offer free
Wi-Fi for their patrons, customers, and students.
Internet Service Providers
ISPs often charge a fixed amount of an Internet connection,
offering customers a variety of plans based on desired speeds,
bandwidth, and services.
Bandwidth represents the amount of data that travels over a
network. A higher bandwidth means more data transmits. Data
sizes typically are stated in terms of megabytes and gigabytes.
Other devices usually connect through Wi-Fi or cellular Internet
connections. Sometimes libraries, cafes, and schools offer free
Wi-Fi for their patrons, customers, and students.
39. Types of Internet services
The type of Internet service you choose will largely depend on
which Internet service providers (ISPs) serve your area, along
with the types of service they offer. Here are some common
types of Internet service:
Dial-up
DSL
Cable
Satellite
3G and 4G
Dial-up
This is generally the slowest type of Internet connection, and
you should probably avoid it unless it is the only service
available in your area. Dial-up Internet uses your phone line, so
unless you have multiple phone lines you will not be able to use
your landline and the Internet at the same time.
DSL
DSL service uses a broadband connection, which makes it much
faster than dial-up. DSL connects to the Internet via a phone
line but does not require you to have a landline at home. And
unlike dial-up, you'll be able to use the Internet and your phone
40. line at the same time.
Cable
Cable service connects to the Internet via cable TV, although
you do not necessarily need to have cable TV in order to get it.
It uses a broadband connection and can be faster than both dial-
up and DSL service; however, it is only available where cable
TV is available.
Satelitte
A satellite connection uses broadband but does not require cable
or phone lines; it connects to the Internet through satellites
orbiting the Earth. As a result, it can be used almost anywhere
in the world, but the connection may be affected by weather
patterns. Satellite connections are also usually slower than DSL
or cable.
3G and 4G
3G and 4G service is most commonly used with mobile phones,
and it connects wirelessly through your ISP's network.
However, these types of connections aren't always as fast as
DSL or cable. They will also limit the amount of data you can
use each month, which isn't the case with most broadband plans.
41. Domain Names and IP Addresses
The Internet relies on an addressing system much like the postal
service to send data and information to a computer or device at
a specific destination. An IP address, short for Internet Protocol
address, is a sequence of numbers that uniquely identifies the
location of each computer or device connected to the Internet.
An IP address usually consists of four groups of numbers, each
separated by a period.
A domain name is the text version of an IP address. The suffix
of the domain name, called top-level domain (TLD), identifies
the type of organization associated with the domain.
IP address 72.14.207.66
Domain name www.google.com
Domain Names and IP Addresses
Popular TLDsTLDIntended Purpose.comCommercial
organizations, businesses, and companies.eduEducation
institutions.govGovernment agencies.milMilitary
organizations.netNetwork providers or commercial
companies.orgNonprofit organizations
What part of the Internet is the web?
The World Wide Web is one of the more widely used Internet
services. The World Wide Web (short for web) is a global
42. library of information available to anyone connected to the
Internet.
The web consists of worldwide collection of electronic
documents. Each electronic document on the web is called a
webpage, which can contain text, graphics, audio, and video.
Browsing the web
Most information on the Internet is on websites. A website is a
collection of related webpages, which are stored on a web
server. A web server is a computer that delivers requested
webpages to your computer or mobile devices.
Once you are connected to the Internet, you can access websites
using a kind of application called a web browser. A web
browser is a software that enables users with an Internet
connection to access and view webpages on a computer of
mobile device. The web browser itself is not the Internet, but it
displays pages on the Internet. Some widely used browsers
include Internet Explorer, Firefox, Safari, and Google Chrome.
URLs and the address bar
Each website has a unique address, called a web address or URL
(short for Uniform Resource Locator). It's like a street address
that tells your browser where to go on the Internet. When you
type a URL into the browser's address bar and press Enter on
your keyboard, the browser will load the page associated with
that URL.
In the example below, we've typed www.bbc.com/travel into the
43. address bar.
URLs and the address bar
A web address consist of a protocol, domain name, and
sometimes the host name, path to a specific webpage or file
name of the webpage. The http, which stands for Hypertext
Transfer Protocol, is a set of rules that defines how webpages
transfer on the Internet. The text between the protocol and the
domain name, called the host name, identifies the type of
Internet server.
http://www.bbc.com/travel/columns/culture-identity.htm
protocol
domain name
host name
path
webpage name
44. Links
Whenever you see a word or phrase on a website that's blue or
underlined in blue, it's probably a hyperlink, or link for short.
You might already know how links work, even if you've never
thought about them much before.
Links are a built-in connection to other documents, graphics,
audio files, videos webpages, or websites. When you click a
link, it will usually take you to a different webpage. You may
also notice that your cursor changes into a hand icon whenever
you hover over a link.
Navigation Buttons
The Back and Forward buttons allow you to move through
websites you've recently viewed. You can also click and hold
either button to see your recent history.
The Refresh button will reload the current page. If a website
stops working, try using the Refresh button.
45. Tabbed browsing
Desktop browsers typically support tabbed browsing, where the
top of the browser shows a tab (similar to a file folder tab) for
each webpage you display. You can open as many links as you
want, and they'll stay in the same browser window instead of
cluttering your screen with multiple windows.
To create a new blank tab, click the button to the right of any
open tabs.
Saving Images
Sometimes you may want to save an image from a website to
your computer. To do this, right-click the image and select Save
image as (or Save picture as).
Plug-ins
Plug-ins are small applications that allow you to view certain
types of content within your web browser. For example, Adobe
Flash and Microsoft Silverlight are often used to play videos,
while Adobe Reader is used to view PDF files.
If you don't have the correct plug-in for a website, your browser
will usually provide a link to download it.
46. Searching the Web
A search engine is a program that finds Web sites, Web pages,
images, videos, news, maps, and other information related to a
specific topic.
Search Engine
OperatorsOperatorDescriptionExamplesExplanationSpace or
+Display search results that include specific wordsart + music
art musicResults have both words, art and music, in any
order.ORDisplay search results that include only one word from
a listdog OR puppy
dog OR puppy OR canineResults have either the word, dog, or
the word puppy or the word canine.()Combine search results
that include specific words with those that include only one
word from a listKalamazoo Michigan (pizza OR subs)Results
include both words, Kalamazoo Michigan , and either the word,
pizza or the word subs.-Exclude a word from search
resultsautomobile
-convertibleResults include the word, automobile, but do not
include the word, convertible.“ ”Search for an exact phrase in a
certain order“19th century literature”Results include the exact
phrase, 19th century literature*Substitute characters in place of
the asteriskwriter*Results include any word the begins with
text, writer
Other Internet Services
E-mail (short for electronic mail) is the transmission of
messages and files via a computer network.
A mailing list is a group of e-mail names and addresses given a
single name, so that everyone on the list receives a message
47. sent to the list.
Instant messaging (IM) is a real-time Internet communications
service that notifies you when one or more people are online.
A chat room is a location on an Internet server that permits
users to conduct real-time typed conversations.
VoIP (Voice over IP, or Internet Protocol), also called Internet
telephony, enables users to speak to other users over the
Internet, instead of the public switched telephone network.
A newsgroup is an online area in which users have written
discussions about a particular subject.
A message board is a Web-based type of discussion group that
is easier to use than a newsgroup.
FTP (File Transfer Protocol) is an Internet standard that permits
file uploading and downloading with other computers on the
Internet.
The Rules of Netiquette
Netiquette, which is short for Internet etiquette, is the code of
acceptable behaviors users should follow while on the Internet.
Netiquette rules include:
Keep messages short Clearly identify a
spoiler
Be polite Read the FAQ
Avoid sending flames or spam Do not assume
material is accurate or up-to-date
Use emoticons and acronyms Never read someone’s
private email
48. Computer Basics:
Introduction to Computers
Computer Literacy
Because technology changes, you must keep up with the
changes to maintain digitally literate. In order to be digitally
literate, you must have computer literacy.
Computer literacy involves the understanding and knowledge of
computers, the Internet , and any other technologies.
It is vital in today’s world because computers have become a
part of everyday life.
What is a computer?
A computer is an electronic device that manipulates
information, which operates under the control of instructions
stored in its own memory. It has the ability to store, retrieve,
and process data. You may already know that you can use a
computer to type documents, send email, play games, and
browse the Web. You can also use it to edit or create
spreadsheets, presentations, and even videos.
49. Watch the video below to learn about different types of
computers.
The Relationship Between Data and Information
Computers process data(input) into information(output) and
often store the data resulting information for future use.
THE FOUR MAIN FUNCTIONS OF A COMPUTER:
ACCEPT data
PROCESS data
PRODUCE results
STORE results
Data is a collection of unprocessed items such as text, numbers,
images, audio or video.
Information conveys meaning to users.
Hardware vs. software
Before we talk about different types of computers, let's talk
about two things all computers have in common: hardware and
software.
Everything you do on your computer will rely on both hardware
and software. For example, right now you may be viewing this
lesson in a web browser (software) and using your mouse
(hardware) to click from page to page. As you learn about
different types of computers, ask yourself about the differences
in their hardware. As you progress through this tutorial, you'll
see that different types of computers also often use different
50. types of software.
Hardware vs. software
Hardware is any part of your computer that has a physical
structure, such as the keyboard or mouse. It also includes all of
the computer's internal parts, which you can see in the image
below.
Software is any set of instructions that tells the hardware what
to do and how to do it. Examples of software include web
browsers, games, and word processors. Below, you can see an
image of Microsoft PowerPoint, which is used to create
presentations.
Five Components of a Computer
INPUT DEVICES: any hardware component that allows you to
enter data and instructions into the computer (ex. scanner,
keyboard, mouse)
OUTPUT DEVICES: any hardware component that conveys
information to one or more people (ex. printer, monitor,
speakers)
SYSTEM UNIT: a case that contains the electronic components
of the computer that are used to process data (ex. motherboard)
STORAGE DEVICE: holds data, instructions, and information
51. for future use (ex. USB flash drive, memory cards)
COMMUNICATIONS DEVICE: a hardware component that
enables a computer to send (transmit) and receive data,
instructions, and information to and from one or more
computers or mobile devices (ex. modem)
What are the different types of computers?
When most people hear the word computer, they think of a
personal computer such as a desktop or laptop. However,
computers come in many shapes and sizes, and they perform
many different functions in our daily lives. When you withdraw
cash from an ATM, scan groceries at the store, or use a
calculator, you're using a type of computer.
Desktop computers
Many people use desktop computers at work, home, and school.
Desktop computers are designed to be placed on a desk, and
they're typically made up of a few different parts, including the
computer case, monitor, keyboard, and mouse.
Laptop computers
52. The second type of computer you may be familiar with is a
laptop computer, commonly called a laptop. Laptops are
battery-powered computers that are more portable than
desktops, allowing you to use them almost anywhere.
Tablet computers
Tablet computers—or tablets—are handheld computers that are
even more portable than laptops. Instead of a keyboard and
mouse, tablets use a touch-sensitive screen for typing and
navigation. The iPad is an example of a tablet.
Servers
A server is a computer that serves up information to other
computers on a network. For example, whenever you use the
Internet, you're looking at something that's stored on a server.
Many businesses also use local file servers to store and share
files internally.
Other types of computers
53. Many of today's electronics are basically specialized computers,
though we don't always think of them that way. Here are a few
common examples.
Smartphones: Many cell phones can do a lot of things computers
can do, including browsing the Internet and playing games.
They are often called smartphones.
Wearables: Wearable technology is a general term for a group
of devices—including fitness trackers and smartwatches—that
are designed to be worn throughout the day. These devices are
often called wearables for short.
Game consoles: A game console is a specialized type of
computer that is used for playing video games on your TV.
PCs and Macs
This type of computer began with the original IBM PC that was
introduced in 1981. Other companies began creating similar
computers, which were called IBM PC Compatible (often
shortened to PC). Today, this is the most common type of
personal computer, and it typically includes the Microsoft
Windows operating system.
The Macintosh computer was introduced in 1984, and it was the
first widely sold personal computer with a graphical user
interface, or GUI (pronounced gooey), which is an interface that
gives benefits of windows, icons, and buttons. All Macs are
made by one company (Apple), and they almost always use the
Mac OS X operating system.
Personal computers come in two main styles: PC and Mac. Both
are fully functional, but they have a different look and feel, and
many people prefer one or the other.
54. Navigating Windows:
Common Computer Tasks
Common Computer Tasks
Learning how to use a computer can feel overwhelming at
times. Fortunately, there are some common computer skills that
will work the same way in almost any situation. Once you learn
how to use these skills, you'll be able to use them to perform a
variety of tasks on your computer. In this lesson, we'll talk
about some common commands you can use in almost any
application, including cut, copy, paste, and undo.
The Menu Bar
Most applications have a Menu bar at the top of the window.
Each menu has a set of commands that will perform a specific
action within the program. While each application is different,
there are some common commands that work the same way, no
matter which application you're using. Whenever you open a
program for the first time, try clicking these menus to see the
55. various options available.
File Menu Commands
You'll find the File menu on the leftmost side of the Menu bar
in almost every application. The File menu will usually have the
same type of commands. For example, you can create a new file,
open an existing file, and save the current file, among other
functions.
Cut, Copy, and Paste
Many applications allow you to copy items from one place and
then paste them to another. For example, if you're working with
a word processor, you might copy and paste text to avoid typing
the same thing over and over. If there's something you want to
move from one place to another, you can cut and paste instead.
To copy and paste
Select the item you want to copy. In our example, we'll select a
word in a document.
Right-click the mouse and select Copy from the menu that
appears. You can also press Ctrl+C on your keyboard.
56. To copy and paste
3. Locate and right-click the desired location for the item, then
select Paste. You can also press Ctrl+V on your keyboard.
To copy and paste
4. The item will be copied to the new location. Notice how the
original text that was copied has not been moved or changed.
To cut and paste
Select the item you want to cut. In our example, we'll select a
paragraph of text in a document.
Right-click the mouse and select Cut from the menu that
appears. You can also press Ctrl+X on your keyboard.
57. To cut and paste
3. Locate and right-click the desired location for the item, then
select Paste. You can also press Ctrl+V on your keyboard.
To cut and paste
4. The item will be pasted, or moved, to the new location. In
our example, we used the cut and paste commands to move the
second paragraph above the first paragraph.
To copy and paste files
You can use the cut, copy, and paste commands for a variety of
tasks on your computer. For example, if you wanted to create a
duplicate copy of a file, you could copy it from one folder to
another.
Right-click the file and select Copy from the menu that appears.
You can also press Ctrl+C on your keyboard.
58. To copy and paste files
2. Locate and right-click the new location, then select Paste.
You can also press Ctrl+V on your keyboard. In our example,
we'll paste the file to the desktop.
To copy and paste files
3. The duplicate file will appear. Notice how the original file
has not been moved or changed. Also, note that if you make a
change to the original file, it will not update any copies of that
file.
To copy and paste files
4. The duplicate file will appear. Notice how the original file
has not been moved or changed. Also, note that if you make a
change to the original file, it will not update any copies of that
file.
59. Undoing changes
Let's say you're working on a text document and accidentally
delete some text. Fortunately, you won't have to retype
everything you just deleted! Most applications allow you to
undo your most recent action when you make a mistake like
this. Just locate and select the Undo command, which is usually
in the upper-left corner of the window near the Menu bar. You
can also press Ctrl+Z on your keyboard. You can continuing
using this command to undo multiple changes in a row.
!Note that the Undo command will work almost all of the time,
but not in every situation. For example, if you empty the
Recycle Bin to permanently delete a file, you can't undo the
action.
Keyboard Shortcuts in Windows
Keyboard shortcuts are keys or a combination of keys you can
press on your keyboard to perform a variety of tasks. Using
keyboard shortcuts is often faster than using a mouse because
you can keep both hands on the keyboard. Keyboard shortcuts
are also universal, which means you can use many of the same
shortcuts in a variety of applications. For example, you can use
the shortcuts to copy and paste text in a word processor and in a
web browser.
Using Shortcuts
Many keyboard shortcuts require you to press two or more keys
60. in a specific order. For example, to perform the shortcut Ctrl+X,
you would press and hold the Ctrl key, then press the X key,
then release.
You'll use the Ctrl (Control) or Alt key to perform most
keyboard shortcuts. You'll find these keys near the bottom-left
corner of your keyboard.
Working with Text
These keyboard shortcuts are useful when working with text in
word processors, email applications, and more. They can help
you perform commonly repeated tasks, like copying and pasting
text.
Ctrl+X: Cut the selected text.
Ctrl+C: Copy the selected text.
Ctrl+V: Paste the copied or cut text.
Ctrl+A: Select all of the text on the page or in the active
window.
Ctrl+B: Bold the selected text.
Ctrl+I: Italicize the selected text.
Ctrl+U: Underline the selected text.
Working with Files and Applications
You can use keyboard shortcuts to open, close, and switch
applications. When working with a file, like a Microsoft Word
document, shortcuts can be used to create new files, find words,
and print.
61. Ctrl+Alt+Delete: Force an unresponsive or frozen program to
quit. This keyboard shortcut opens the Task Manager. You can
then select the unresponsive application and close it. If you
have an account on the computer, you can sign out with the
same keys.
Working with Files and Applications
Delete: Send a selected file or files to the Recycle Bin.
Enter: Open a selected application or file.
Ctrl+N: Create a new file.
Ctrl+O: Open an existing file.
Ctrl+S: Save the current file.
Ctrl+Z: Undo the previous action. If you want to redo the
action, press Ctrl+Y.
Windows key: Open the Start menu (or the Start screen in
Windows 8).
Internet Shortcuts
Keyboard shortcuts can also be used to navigate your web
browser. Many of the text shortcuts above are also useful
online, like the shortcuts for selecting, copying, and pasting text
into your web browser's address bar. Note that some of these
shortcuts may work a bit differently depending on the web
browser you're using.
62. Ctrl+N: Open a new browser window.
Ctrl+T: Open a new browser tab.
Internet Shortcuts
Ctrl+D: Bookmark the current page.
Ctrl+B: View bookmarks.
Ctrl+J: View recently downloaded files.
Using the Alt key to Navigate Menus
When you press the Alt key, you will have access to all of the
menus in the current application. This means you can perform
almost any task with just your keyboard. For example, you can
type Alt+F+X to quit an application. When performing these
shortcuts, you will not need to hold down the Alt key.
63. Using the Alt key to Navigate Menus
When you press the Alt key, you will have access to all of the
menus in the current application. This means you can perform
almost any task with just your keyboard. For example, you can
type Alt+F+X to quit an application. When performing these
shortcuts, you will not need to hold down the Alt key.
Finding More Keyboard Shortcuts
In many applications, you'll find keyboard shortcuts next to
menu items.
In some applications, you may need to hover over a button to
display its keyboard shortcut.