This document is a syllabus for an English technical writing course. It outlines the course objectives, which are to help students communicate technical information to various audiences and apply design principles. It describes 5 projects students will complete, focused on technical writing genres like definitions, documentation, data visualization, usability testing, and professional profiles. Evaluation is based on these projects, online activities, and peer reviews. Technical requirements and policies are also outlined, regarding file formats, multimedia, deadlines, plagiarism, and getting help from the instructor.
The article ‘Types of Computer Degrees’ comprehensively discusses various in-demand computer degrees. The article encompasses detailed information about the course curriculum and job prospects related to degrees in computer science, computer programming and computer technology and networking.
Jaden's Module 3 Assignment - PostSecondary Opportunities
This powerpoint is hyperlinked, with a menu linking to each of the 3 careers (as indicted in the lesson).
Teaching Programming to Non-Programmers at Undergraduate LevelDr. Amarjeet Singh
This paper focuses on solving the problems faced by
non-IT (Information Technology) background students at
undergraduate level in learning programming language who
are at the same time non-native English language speakers. In
this regard a step by step methodology has been proposed
here which try to take into account the difficulties faced by
this particular niche of programmers and counteract them
with possible solutions. Following this approach may help
lower the problems faced by the non-IT background students
to some extent and fulfill their aim in being professional or
conversational or end- user programmers according to their
career choices.
Trinity Institute of Professional Studies (TIPS), ranked as one of the best Journalism College in Delhi NCR offers Bachelor of Arts in Journalism and Mass Communication (BAJMC) is a three-year undergraduate course aimed to imbibe journalistic and communication skills within the students, enabling them to prove their mettle in the media industry. It is considered as one of the best BAJMC Institute in West Delhi (Dwarka). BA JMC is a comprehensive and dynamic course, designed to enlighten students about the media industry, make them well versed with all the aspects of the field and prepare them to serve as responsible professionals. The curriculum is designed to cover both theoretical and practical subjects and provide hands-on training to the students leading to TIPS, as one of the best journalism and mass communication institutes of GGSIPU in Delhi-NCR.
Weblab: Programming Education in the BrowserEelco Visser
3 slides for a pitch at EWI TU Delft for the WebLab application for online programming education
http://eelcovisser.org/post/272/programming-education-in-the-browser-with-weblab
The article ‘Types of Computer Degrees’ comprehensively discusses various in-demand computer degrees. The article encompasses detailed information about the course curriculum and job prospects related to degrees in computer science, computer programming and computer technology and networking.
Jaden's Module 3 Assignment - PostSecondary Opportunities
This powerpoint is hyperlinked, with a menu linking to each of the 3 careers (as indicted in the lesson).
Teaching Programming to Non-Programmers at Undergraduate LevelDr. Amarjeet Singh
This paper focuses on solving the problems faced by
non-IT (Information Technology) background students at
undergraduate level in learning programming language who
are at the same time non-native English language speakers. In
this regard a step by step methodology has been proposed
here which try to take into account the difficulties faced by
this particular niche of programmers and counteract them
with possible solutions. Following this approach may help
lower the problems faced by the non-IT background students
to some extent and fulfill their aim in being professional or
conversational or end- user programmers according to their
career choices.
Trinity Institute of Professional Studies (TIPS), ranked as one of the best Journalism College in Delhi NCR offers Bachelor of Arts in Journalism and Mass Communication (BAJMC) is a three-year undergraduate course aimed to imbibe journalistic and communication skills within the students, enabling them to prove their mettle in the media industry. It is considered as one of the best BAJMC Institute in West Delhi (Dwarka). BA JMC is a comprehensive and dynamic course, designed to enlighten students about the media industry, make them well versed with all the aspects of the field and prepare them to serve as responsible professionals. The curriculum is designed to cover both theoretical and practical subjects and provide hands-on training to the students leading to TIPS, as one of the best journalism and mass communication institutes of GGSIPU in Delhi-NCR.
Weblab: Programming Education in the BrowserEelco Visser
3 slides for a pitch at EWI TU Delft for the WebLab application for online programming education
http://eelcovisser.org/post/272/programming-education-in-the-browser-with-weblab
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Engl317 04,05,08 syllabus
1. ENGL 317 - 04, 05, 08 SYLLABUS Page 1 of 5
Instructor: Stephanie Hamilton
stephanieh@uidaho.edu|208 885-6156 (msg)|
office hours: TR 12:30-2:00 over Zoom
Technical Writing is both a field of study and a profession with a unique history and set of
distinctive practices. It is also the writing done by professionals in other careers. So, whether
you have an interest in becoming a technical writer or are preparing to write in another
career, in today's workplace, you will craft messages using ever changing and increasingly
integrated media. The projects in this course will help you meet these challenges.
LEARNING OBJECTIVES: After completing this course, you will be able to
• translate discipline-specific discourse to meet the needs of audiences with lower levels
of technical expertise,
• articulate the affordances and constraints of technologies to stakeholders,
• apply rhetorical constructs to produce the visual and verbal design of communication,
• communicate solutions to rhetorical problems in a variety of print and electronic genres.
TEXTBOOK: No textbook is required.
2. ENGL 317 - 04, 05, 08 SYLLABUS Page 2 of 5
GRADES: Final grades are on successful completion of the following:
Participation in peer reviews and online activities. 20%
Project 1: Technical Prose and Presentation Speaking Style 10%
Project 2: Technical Definitions and Descriptions 15%
Project 3: Data Visualization 20%
Project 4: Usability Testing 25%
Project 5: Professional Identity 10%
The letter grade system is as follows:
• A: 90 – 100
• B: 80 – 89
• C: 70 – 79
• F: less than 69
All page length and word count guidelines below are based on single-spaced, left-justified text (no
indent) for paragraphs with an extra line of space to separate paragraphs and includes the use of
heading levels and white space.
Please keep in mind that page length and word count guidelines are not a valid way to determine
how long a project will take you to complete in this course because the work you will do is workplace
writing, and it is different from academic essay writing.
PROJECT 1: Technical Prose and Presentation Speaking Style. In this project, you will analyze
some of your prior writing to determine the level of readability and create a podcast.
• Memo Report write-up of findings from the analysis, about 4-6 pages.
• Podcast about research at the University of Idaho, up to 3 minutes.
PROJECT 2: Technical Definitions and Technical Descriptions. In this project, you will
compose technical documentation (a type of planning document), and a slidecast of a
technical definition or a technical description. Your goal will be to translate dense technical
information to a lay audience.
• Technical Documentation, about 350-500 words.
• Slidecast Technical Definition OR Technical Description, up to 3 minutes.
PROJECT 3: Data Visualization. In this project, you will create a mixed-chart infographic that
visualizes a statistical data story. Next, you will compose a screencast to justify design
choices.
• Mixed Chart Infographic.
• Screencast justifying design choices, up to 3 minutes.
PROJECT 4: Usability Test. In this project, you will test two communication products or
websites based on five components of usability, collecting both quantitative and qualitative
data. Next you will write-up your findings in a technical white paper describing your
experience as a user and compose a screencast of one or more usability test findings.
• Technical White Paper write-up of test findings. Length will vary greatly depending on size of
screenshots but about 2000 -2500 words.
• Screencast of a usability test finding, up to 3 minutes.
PROJECT 5: Professional Identity. In this project, you will compose targeted job or graduate
program application materials and compose an e-portfolio.
3. ENGL 317 - 04, 05, 08 SYLLABUS Page 3 of 5
• Cover Letter,1 page, Resume or CV, up to 2 pages.
• E-Portfolio populated with sample work.
4. ENGL 317 - 04, 05, 08 SYLLABUS Page 4 of 5
Course Policies
1. Technology Requirements.
• Computer in good working order.
• Reliable Internet Connectivity.
• Microphone. Most computers have an integrated microphone, but if you need to
purchase one, however, here are two inexpensive microphones that bblearn
recommends: Logitech 1 ($14.99) and Logitech 2 ($19.99).
• Reliable Backup. You will need a reliable backup to store the latest drafts of your
work other than the hard drive of your computer or an easily lost thumb drive. Here is
one I recommend http://www.dropbox.com
• Microsoft Word. Students are strongly encouraged to use Microsoft Word because it
is the most commonly used software in the workplace today. Microsoft Office is
provided at no extra cost to all students and as part of the UI Microsoft Licensing
Agreement. You can install it on up to five separate devices. To install, go to ITS
Technology Services https://www.uidaho.edu/infrastructure/its/self-help/ms-
office/office-365
2. Multimedia Project Deliverables. Four of the projects require both print
and multimedia deliverables. Students are not expected to have prior experience in
producing multimedia products and will be invited to create these using free, cloud-
computing tools.
Warning: Digital media files (MP3, MP4, WAV, WMV etc.) and Zip Files are not accepted
in this course.
All digital files are required to be on a host site and play without a user needing to
download the file (or advance slides) because you are practicing how to share media as
it is shared in workplace environments.
3. Accepted File Formats. The following are the only accepted file formats:
• Print Deliverables: Word or PDF.
• Infographic: jpg, png, or other image file; Word, PPT or PPTX, PDF file or the URL
where the file is hosted.
•Multimedia Deliverables URL where the file is hosted.
5. ENGL 317 - 04, 05, 08 SYLLABUS Page 5 of 5
4. Deadlines. All work is due by 11:59 PM on the day/date indicated in the project
schedules. Late work will lose 10% per day late. When I start to grade your work, if a file
will not open or a URL link does not work, I will notify you by email, and you will be given
24 hours to submit work correctly in bblearn and a late work point penalty will apply. To
avoid this problem, verify your submission.
5. Verify Submissions to Avoid Point Penalties. When submitting assignments, students are
responsible for verifying that files they uploaded are not corrupted and will open and that
the URL to your project works.
This means you must return to the submissions box and open any files you uploaded and
check that a URL works. If your work does not submit correctly or if you failed to submit
part of it, you will need to submit all work again in a single attempt because the last
submission is the only one I grade.
6. Center for Disability Access and Resources. Reasonable accommodations will be made
for students with disabilities. CDAR must approve your request: (208) 885-6307•
cdar@uidaho.edu
7. Plagiarism. Violation of the University of Idaho Student Code of Conduct for Plagiarism
will result in a course grade of ‘F'.
8. Contacting Me. You are invited to email me when you have a question or to request a
writing conference or feedback on a draft through email or over Zoom. You may expect a
reply within 24 hours.