How To Take A Screenshot On A Mac
How to take a screenshot on your Mac or PC is not a question that popped up very often a few years back, because most people either didn't know what it was, didn't know that such a thing was possible, or couldn't be bothered to learn how.
How To Take A Screenshot On A Mac
How to take a screenshot on your Mac or PC is not a question that popped up very often a few years back, because most people either didn't know what it was, didn't know that such a thing was possible, or couldn't be bothered to learn how.
Why journalists now need to be multiplatform reporters, able to shoot video as well as write stories for the web. This slide presentation goes over the basics of videography, shots required, white balance, and framing of interviews
Adobe Captivate: The Swiss Army Knife of Visual Help AuthoringScott Abel
Presented by Neil Perlin at Documentation and Training West, May 6-9, 2008 in Vancouver, BC.
For years, software training was largely text-based… add screen shots in a document, add some text with descriptions and instructions, and voila! The result worked, but how much more effective might it be if someone actually walked you through the steps on the screen? That’s where Adobe Captivate comes in, letting you create that someone.
The primary use of Captivate is to help capture what’s on the screens as you perform a software-based task, such as using a feature in Word. That series of screen shots is effectively a set of frames that users can play back as a movie that shows how to perform the task. To make the movie more useful, you can add explanations and instructions in text or audio form, special effects, even interactivity features that let simulate real software operations. With these features, Captivate lets you create demonstrations, sales training simulations, marketing presentations, tutorials, even fairly sophisticated e-learning. With a few tweaks, you can even use Captivate as an ad hoc usability test recorder.
Captivate movies are Flash-based, but you dont have to know Flash or touch any code. Better still, Captivate is quick and easy to learn compared to traditional CBT authoring tools—two days to get up and running, and cheap —US$700.
This workshop presents a quick overview of Captivates basic features in order to provide an overview of the tool as a whole.
Why journalists now need to be multiplatform reporters, able to shoot video as well as write stories for the web. This slide presentation goes over the basics of videography, shots required, white balance, and framing of interviews
Adobe Captivate: The Swiss Army Knife of Visual Help AuthoringScott Abel
Presented by Neil Perlin at Documentation and Training West, May 6-9, 2008 in Vancouver, BC.
For years, software training was largely text-based… add screen shots in a document, add some text with descriptions and instructions, and voila! The result worked, but how much more effective might it be if someone actually walked you through the steps on the screen? That’s where Adobe Captivate comes in, letting you create that someone.
The primary use of Captivate is to help capture what’s on the screens as you perform a software-based task, such as using a feature in Word. That series of screen shots is effectively a set of frames that users can play back as a movie that shows how to perform the task. To make the movie more useful, you can add explanations and instructions in text or audio form, special effects, even interactivity features that let simulate real software operations. With these features, Captivate lets you create demonstrations, sales training simulations, marketing presentations, tutorials, even fairly sophisticated e-learning. With a few tweaks, you can even use Captivate as an ad hoc usability test recorder.
Captivate movies are Flash-based, but you dont have to know Flash or touch any code. Better still, Captivate is quick and easy to learn compared to traditional CBT authoring tools—two days to get up and running, and cheap —US$700.
This workshop presents a quick overview of Captivates basic features in order to provide an overview of the tool as a whole.
What is a computer?
What is an operating system?
The Windows Screen
Starting and shutting down your computer
The mouse according to Windows
Opening and closing programs
Menu bars and Tool Bars
Cut/Copy and Paste
Further study
10.USING THE ECLIPSE DEBUGGERupdated 8618This t.docxpaynetawnya
10.
USING THE ECLIPSE DEBUGGER
updated: 8/6/18
This tutorial assumes that you have previously completed the Getting Started with Eclipse tutorial. Since much of what you're going to do for this tutorial is identical to what you've done for that tutorial, I will refrain from providing all the details this time. If you don't remember the details of how to do something, look it up in the previous tutorial.
This tutorial uses x: to refer to the drive that you're saving your work to. In the lab, x: should be replaced by the USB drive (assuming that you're using a USB flash drive storage device). At home, x: should be replaced by the USB drive or the hard drive, whichever you prefer.
Whenever you are asked to perform an action (left column below) that you've already done before, I will refrain from providing the supplemental information (right column below). If you don't remember the details of how to do something, look for it earlier in the tutorial. I expect you to have to look up a lot of previously covered material. This is my attempt to force you to memorize how to do things.
Actions
Supplemental Information
Load Eclipse.
Create a project named tutorial2.
In creating a tutorial2 project, Eclipse will 1) create a tutorial2 folder and put it in your workspace folder, and 2) create a .project file and put it in your tutorial2 folder.
Within your tutorial2 project, create a source code file named MouseDriver.java and enter this text:
public class MouseDriver
{
public static void main(String[] args)
{
String temp = "stan";
Mouse mickey = new Mouse(temp + "dard", 100, 10);
Mouse fivel = new Mouse("standard", 100, 10);
mickey.printStatus();
mickey.simulateGrowth(4);
mickey.printStatus();
fivel.simulateGrowth(4);
if (mickey.equals(fivel))
{
System.out.println("They're equal");
}
} // end main
} // end class MouseDriver
Save the source file.
Within your tutorial2 project, create a source code file named Mouse.java and enter this text:
public class Mouse
{
private String variety; // standard, hairless, etc.
private int weight; // the mouse's weight in grams
private int growthRate; // % that mouse grows each day
private int days; // # of simulated days so far
public Mouse(String v, int w, int gR)
{
variety = v; weight = w; growthRate = gR;
} // end Mouse constructor
public void simulateGrowth(int d)
{
days += d;
while ((d > 0) || (weight > 0))
{
weight += growthRate/100 * weight;
d--;
}
} // end simulateGrowth
public void printStatus()
{
System.out.println("After " + days + " days, " +
" weight = " + weight + ".");
} // end printStatus
public boolean equals(Mouse otherMouse)
{
boolean varietyCheck, weightCheck;
varietyCheck = (variety == otherMouse.variety);
weightCheck = (weight == otherMouse.weight);
return varietyCheck && weightCheck;
} // end equals
} // end class Mouse
Save t ...
Introduces the idea of "Just Enough Code" -- to add a 2- or 3-week module on Web coding into courses like editing, or design, or multimedia. There are 2 reasons to do this. One is to demystify how Web and mobile sites are made. The other is to open a door -- for (at least) some students -- to something they might really have an aptitude for, something they might really enjoy, if you just have a chance to explore it.
Multimedia Journalism Innovations in the ClassroomMindy McAdams
For a panel about "Innovation in Journalism Education": How teaching multimedia journalism has changed since 1999, and how I have adapted my classes and pushed my department to innovate. Journalism students don't have to be programmers, but they should have an opportunity to learn how to create new story forms for web and mobile platforms.
Summary of journalism faculty curriculum workshopMindy McAdams
At the end of a week-long workshop about updating the journalism curriculum at Rhodes University, we discussed a few specific types of assignments and assessment.
Introduction to crowdsourcing for journalists and journalism educators. Use of four cases and what we can learn from them. Three cases include maps; the fourth case does not.
Presentation about curriculum and required courses in journalism programs in the U.S. To lecturers at Rhodes dept. of Journalism and Media Studies, South Africa, June 2014.
Starter presentation in a weeklong workshop for journalism educators at Rhodes University, South Africa, in June 2014. We are trying to discover the needs of the journalism school as it goes forward with changes and updates in the curriculum. Purpose of this pres is to identify some areas where teaching needs to be focused, or refocused.
Blogs cover a very wide variety of styles and approaches. Blogs written by journalists, or housed on the websites of media organizations, are also widely varied. To understand blogs, blogging, and the audiences for blogs, we have to begin by looking at real blogs and comparing them. This presentation was given to 3rd-year journalism students at Rhodes University, South Africa.
Journalism's Future: Journalism, Not NewspapersMindy McAdams
Presentation to 150 journalists and editors at RCS MediaGroup S.p.A., Milan, Italy, May 2013. The goal was to inspire them to take their business forward into a mobile environment where competition comes from everywhere, not only the traditional rivals.
A university lecture for journalism students -- how to use the canvas element to add graphics and animation to Web pages. Updated April 2014. Basics for beginners. See also https://github.com/macloo/canvas
Updated with new exercises - March 2014. Introduction to jQuery (for journalism students) and review of the Code School "Try jQuery" course, Parts 1-3.
If you are using jQuery, you need to understand the Document Object Model and how it accounts for all the elements inside any HTML document or Web page.
An introduction to JavaScript that includes side-by-side comparisons with Python -- for journalism students. Based on the free JavaScript exercises/lessons at Codecademy: http://www.codecademy.com/tracks/javascript (Students in this course spent 4 weeks learning Python before they were introduced to JavaScript.)
An introduction to responsive design and Web frameworks -- for journalism students. Shows various examples. Includes links to resources. Updated February 2014.
Updated Feb. 9, 2014. This PPT is a review of color and fonts as used with HTML5 and CSS. Used in an undergraduate journalism class called Advanced Online Media Production.
Based on Zed Shaw's "Learn Python the Hard Way," this is a review of Exercises 27 - 34 in that text. For non-computer-science students and learners. Updated with new slides Feb. 2, 2014. Introduces Booleans, if-elif-else, loops, lists.
Based on Zed Shaw's "Learn Python the Hard Way," this is a review of Exercises 13 - 19 in that text. For non-computer-science students and learners. This PPT will not make sense without Zed's lessons. The PPT is intended to supplement and help explain these seven lessons. The PPT was updated on Jan. 17, 2014.
Based on Zed Shaw's "Learn Python the Hard Way," this is a review of Exercises 1 - 12 in that text. For non-computer-science students and learners. Updated with new slides Jan. 12, 2014. Introduces math, print statement, variables, format strings, raw_input().
Brief introduction to the Python programming language, for complete beginners who have never learned a programming language before. Resources and links are included.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
6. Button States: Over Mouse cursor IS on the Hit area. Mouse button is NOT pressed.
7. Button States: Down Mouse cursor IS on the Hit area. Mouse button IS pressed.
8. Button States: Hit You don’t see the Hit frame graphics, but they determine where the mouse cursor becomes active . Demonstration page: Flash Button States
14. The End Work through Lesson 4 and Lesson 5 in their entirety before you begin work on Flash Exercise 2 (due next Monday) And let’s preview Week 8 …