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Virus y antivirus diapo
Este documento describe diferentes tipos de virus y antivirus. Explica que los virus son programas que alteran el funcionamiento del computador sin el conocimiento del usuario e infectan otros archivos con la intención de destruirlos. Luego detalla varias formas en que un computador puede infectarse con virus, como mensajes, archivos adjuntos, sitios web sospechosos, y más. Finalmente, cubre diferentes tipos de antivirus como preventores, identificadores y descontaminadores, así como firewalls, antiespías y antispam.
Visual basic 6 black book 2001
This document provides a summary of the contents and chapters included in the book "Visual Basic 6 Black Book". It includes 18 chapters that cover various Visual Basic programming topics like the development environment, the Visual Basic language, managing forms, menus, text boxes, buttons, list boxes, scroll bars, picture boxes, common dialogs, charts, timers, serial communications, frames, labels, toolbars, status bars, image lists, tree views and more. Each chapter provides an in-depth look at the topic and includes immediate code solutions.
Visual basic databases
This document provides an overview of the course "Visual Basic and Databases". It discusses what will be covered in the course including understanding how to use Visual Basic as a front-end interface to build database applications. It also reviews the basic concepts of databases, how Visual Basic fits into database management systems, and the steps to build a Visual Basic application. The requirements to complete the course are also outlined.
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The document analyzes Amazon's website and customer acquisition and retention strategies. It examines the homepage layout and shopping experience features, including multiple shopping options and prominent promotion of Amazon products. The analysis also considers the customer education, persuasion and value proposition approaches, such as concise pricing, product details and quick compare tools. Recommendations include addressing any bias towards Amazon's own products and improving the video gift card functionality.
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This document outlines 15 steps to install Moodle, an open-source learning management system. The steps include downloading and extracting Moodle files, creating a database and user, configuring web server settings, and completing the installation process through a web browser. Upon completion, the Moodle platform would be ready for administrative customization and use.
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apclc 20140307
This document reports on a study of errors made by Japanese university students in their English writing that are influenced by their first language of Japanese. The researchers built a "house-made learner's corpus" of over 178,000 words by collecting writing samples from forums and blogs on Moodle platforms at three universities in Japan. They analyzed the samples and found common error types such as incorrectly using the topic rather than the subject of the sentence, missing or misusing pronouns, and confusing parts of speech and predicate-argument structures. These errors reflected the influence of Japanese syntactic structures on the students' developing English interlanguage. The researchers suggest exercises to improve learner awareness of these cross-linguistic differences as a way to address these common
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2) Blogging gave students more opportunities to use English meaningfully outside of class, while in-class exercises provided corrective feedback on their blog posts.
3) Preliminary analysis found that students' writing showed increases in the number of words used and decreases in the ratio of errors after participating in the output activities.
Effective implementation of a class blog in the traditional classroom setting
This document discusses implementing an effective class blog for Japanese university EFL students with limited access to technology in the classroom. The goals are to provide more opportunities for students to use English outside of class for communication, and to integrate out-of-class and in-class activities. In a 2010 study, Moodle was used but some students found it difficult to use outside of class. In 2011, a class blog allowed students to post assignments via email, making it more accessible even without technology in the classroom. Topics were chosen based on students' interests and language levels. Class activities were integrated with blog posts with a focus on language forms. This increased students' accessibility and engagement with the out-of-class blog component.
Researching ICT-Integrated EFL Instruction in Japan
This document describes research on integrating ICT and online communicative activities into EFL instruction in Japan from 2010-2012. It found that students strongly preferred using mobile phones to computers. Using a shared blogging account that allowed posting by email helped increase participation. Corrective feedback and pair/group work helped build language skills and community. Overall satisfaction improved each year as mobile access increased and feedback/instructional support was enhanced. Accessibility of platforms and perceived usefulness were found to be important factors for student participation and motivation in online language learning activities.
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The document discusses research on implementing student blogging to improve English skills. It details trials using class blogs and Twitter in 2011-2012. Results found blogging helped language learning when paired with classwork and feedback. Challenges included technical issues and reluctance to communicate freely due to mistakes. Future studies aim to facilitate more spontaneous interaction and analyze improvements in students' English abilities over time.
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This document outlines a trip to discover India from September 26 to October 6, 2012. It mentions taking taxis and checking maps while traveling. It also notes that English is an official language in India but does not provide more details.
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This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
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The document discusses using blogs and online discussion forums to extend English language learning beyond the classroom. It describes challenges students faced using the Moodle platform on computers and their preference for mobile phones. The solution involved using email and Twitter to post due to their accessibility from mobile phones. Students' participation increased when using these platforms and they found blogging in English to be fun and helpful for improving their language skills.
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2011 cefr can do list for 2011 class
The document presents a framework for classifying users into three levels - basic, independent, and proficient - based on their ability to complete two tasks at each level. The basic level includes tasks that require direct instruction, the independent level includes tasks that can be completed with limited support, and the proficient level includes tasks that can be completed without support. A table outlines the tasks for each of the three levels.
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Instalacion moodle
This document outlines 15 steps to install Moodle, an open-source learning management system. The steps include downloading and extracting Moodle files, creating a database and user, configuring web server settings, and completing the installation process through a web browser. Upon completion, the Moodle platform would be ready for administrative customization and use.
Ilmu alamiah dasar bab 5
bab 5 ini mambahas interkasi manusia terhadap lingkungannya yng merupakan fokus telaah
Un matematico lee el periodico
Este resumen describe un documento sobre un libro titulado "Un matemático lee el periódico". El libro analiza noticias de periódicos desde una perspectiva matemática, señalando interpretaciones erróneas. Los estudiantes concluyen que el libro enseña de manera entretenida cómo leer correctamente el periódico y la importancia de las matemáticas en la vida diaria.
Persuasive powerpoint
The document discusses recent mass shootings and debates around gun control legislation. It outlines various proposals for strengthened gun control laws, including more extensive background checks, psychological evaluations, licensing requirements, and firearm registration. The goal would be to prevent mentally ill or otherwise unfit individuals from accessing firearms, while still respecting privacy and different needs in urban vs. rural areas. Recent polls show 60% of Americans support better gun laws and reinstating the previous federal assault weapons ban.
2. scaffolds amd ladders
Scaffolds are elevated temporary work platforms used for construction and maintenance activities. There are three main types: supported, suspended, and aerial lifts. Workers on scaffolds face hazards such as falls, falling objects, electrocution, and scaffold collapse. Fall protection including guardrails and personal fall arrest systems is required when workers are more than 10 feet above lower levels. A competent person oversees scaffold work including inspection, erection and dismantling, and training to ensure safety requirements are followed.
La Amistad el mejor regalo que te puede dar la vida
La amistad es una relación afectiva entre dos o más personas caracterizada por la lealtad, solidaridad, incondicionalidad, amor, sinceridad y compromiso. Un amigo verdadero cree en ti y la amistad es el regalo más importante que la vida puede dar. La amistad se cultiva a través del tiempo mediante el trato asiduo y el interés mutuo entre las personas.
Economie-collaborative-Maif-metro'num2015
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La Amistad el mejor regalo que te puede dar la vida
La Amistad el mejor regalo que te puede dar la vida
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apclc 20140307
This document reports on a study of errors made by Japanese university students in their English writing that are influenced by their first language of Japanese. The researchers built a "house-made learner's corpus" of over 178,000 words by collecting writing samples from forums and blogs on Moodle platforms at three universities in Japan. They analyzed the samples and found common error types such as incorrectly using the topic rather than the subject of the sentence, missing or misusing pronouns, and confusing parts of speech and predicate-argument structures. These errors reflected the influence of Japanese syntactic structures on the students' developing English interlanguage. The researchers suggest exercises to improve learner awareness of these cross-linguistic differences as a way to address these common
Effective Implementation of Meaning-focused Output Activities for Japanese E...
1) The document describes an implementation of meaning-focused output activities for Japanese EFL learners, including blogging, in-class language exercises, and movie-making projects.
2) Blogging gave students more opportunities to use English meaningfully outside of class, while in-class exercises provided corrective feedback on their blog posts.
3) Preliminary analysis found that students' writing showed increases in the number of words used and decreases in the ratio of errors after participating in the output activities.
Effective implementation of a class blog in the traditional classroom setting
This document discusses implementing an effective class blog for Japanese university EFL students with limited access to technology in the classroom. The goals are to provide more opportunities for students to use English outside of class for communication, and to integrate out-of-class and in-class activities. In a 2010 study, Moodle was used but some students found it difficult to use outside of class. In 2011, a class blog allowed students to post assignments via email, making it more accessible even without technology in the classroom. Topics were chosen based on students' interests and language levels. Class activities were integrated with blog posts with a focus on language forms. This increased students' accessibility and engagement with the out-of-class blog component.
Researching ICT-Integrated EFL Instruction in Japan
This document describes research on integrating ICT and online communicative activities into EFL instruction in Japan from 2010-2012. It found that students strongly preferred using mobile phones to computers. Using a shared blogging account that allowed posting by email helped increase participation. Corrective feedback and pair/group work helped build language skills and community. Overall satisfaction improved each year as mobile access increased and feedback/instructional support was enhanced. Accessibility of platforms and perceived usefulness were found to be important factors for student participation and motivation in online language learning activities.
Effective implementation of student blogging
The document discusses research on implementing student blogging to improve English skills. It details trials using class blogs and Twitter in 2011-2012. Results found blogging helped language learning when paired with classwork and feedback. Challenges included technical issues and reluctance to communicate freely due to mistakes. Future studies aim to facilitate more spontaneous interaction and analyze improvements in students' English abilities over time.
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This document outlines a trip to discover India from September 26 to October 6, 2012. It mentions taking taxis and checking maps while traveling. It also notes that English is an official language in India but does not provide more details.
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This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
Learning and growing with blogs
The document discusses using blogs and online discussion forums to extend English language learning beyond the classroom. It describes challenges students faced using the Moodle platform on computers and their preference for mobile phones. The solution involved using email and Twitter to post due to their accessibility from mobile phones. Students' participation increased when using these platforms and they found blogging in English to be fun and helpful for improving their language skills.
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This document provides instructions and examples for students to find common interests and experiences by asking classmates questions. It includes sample questions about pets, exams, hobbies, work and movies. Students are asked to think of 3 additional questions and then go around asking as many classmates as possible, recording their questions, answers and any other relevant information learned about each classmate.
2011 cefr can do list for 2011 class
The document presents a framework for classifying users into three levels - basic, independent, and proficient - based on their ability to complete two tasks at each level. The basic level includes tasks that require direct instruction, the independent level includes tasks that can be completed with limited support, and the proficient level includes tasks that can be completed without support. A table outlines the tasks for each of the three levels.
Class Introduction 2B 1
ZCY enjoys taking photos and has learned from a famous cameraman. They bought a good camera and took pictures over the summer holiday, hoping to improve their photography skills. Oda likes shopping for clothes and shoes at fashion buildings near Shibuya station. Oyu studies bookkeeping every day but sometimes goes shopping on the way home from school to relax.
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The document lists 20 numbers from highest to lowest, along with brief details for each. The highest number is 2386 from Kyoto, followed by 1741 and 1368 with no additional information provided. The numbers appear to be suicide counts in various Japanese prefectures in 2011, with occasional notes on methods. Cow piss is referenced for numbers 1277 and 1011.
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