The document discusses various concepts related to developing action plans and monitoring and evaluating projects, including:
- The typical structure of an action plan table and how to design actions and attributes using a logframe matrix.
- Developing an action plan through nesting logframes to link goals, objectives, outputs, and activities across different levels.
- The importance of indicators for measuring progress and the types of quantitative and qualitative, direct and indirect indicators.
- Different types of project monitoring, review, and evaluation including internal/external and formative/summative approaches.
- Key concepts like inputs, outputs, outcomes, sustainability, effectiveness, efficiency, and relevance for project design and assessment.
MONITORING & EVALUATION OF EXTENSION PROGRAMMESAyush Mishra
MONITORING & EVALUATION OF EXTENSION PROGRAMMES. HIGHLIGHTS EXTENSION PROGRAMME PLANNING, MONITORING AND EVALUATION OF PROJECTS, STEPS IN PROGRAM PLANNING ETC.
Session on Monitoring, Evaluation and Learning taken at the WASH Basins Program's Knowledge Sharing Workshop on Integrated Water Resource Management at Raipur, November 2019
Promoting a culture of monitoring and evaluation in educational institutions. How to develop a M&E system, and grounding M&E planning on the Logical Framework Approach, and using Logframe as reference for M&E.
MONITORING & EVALUATION OF EXTENSION PROGRAMMESAyush Mishra
MONITORING & EVALUATION OF EXTENSION PROGRAMMES. HIGHLIGHTS EXTENSION PROGRAMME PLANNING, MONITORING AND EVALUATION OF PROJECTS, STEPS IN PROGRAM PLANNING ETC.
Session on Monitoring, Evaluation and Learning taken at the WASH Basins Program's Knowledge Sharing Workshop on Integrated Water Resource Management at Raipur, November 2019
Promoting a culture of monitoring and evaluation in educational institutions. How to develop a M&E system, and grounding M&E planning on the Logical Framework Approach, and using Logframe as reference for M&E.
Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions. According to this definition, implementation processes are purposeful and are described in sufficient detail such that independent observers can detect the presence and strength of the "specific set of activities" related to implementation. In addition, the activity or program being implemented is described in sufficient detail so that independent observers can detect its presence and strength.
This presentation is all about the project Management which includes level of success of a project, Monitoring & evaluation, LFA in view of development sector. This presentation has been prepared in view of development/Social or Non-profit sector.
Note: Any kind of feedback from industry experts will always be appreciated.
Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions. According to this definition, implementation processes are purposeful and are described in sufficient detail such that independent observers can detect the presence and strength of the "specific set of activities" related to implementation. In addition, the activity or program being implemented is described in sufficient detail so that independent observers can detect its presence and strength.
This presentation is all about the project Management which includes level of success of a project, Monitoring & evaluation, LFA in view of development sector. This presentation has been prepared in view of development/Social or Non-profit sector.
Note: Any kind of feedback from industry experts will always be appreciated.
During this masterclass, participants will delve into the fundamental concepts, tools, and techniques of project monitoring and evaluation. Through interactive discussions, case studies, and practical exercises, attendees will gain a comprehensive understanding of MEAL principles and their application in diverse project contexts.
Key Objectives
Understand the importance of project monitoring and evaluation in ensuring project success.
Learn how to develop and implement effective monitoring and evaluation frameworks.
Explore various data collection methods and analysis techniques for monitoring and evaluation purposes.
Gain insights into utilizing monitoring and evaluation findings to inform decision-making and improve project outcomes.
Learning Outcomes: By the end of the masterclass, participants will able to:
Define key concepts related to project monitoring and evaluation.
Develop a monitoring and evaluation plan tailored to specific project requirements.
Apply appropriate data collection methods and tools for monitoring and evaluation activities.
Utilize monitoring and evaluation findings to enhance project performance and impact.
Why Attend:
Enhance your professional skills: Acquire practical knowledge and skills in project monitoring and evaluation that can be applied across various sectors and industries.
Boost career prospects: Gain a competitive edge by adding project monitoring and evaluation expertise to your skill set, making you a valuable asset to organizations and employers.
Network with industry professionals: Connect with like-minded individuals, experts, and practitioners in the field of project management and evaluation, fostering valuable relationships and potential collaborations.
Stay updated with industry trends: Learn about the latest trends, best practices, and emerging technologies in project monitoring and evaluation, ensuring you stay ahead in your professional journey.
Monitoring and evaluation.
A presentation in Arabic/English prepared the Palestinian Center for Peace and Democracy (PCPD)
اعداد المركز الفلسطيني للسلام والديمقراطية
فلسطين , ديمقراطية , ديموقراطية , monitoring , elections, evaluation , politics
An Introduction to Monitoring and Evaluation of Healthcare Projects. Monitoring and Evaluation is an integral component for the success of any donor-funded project as it provides accountability, and well-informed decisions through the use of data and plan that guides implementation
4. Contact Stakeholders: The last stage is to get in touch with your stakeholders to inquire about their interest in a potential cooperation after they have been found, investigated, and prioritized. The first stage in this process is to use the intelligence you've obtained to pinpoint intersections where you can create chances that will show a win-win situation for both firms. Next, decide who in your organization would be the most appropriate to call and who would be the greatest individual to target within the organization. Note that occasionally building relationships with multiple people inside an organization is beneficial. The exchange of messages among all the parties involved in a project or business is known as stakeholder communication. Project managers, team members, clients, department heads, and firm leaders are examples of stakeholders. Regular video or in-person meetings are a few examples of common stakeholder communication channels
3. Prioritize Stakeholders: Stakeholder mapping is one method you can use to rank stakeholders. In order to do this, stakeholders must be categorized according to their level of Influence, influence, and interest. The stakeholder mapping groups you've generated can then be used to construct engagement strategies. The link between the stakeholder group's influence or power and the interest the stakeholder takes in the relationship can be used to represent stakeholder priority.
This task involved classifying the stakeholders who had been identified into six alternative categories, including demand side stakeholders/customers, infrastructure providers, terminal operators, long-distance transport operators, short-distance transport operators, and transport policy decision makers (local, regional, national, and EU level).
Prioritizing the participants comes after gaining a better understanding of the ecosystem of stakeholders. There are many factors that may be used to rank or categorize stakeholders, and some of the classifications we frequently employ at Proof are:
• Relevance – Do
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
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.
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.
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.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
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
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.
2. PROGRAM OF
ACTION
IT IS THE
PREPARATION
FOR
IMPLEMENTATON
THE DURATION
OF AN ACTION
PROGRAM, IN
GENERAL, IS FIVE
YEARS
IT NEEDS TO GO
BEYONG MORE
POLICY
STATEMENTS
AND LIST OF
ACTIVITIES
7/4/2018 2
3. ACTION PLANNING
THROUGH THE LFA
PRELIMINARY
REMARKS
The first step is to draw up a typology of
concepts: Objectives, results, actions,
activities, measurements, resources ,etc
There are two sources of variation:
The numerous existing concepts and
the degree of details.
TYPICAL ACTION
PLAN TABLE
The foundation of an
action plan consists of
activities, grouped into
actions.
7/4/2018 3
4. Designing actions
and their
attributes with the
Logframe Matrix
STEP 1(COLUMN 1):
After setting goals,
and purposes it is time
to formulate the
statements
STEP 2 (COLUMN 1):
After setting
statements it is time
to confirm the logic
holds true, using
if/then test.
LOGICAL
FRAMEWORK
SUMMARY
7/4/2018 4
5. STEP 3 (COLUMN 4): It is
necessary to make some
assumptions (they are
external conditions)
• If/then test between the
columns of objectives and
assumptions
STEP 2 (COLUMN 1): After
setting statements it is time
to confirm the logic holds
true, using if/then test.
• Be tated in terms of
quantity, quality and time
(QQT)
• Have four steps
• It includes means and
resources
Step 5 (Column 3):
Finally the means
of verification
(MOV)
7/4/2018 5
6. Developing an action
plan through nesting
of Logframes
Goal is achieved by
combination of several
specific objectives
(purpose)
Specific objectives is
designed to achieve as
a result of the outputs
(actions)
Activities are smallest
programming units
7/4/2018 6
7. Nesting of
Logframes 1
With Nesting
techniques decision-
makers at different
levels can
programme concrete
actions and activities.
The output of this
programme will
become the purpose
of the project.
7/4/2018 7
9. In general terms, monitoring and evaluation consists in
measuring the status of an objective or activity against
an “expected target” that allows judgement or
comparison.
What can enable us to judge and measure whether an
objective or an expected result is achieved and an activity
implemented?
How can we assess the achievement of an activity, an output
or an objective?
What level of result are we going to assess
7/4/2018 9
10. They specify realistic targets for
measuring or judging if the
objectiveshave been achieved.
They provide the basis for
monitoring, review and evaluation
so feeding back into the
management of the organization or
project and into lesson learning
and planning for other subsequent
work.
The process of setting indicators
contributes to transparency,
consensus and ownership of the
overall objectives and plan.
7/4/2018 10
11. The frequency of meetings.
The number of people involved.
Growth rates.
The intakes of inputs; e.g. grants, buildings,
teachers.
The adoption and implementation of the
outputs, etc.
QUALITATIVE
The level of participation of a stakeholder
group.
Stakeholder opinions and satisfaction.
Aesthetic judgements; e.g. taste, texture,
colour, size, shape, etc.
Decision-making ability.
The emergence of leadership.
The ability to self-monitor.
Attitudinal and behavioural changes.
Evidence of consensus.
QUANTITATIVE
These are used for objectives that relate to a
directly observable change resulting from
activities and outputs
A direct indicator is simply a more precise,
comprehensive and operational restatement
of the respective objective.
DIRECT
They may be used if the achievement of
objectives is not directly observable like
the quality of life, organizational
development or institutional capacity.
It is measurable at high cost which is not
justified. It is measurable after long
periods of time beyond the life span of the
project.
Indirect or proxy
7/4/2018 11
12. INTERNAL
Implemented within an institution, carried out by the persons belonging to the same
institution as those managing the programme.
SELF-EVALUATION
It is a internal evaluation done by those who implement the programme.
EXTERNAL
Whose implementation involves persons from outside the institution, often carried out
by evaluators independent of the institution.
7/4/2018 12
13. FORMATIVE
Its goal is correcting the course taken by a programme. Sometimes called mid-term
evaluation because it is carried while the programme is still being implemented.
SUMMATIVE
Leading to conclusions about the value of the programme so that lessons can be learnt
for the future. It is called end-of-programme evaluation.
EX-POST
It is conducted some time after the completion of the programme in order to draw
conclusions on the impact and sustainability of the programme.
7/4/2018 13
14. MONITORING
It is done internally by
programme managers
in order to assess:
● whether and how
inputs (resources) are
being used.
● whether and how
well planned activities
are being carried out
or completed.
● whether outputs are
being produced as
planned.
Monitoring focuses on
efficiency, that is the
use of resources,
major data are
fiancial, accounts and
internal documents.
REVIEW
Review is a form of
monitoring, carried
out annually or at the
completion of a phase.
Often called mid-term
review. These can be
used to adjust,
improve or correct the
course of programme
activities, or to
indicate that the
outputs are
contributing to the
purpose of the project
or programme. Key
data and information
sources for review are
typically both internal
and external
documents, such as
annual status reports,
national statistics, etc.
EVALUATION
Evaluation is a term
used to examination of
the outputs of a
programme.
Evaluations are carried
out both by insiders and
outsiders. At the end of
a project phase or at the
completion of a project
to assess immediate
impact. Beyond the end
of the project to assess
the longer-term impact
of the project and its
sustainability. Key data
and information sources
for evaluation may
include annual status
reports, national and
international statistics,
impact assessment
reports, etc.
7/4/2018 14
15. INPUTS
• Inputs are human,
financial and
other resources
necessary for
producing outputs
and achieving
results. For
example, the
teachers,
equipment,
buildings,
textbooks, etc.
OUTPUTS
• Outputs are the
products and
services that are
generated as the
tangible results in
carrying out the
planned
activities. For
example, the
graduates and the
Knowledge
acquired during
their studies.
OUTCOMES
• Outcomes are the
effects of utilizing
the outputs. They
are the overall
changes in
situations and/or
benefi ts for the
students, their
families and/or the
society as well, that
can be qualitative
and/or quantitative
7/4/2018 15
16. SUSTAINABILITY
It is the extent to which the benefits delivered and changes brought about by a
programme or a Project continue after its completion.
IMPACTS
These are the effects on the population and the environment by the pursuit and the
achievement of an objective. The action involved in the pursuit of an objective can
change a situation in both predictable and unpredictable ways.
EFFECTIVENESS
It describes the extent to which an objective has been achieved. It measures the level of
achievement of an objective of a programme or Project pursued and of the effects
achieved.
EFFICIENCY
It describes the relation between the quantity of the outputs produced and the quantity of
resources used to produce them. Unit or average cost is often used to express the
efficiency.
RELEVANCE
Hypothetial is defined in relation to needs.
Real measures the extent to which the outputs produced and/or outcomes achieved respond to the
needs of the population.
7/4/2018 16
Editor's Notes
Gráfico de SmartArt con imágenes en fondo rojo
(Intermedio)
Para reproducir un gráfico de SmartArt en esta diapositiva, realice lo siguiente:
En la pestaña Inicio, en el grupo Diapositivas, haga clic en Diseño y, a continuación, en En blanco.
En la pestaña Insertar, en el grupo Ilustraciones, haga clic en SmartArt.
En el panel izquierdo del cuadro de diálogo Elegir un gráfico SmartArt, haga clic en Imagen. En el panel Imagen, haga doble clic en Serie de imágenes con título (quinta fila) para insertar el gráfico en la diapositiva.
Haga clic en los cuatro marcadores de posición del elemento gráfico SmartArt, seleccione una imagen y, a continuación, haga clic en Insertar.
Seleccione el gráfico. En Herramientas de SmartArt, en la pestaña Formato, en el grupo Tamaño, escriba 15,03 cm en el cuadro Alto y 22,23 cm en el cuadro Ancho.
También en Herramientas de SmartArt, en la pestaña Formato, en el grupo Organizar, haga clic en Alinear y realice lo siguiente:
Haga clic en Alinear a la diapositiva.
Haga clic en Alinear verticalmente.
Haga clic en Alinear al medio.
Seleccione el gráfico y haga clic en una de las flechas del borde izquierdo. En el cuadro de diálogo Escribir aquí el texto, escriba el texto.
Mantenga presionada la tecla CTRL y seleccione todos los cuadros de texto por encima de las imágenes. En la pestaña Inicio, en el grupo Fuente, seleccione Gill Sans MT de la lista Fuente y 26 de la lista Tamaño de fuente. Haga clic en Color de fuente y seleccione Blanco, Fondo 1.
Mantenga presionada la tecla CTRL y seleccione todos los cuadros de texto por encima de las imágenes. En Herramientas de SmartArt, en la pestaña Formato, en el grupo Formas, haga clic en Cambiar forma y, en Rectángulos, haga clic en Redondear rectángulo de esquina diagonal.
También en Herramientas de SmartArt, en la pestaña Formato, en el grupo Estilos de forma, haga clic en el selector de cuadro de diálogo Formato de forma. En el cuadro de diálogo Formato de forma, en el panel izquierdo, haga clic en Relleno y, a continuación, en el panel Relleno, haga clic en Relleno degradado y realice lo siguiente:
En la lista Tipo, seleccione Lineal.
En el cuadro Ángulo, escriba 0,3°.
En Puntos de degradado, haga clic en Agrega un delimitador de degradado o Quita el delimitador de degradado hasta que aparezcan tres puntos en el control deslizante.
También en Puntos de degradado, personalice los puntos de degradado de la manera siguiente:
Seleccione el primer punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 0%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 77, Verde: 28 y Azul: 27.
Seleccione el siguiente punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 50%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 136, Verde: 50 y Azul: 48.
Seleccione el último punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 100%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 77, Verde: 28 y Azul: 27
También en el cuadro de diálogo Formato de forma, haga clic en Color de línea en el panel izquierdo y, en el panel Color de línea, haga clic en Sin línea.
También en el cuadro de diálogo Formato de forma, haga clic en Sombra en el panel izquierdo. En el panel Sombra y haga clic en el botón junto a Preestablecidos y, en Exterior, haga clic en Desplazamiento diagonal abajo izquierda (primera línea).
Mantenga presionada la tecla CTRL y seleccione todos los cuadros de texto por debajo de las imágenes. En la pestaña Inicio, en el grupo Fuente, seleccione Gill Sans MT de la lista Fuente, seleccione 24 en el cuadro Tamaño de fuente, haga clic en Color de fuente y seleccione Blanco, Fondo 1.
También en la pestaña Inicio, en el grupo Párrafo, haga clic en Alinear texto a la izquierda.
Mantenga presionada la tecla CTRL y seleccione las tres líneas verticales en el gráfico SmartArt. En Herramientas de SmartArt, en la pestaña Formato, en el grupo Estilos de forma, haga clic en el selector de cuadro de diálogo Formato de forma. En el cuadro de diálogo Formato de forma, en el panel izquierdo haga clic en Color de línea y, en el panel Color de línea, haga clic en Línea degradada. Realice lo siguiente:
En la lista Tipo, haga clic en Lineal.
En el cuadro Ángulo, escriba 90°.
En Puntos de degradado, haga clic en Agrega un delimitador de degradado o Quita el delimitador de degradado hasta que aparezcan dos puntos en el control deslizante.
También en Puntos de degradado, personalice los puntos de degradado de la manera siguiente:
Seleccione el primer punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 46%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 40, Verde: 15 y Azul: 14.
En el cuadro Transparencia, escriba 0%.
Seleccione el último punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 100%.
Haga clic en botón junto a Color y, en Colores para temas, haga clic en Negro, Texto 1 (primera fila).
En el cuadro Transparencia, escriba 100%.
Mantenga presionada la tecla CTRL y seleccione las tres imágenes. En Herramientas de SmartArt, en la pestaña Formato, en el grupo Formas, haga clic en Cambiar forma y, en Rectángulos, haga clic en Redondear rectángulo de esquina sencilla.
En Herramientas de imagen, en la pestaña Formato, en el grupo Estilos de imagen, haga clic en Efectos de imagen, señale Sombra y, en Interior, haga clic en Interior diagonal arriba derecha.
También en Herramientas de imagen, en la pestaña Formato, en el grupo Estilos de imagen, haga clic en Borde de la imagen y, a continuación, en Sin contorno.
Para reproducir los efectos de fondo en esta diapositiva, realice lo siguiente:
En la pestaña Diseño, en el grupo Fondo, haga clic en Estilos de fondo y, a continuación, en Dar formato a fondo. En el cuadro de diálogo Dar formato a fondo, haga clic en Relleno degradado y realice lo siguiente:
En la lista Tipo, haga clic en Radial.
En la lista Dirección, haga clic en Desde el centro.
En Puntos de degradado, haga clic en Agrega un delimitador de degradado o Quita el delimitador de degradado hasta que aparezcan tres puntos en el control deslizante.
También en Puntos de degradado, personalice los puntos de degradado de la manera siguiente:
Seleccione el primer punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 0%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 153, Verde: 57 y Azul: 55.
Seleccione el siguiente punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 50%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 114, Verde: 42 y Azul: 40.
Seleccione el último punto en el control deslizante y realice lo siguiente:
En el cuadro Posición, escriba 100%.
Haga clic en el botón junto a Color, haga clic en Más colores y, a continuación, el cuadro de diálogo Colores, en la pestaña Personalizar, escriba los valores para Rojo: 40, Verde: 15 y Azul: 14.