1. The document provides an overview of the remote viewing process, which involves eight distinct stages that are repeated for each identified aspect.
2. The session begins with connecting to the site and identifying key aspects. For each aspect, stages 1 through 4 are completed before moving on to the next aspect.
3. Stage 2 involves describing nine sensory categories like colors, textures, and smells using a reference list of pre-approved descriptive words to avoid distraction.
This document discusses digital tools for creating digital stories and provides information on Powtoon, Audacity, and Moovly. It recommends using resources with Creative Commons licenses from repositories like Flickr and recommends Open Source tools. Tutorials and websites for the three featured tools are included - Powtoon is a web-based tool, Audacity is an audio editor, and Moovly allows creating videos. The document was produced by educators in Portugal and adapted for an Erasmus+ project on open professional collaboration and innovation.
We offer business development and marketing strategies for small and medium size business to sell products or services to other companies or organizations.
Davis Business Consultants is a global management consulting firm based in Ireland that serves clients across all sectors. They provide leading management consulting services focused on clients' critical issues and opportunities related to strategy, marketing, organization, operations, technology, and transformation sustainability. They also offer business development and marketing strategies for small and medium businesses to help sell products and services to other companies.
Davis Business Consultants helps customers increase revenues and profits through coaching, research synergies, and training. They are a leading management consulting firm in Ireland that focuses on critical client issues and opportunities related to strategy, marketing, organization, operations, technology, transformation, and sustainability across industries. Business consultants provide management consulting and solutions to improve performance and efficiency for organizations, while also helping companies achieve their goals.
Skaitmeninis pasakojimas savarankiškam mokymuisi (papildoma veikla) oer 2 lt ...SiauliuPRC
Parengta įgyvendinant "Erasmus+" programos projektą "OpenPROF: Open Professional Collaboration for Innovation".
Erasmus+ programą Lietuvoje administruoja Švietimo mainų paramos fondas ir finansuoja Europos Komisija. Pristatoma informacija atspindi tik autorių požiūrį, todėl Komisija negali būti laikoma atsakinga už bet kokį jame pateikiamos informacijos naudojimą.
Paul is a trusted catalyst and lateral thinker, gifted in assessing business situations, instilling confidence and providing practical action-oriented support and guidance that guarantees growth.
Įrankiai skaitmeniniam pasakojimui (papildoma veikla) oer 3 lt (adaptuotas)SiauliuPRC
Įrankiai skaitmeniniam pasakojimui
Parengta įgyvendinant "Erasmus+" programos projektą "OpenPROF: Open Professional Collaboration for Innovation".
Erasmus+ programą Lietuvoje administruoja Švietimo mainų paramos fondas ir finansuoja Europos Komisija. Pristatoma informacija atspindi tik autorių požiūrį, todėl Komisija negali būti laikoma atsakinga už bet kokį jame pateikiamos informacijos naudojimą.
Supratimo lavinimo užduotis mokiniams (papildoma veikla) oer 1 lt (adaptuotas)SiauliuPRC
Parengta įgyvendinant "Erasmus+" programos projektą "OpenPROF: Open Professional Collaboration for Innovation".
Erasmus+ programą Lietuvoje administruoja Švietimo mainų paramos fondas ir finansuoja Europos Komisija. Pristatoma informacija atspindi tik autorių požiūrį, todėl Komisija negali būti laikoma atsakinga už bet kokį jame pateikiamos informacijos naudojimą.
This document discusses digital tools for creating digital stories and provides information on Powtoon, Audacity, and Moovly. It recommends using resources with Creative Commons licenses from repositories like Flickr and recommends Open Source tools. Tutorials and websites for the three featured tools are included - Powtoon is a web-based tool, Audacity is an audio editor, and Moovly allows creating videos. The document was produced by educators in Portugal and adapted for an Erasmus+ project on open professional collaboration and innovation.
We offer business development and marketing strategies for small and medium size business to sell products or services to other companies or organizations.
Davis Business Consultants is a global management consulting firm based in Ireland that serves clients across all sectors. They provide leading management consulting services focused on clients' critical issues and opportunities related to strategy, marketing, organization, operations, technology, and transformation sustainability. They also offer business development and marketing strategies for small and medium businesses to help sell products and services to other companies.
Davis Business Consultants helps customers increase revenues and profits through coaching, research synergies, and training. They are a leading management consulting firm in Ireland that focuses on critical client issues and opportunities related to strategy, marketing, organization, operations, technology, transformation, and sustainability across industries. Business consultants provide management consulting and solutions to improve performance and efficiency for organizations, while also helping companies achieve their goals.
Skaitmeninis pasakojimas savarankiškam mokymuisi (papildoma veikla) oer 2 lt ...SiauliuPRC
Parengta įgyvendinant "Erasmus+" programos projektą "OpenPROF: Open Professional Collaboration for Innovation".
Erasmus+ programą Lietuvoje administruoja Švietimo mainų paramos fondas ir finansuoja Europos Komisija. Pristatoma informacija atspindi tik autorių požiūrį, todėl Komisija negali būti laikoma atsakinga už bet kokį jame pateikiamos informacijos naudojimą.
Paul is a trusted catalyst and lateral thinker, gifted in assessing business situations, instilling confidence and providing practical action-oriented support and guidance that guarantees growth.
Įrankiai skaitmeniniam pasakojimui (papildoma veikla) oer 3 lt (adaptuotas)SiauliuPRC
Įrankiai skaitmeniniam pasakojimui
Parengta įgyvendinant "Erasmus+" programos projektą "OpenPROF: Open Professional Collaboration for Innovation".
Erasmus+ programą Lietuvoje administruoja Švietimo mainų paramos fondas ir finansuoja Europos Komisija. Pristatoma informacija atspindi tik autorių požiūrį, todėl Komisija negali būti laikoma atsakinga už bet kokį jame pateikiamos informacijos naudojimą.
Supratimo lavinimo užduotis mokiniams (papildoma veikla) oer 1 lt (adaptuotas)SiauliuPRC
Parengta įgyvendinant "Erasmus+" programos projektą "OpenPROF: Open Professional Collaboration for Innovation".
Erasmus+ programą Lietuvoje administruoja Švietimo mainų paramos fondas ir finansuoja Europos Komisija. Pristatoma informacija atspindi tik autorių požiūrį, todėl Komisija negali būti laikoma atsakinga už bet kokį jame pateikiamos informacijos naudojimą.
Here is the table completed with the drawing instrument names and descriptions:
Drawing instrument Description Use
1. ELECTRONIC TEMPLATE A thin flexible plastic with different electronic and electrical symbols. The symbols can be traced using a technical pen or pencil in laying out schematic diagrams.
2. DRAWING BOARD A smooth board usually rectangular in shape provided with perfectly straight edge which is used as working edge on which the T- square is moved while making drawings Used as working edge on which T-square is moved while making drawings.
3. COMPASS The compass has two legs hinged at one end. One of the legs has pointed needle fitted at the lower end where as the other end has provision for inserting pencil lead. A compass
This document discusses process analysis writing. It defines process analysis as examining a process step-by-step from beginning to end. There are two types of process analysis: instructional/directional, which provides steps to perform a task, and informational, which explains how something works or is done. A good process analysis organizes steps chronologically, explains each step and its purpose clearly, and uses transition words to connect steps.
The document discusses developing a project plan and network. It covers constructing a project network using activity-on-node (AON) terminology. The key steps are:
1) Developing a work breakdown structure (WBS) and identifying each activity with a unique number.
2) Constructing the network using AON, with activities represented by nodes and dependencies by arrows.
3) Performing forward and backward passes to calculate earliest/latest start and finish times and determine the critical path.
4) Analyzing slack to identify which activities have no flexibility in scheduling.
Introduction
The term problem solving is used in many disciplines, sometimes with different perspectives and
often with different terminologies. The problem-solving process starts with the problem
specification and end with a correct program.
The steps to follow in the problem-solving process are:
Problem definition
Problem Analysis
Algorithm development
Coding
Testing & Debugging
Documentation & Maintenance
The stages of analysis, design, programming, implementation and maintenance form the life cycle
of the system.
Procedures are a form of software documentation that provide step-by-step guidance to users on how to complete tasks. Effective procedures (1) introduce the task and its purpose, (2) provide all necessary information in a logical order, and (3) include elaboration to help users avoid mistakes and learn efficient techniques. Procedures should balance explanatory text, visual elements like screenshots, and interactive elements like embedded help to clearly guide users without overwhelming them. The level of detail in a procedure depends on the intended users' experience levels and task complexity.
Technical Communication
ENG 316
Instructions
*
Welcome to Technical Communications.
In this lesson we will discuss instructions.
Next slide.
Topics Definition and audiencePlanning instructionsOrganizing instructionsFormatting instructionsComposing instructionsField TestingOnline instructions
*
The following topics will be covered in this lesson:
Audience;
Planning instructions;
Organizing instructions;
Formatting instructions;
Composing instructions;
Field Testing; and
Online instructions.
Next slide.
Definition and AudienceInstructionsSequence of steps to complete a taskRequire accurate and precise informationInclude information based on audience knowledgeHelp readers comprehend steps and stay motivated
Instructions are the sequence of steps that explain how to complete a task. Those people who require instructions need to perform a task or understand how someone else performs the task. The audience for instructions follows the steps very carefully and requires accurate and precise information that is placed in the proper sequence.
The amount of detail provided in instructions depends on how much knowledge the audience has about the process. Well written instructions help the audience read carefully, stay motivated, and continue reading.
Next slide.
*
Planning InstructionsCreate a flowchart of stepsUnderstand the ultimate purposeWatch an audience member perform tasksTake note of difficult steps
When planning instructions, a writer should understand the procedure that is about to be detailed. Whenever possible, a writer should personally work through the process to understand any potential hurdles or confusion that eventual readers may face. The following steps should be used to plan instructions:
One. Create a flowchart with the process steps in order of execution.
Two. In your mind, think through the process backwards. What is the ultimate purpose of the procedure?
Three. Watch a member of the target audience performing the task for the first time and take notes regarding the first step and any difficult steps. Question the steps that the person misunderstands and interview the person after the procedure is completed to receive any suggestions.
Next slide.
*
Organizing InstructionsCautionDefinitionsLess explanationMore explanationWarningGraphicsIntroductionMaterials and toolsNotes and tips
After analyzing the information needed in the instructions, the steps should be organized into sections. It is then necessary to place the information into chronological steps and an easy-to-read format.
Some, but not all, instructions require an introduction or a list of materials. Elements that a writer can add to instructions include cautions, definitions, less explanation, more explanation, graphics, an introduction, materials and tools, notes and tips, and warnings. A caution is a statement that indicates actions that might harm the mechanism. Definitions are term explanations. A list of more than six definit ...
The document provides information about flowcharts including:
- Flowcharts use symbols to represent steps in a process or program and the flow from one to the next.
- Common symbols include shapes for processes, decisions, inputs/outputs, and connecting arrows.
- Examples of flowcharts are given for finding the sum of two numbers, determining if a number is positive or negative, and finding the greatest of two numbers.
- Flowcharts can model sequential, selection, and repetitive program logic.
This document provides an overview of using NVivo software for qualitative data analysis. It discusses why NVivo is useful for organizing data, speeding up the analysis process, and making research traceable. The document then describes NVivo terminology, how to prepare documents for import, and the coding and analysis process which involves organizing codes into nodes and node trees to develop models. Training sessions and resources for learning NVivo are also mentioned.
Modularity is the degree to which a system's components can be separated and recombined. Modular programming separates a program into independent, interchangeable modules that contain everything needed to execute one aspect of functionality. This allows for less code, easier collaboration, and easier identification and fixing of errors. A queue is a first-in, first-out data structure that can be implemented using a linked list. The advantages of a linked representation over a linear representation for trees include easier insertion and deletion without data movement and flexibility in memory allocation.
The document discusses key concepts for achieving zero defect quality including process mapping, mistake proofing (Poka-Yoke), and the four elements of a Zero Defect Quality system (ZDQ): point of origin inspection, 100% audit checks, immediate feedback, and Poka-Yoke. It emphasizes preventing defects at their source by designing quality processes and eliminating errors and their root causes through a team approach and continual improvement.
This chapter introduces how to analyze simple questionnaires using SPSS. It will teach how to structure datasets for computer analysis, perform basic statistical techniques to describe data patterns, and display data visually. The chapter uses a lateralization questionnaire as a sample dataset to demonstrate simple analyses. It describes how to code questionnaire responses numerically and organize the data in a matrix format with rows for participants and columns for questions. This initial dataset captures patterns of right or left laterality preferences among the first six participants.
Chapter10InstructionsGoals· Analyze your audience’s expect.docxchristinemaritza
Chapter10
Instructions
Goals
· Analyze your audience’s expectations and the steps required for instructions
· Determine an appropriate format for instructions
· Prepare a clear, concise set of instructions
Terms
· cautions, p. 233
· concurrent testing, p. 241
· explanation, p. 239
· field-test, p. 241
· imperative mood, p. 237
· instructions, p. 231
· online instructions, p. 243
· retrospective testing, p. 242
· step, p. 237
· warnings, p. 233
WRITE TO LEARN
Think of the last time you followed instructions. Maybe the instructions were from an instructor, your parent or guardian, your employer, a textbook, or an online help manual. In a short journal entry, answer these questions: Under what circumstances did you read the instructions? Were the instructions easy or difficult to follow? Explain. How did you handle any problems that resulted from poorly written instructions? If graphics were included, what kind were they? Were they helpful? Why or why not?
Focus on Instructions
Read the sample instructions on the next page and answer these questions:
· How does the writer make it clear what to do first, second, and so on?
· How many actions does each step represent?
· How does each step begin?
· Under “Charge the Battery,” besides telling the reader what to do, what other information is included?
· What is the purpose of the two boxed notes, the graphics, and the two headings?
What If?
· The user had previously owned a BlackBerry® phone?
· The user had never owned a cell phone?
· The user was not a strong native speaker of English?
· The instructions were spoken rather than written?
Sample Instructions
Adapted from BlackBerry® User Guide. Reprinted with permission of BlackBerry®.
[email protected]
Aaron Wartner is an application and database administrator for Accenture, an IT consulting firm in Cincinnati, Ohio. In his role, he is responsible for maintaining a digital planning system used by Accenture’s customers.
Courtesy of Stephen Freas
Aaron’s job creates a link between customers who use Accenture’s technology and the technology itself. He has the tricky task of communicating with both his “techy” colleagues and with clients. “Much of my time is spent e-mailing information to or requesting action from my coworkers. I also write instructions for customers’ scheduled maintenance activities that describe how to perform the work, how to coordinate with other teams, and the timing for each action.”
Writing technical instructions that are easy to follow is not an easy task. “Instructions must be interpreted the same way by every reader to be successful,” says Aaron. “So they must be understandable, and the intent must be clear. Consistency in describing objects and activities and careful use of technical jargon are a few ways I try to meet these goals.”
Aaron begins writing a set of instructions for a certain task by doing that task himself. “I start by walking through the process to understand the flow of steps and to make sure that what I am ...
This document discusses writing instructions and provides guidance on key elements to include. It describes common sections in instructions such as the title, date, introduction, list of equipment and supplies, discussion of steps, and conclusion. The document emphasizes writing clear, concise steps using action verbs and avoiding passive voice. It also highlights the importance of supplementary discussion and graphics to aid understanding without obscuring the steps. Overall, the document provides advice on structuring, formatting and writing instructions effectively.
This document provides a detailed lesson plan for teaching students about the different parts of Microsoft Excel. The lesson plan outlines objectives, procedures, and activities for introducing students to the Excel window and its key components. Students will participate in a song activity to review computer parts, then arrange scrambled words to identify specific Excel parts like the Quick Access Toolbar, Title Bar, and Worksheet. The teacher will explain each part and its function. Students will then demonstrate their understanding by pointing out and describing three Excel parts each. The goal is for students to become familiar with the Excel interface so they can easily navigate and use the application.
The document discusses project scheduling and the critical path method (CPM) for project management. It explains that a project schedule lays out the sequence and timing of tasks to transform a project vision into a time-based plan. The critical path method uses a network diagram to identify the longest continuous chain of tasks in a project as the "critical path" that must be followed to complete the project on time. Monitoring and controlling activities on the critical path is essential to keeping the project on schedule.
This document provides an introduction to data structures and algorithms. It defines data structures as organized ways to store and access data to enable efficient operations. Common data structures include linked lists, trees, graphs, and stacks and queues. The document also defines algorithms as step-by-step instructions to solve problems and discusses ways to analyze their time and space complexity, such as using Big O notation. Specific algorithms covered include bubble sort, insertion sort, and quicksort.
Visual Data Collection - Mike Morgan - REcon 18UX INXS
Mike Morgan presented a method called visual data collection for taking structured notes during user research. It involves creating visual guides with screenshots of prototypes and predefined annotation symbols to log participant actions and feedback. Data from multiple participants is aggregated into a tally sheet using visual connectors to identify patterns. The method aims to help researchers stay focused on goals and analyze data faster. Attendees watched a demo then tried annotating a prototype themselves to experience the benefits of visual structuring for note-taking.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
This document provides a participant guide for an online training session titled "Creating Movement & Momentum in the Virtual Classroom". The guide includes information on objectives, activities, tools, and instructions. It outlines 6 activities to help participants interact and collaborate in virtual classrooms. The activities utilize tools like audio breakout rooms, file sharing, and annotation tools to move participation beyond a passive experience.
Here is the table completed with the drawing instrument names and descriptions:
Drawing instrument Description Use
1. ELECTRONIC TEMPLATE A thin flexible plastic with different electronic and electrical symbols. The symbols can be traced using a technical pen or pencil in laying out schematic diagrams.
2. DRAWING BOARD A smooth board usually rectangular in shape provided with perfectly straight edge which is used as working edge on which the T- square is moved while making drawings Used as working edge on which T-square is moved while making drawings.
3. COMPASS The compass has two legs hinged at one end. One of the legs has pointed needle fitted at the lower end where as the other end has provision for inserting pencil lead. A compass
This document discusses process analysis writing. It defines process analysis as examining a process step-by-step from beginning to end. There are two types of process analysis: instructional/directional, which provides steps to perform a task, and informational, which explains how something works or is done. A good process analysis organizes steps chronologically, explains each step and its purpose clearly, and uses transition words to connect steps.
The document discusses developing a project plan and network. It covers constructing a project network using activity-on-node (AON) terminology. The key steps are:
1) Developing a work breakdown structure (WBS) and identifying each activity with a unique number.
2) Constructing the network using AON, with activities represented by nodes and dependencies by arrows.
3) Performing forward and backward passes to calculate earliest/latest start and finish times and determine the critical path.
4) Analyzing slack to identify which activities have no flexibility in scheduling.
Introduction
The term problem solving is used in many disciplines, sometimes with different perspectives and
often with different terminologies. The problem-solving process starts with the problem
specification and end with a correct program.
The steps to follow in the problem-solving process are:
Problem definition
Problem Analysis
Algorithm development
Coding
Testing & Debugging
Documentation & Maintenance
The stages of analysis, design, programming, implementation and maintenance form the life cycle
of the system.
Procedures are a form of software documentation that provide step-by-step guidance to users on how to complete tasks. Effective procedures (1) introduce the task and its purpose, (2) provide all necessary information in a logical order, and (3) include elaboration to help users avoid mistakes and learn efficient techniques. Procedures should balance explanatory text, visual elements like screenshots, and interactive elements like embedded help to clearly guide users without overwhelming them. The level of detail in a procedure depends on the intended users' experience levels and task complexity.
Technical Communication
ENG 316
Instructions
*
Welcome to Technical Communications.
In this lesson we will discuss instructions.
Next slide.
Topics Definition and audiencePlanning instructionsOrganizing instructionsFormatting instructionsComposing instructionsField TestingOnline instructions
*
The following topics will be covered in this lesson:
Audience;
Planning instructions;
Organizing instructions;
Formatting instructions;
Composing instructions;
Field Testing; and
Online instructions.
Next slide.
Definition and AudienceInstructionsSequence of steps to complete a taskRequire accurate and precise informationInclude information based on audience knowledgeHelp readers comprehend steps and stay motivated
Instructions are the sequence of steps that explain how to complete a task. Those people who require instructions need to perform a task or understand how someone else performs the task. The audience for instructions follows the steps very carefully and requires accurate and precise information that is placed in the proper sequence.
The amount of detail provided in instructions depends on how much knowledge the audience has about the process. Well written instructions help the audience read carefully, stay motivated, and continue reading.
Next slide.
*
Planning InstructionsCreate a flowchart of stepsUnderstand the ultimate purposeWatch an audience member perform tasksTake note of difficult steps
When planning instructions, a writer should understand the procedure that is about to be detailed. Whenever possible, a writer should personally work through the process to understand any potential hurdles or confusion that eventual readers may face. The following steps should be used to plan instructions:
One. Create a flowchart with the process steps in order of execution.
Two. In your mind, think through the process backwards. What is the ultimate purpose of the procedure?
Three. Watch a member of the target audience performing the task for the first time and take notes regarding the first step and any difficult steps. Question the steps that the person misunderstands and interview the person after the procedure is completed to receive any suggestions.
Next slide.
*
Organizing InstructionsCautionDefinitionsLess explanationMore explanationWarningGraphicsIntroductionMaterials and toolsNotes and tips
After analyzing the information needed in the instructions, the steps should be organized into sections. It is then necessary to place the information into chronological steps and an easy-to-read format.
Some, but not all, instructions require an introduction or a list of materials. Elements that a writer can add to instructions include cautions, definitions, less explanation, more explanation, graphics, an introduction, materials and tools, notes and tips, and warnings. A caution is a statement that indicates actions that might harm the mechanism. Definitions are term explanations. A list of more than six definit ...
The document provides information about flowcharts including:
- Flowcharts use symbols to represent steps in a process or program and the flow from one to the next.
- Common symbols include shapes for processes, decisions, inputs/outputs, and connecting arrows.
- Examples of flowcharts are given for finding the sum of two numbers, determining if a number is positive or negative, and finding the greatest of two numbers.
- Flowcharts can model sequential, selection, and repetitive program logic.
This document provides an overview of using NVivo software for qualitative data analysis. It discusses why NVivo is useful for organizing data, speeding up the analysis process, and making research traceable. The document then describes NVivo terminology, how to prepare documents for import, and the coding and analysis process which involves organizing codes into nodes and node trees to develop models. Training sessions and resources for learning NVivo are also mentioned.
Modularity is the degree to which a system's components can be separated and recombined. Modular programming separates a program into independent, interchangeable modules that contain everything needed to execute one aspect of functionality. This allows for less code, easier collaboration, and easier identification and fixing of errors. A queue is a first-in, first-out data structure that can be implemented using a linked list. The advantages of a linked representation over a linear representation for trees include easier insertion and deletion without data movement and flexibility in memory allocation.
The document discusses key concepts for achieving zero defect quality including process mapping, mistake proofing (Poka-Yoke), and the four elements of a Zero Defect Quality system (ZDQ): point of origin inspection, 100% audit checks, immediate feedback, and Poka-Yoke. It emphasizes preventing defects at their source by designing quality processes and eliminating errors and their root causes through a team approach and continual improvement.
This chapter introduces how to analyze simple questionnaires using SPSS. It will teach how to structure datasets for computer analysis, perform basic statistical techniques to describe data patterns, and display data visually. The chapter uses a lateralization questionnaire as a sample dataset to demonstrate simple analyses. It describes how to code questionnaire responses numerically and organize the data in a matrix format with rows for participants and columns for questions. This initial dataset captures patterns of right or left laterality preferences among the first six participants.
Chapter10InstructionsGoals· Analyze your audience’s expect.docxchristinemaritza
Chapter10
Instructions
Goals
· Analyze your audience’s expectations and the steps required for instructions
· Determine an appropriate format for instructions
· Prepare a clear, concise set of instructions
Terms
· cautions, p. 233
· concurrent testing, p. 241
· explanation, p. 239
· field-test, p. 241
· imperative mood, p. 237
· instructions, p. 231
· online instructions, p. 243
· retrospective testing, p. 242
· step, p. 237
· warnings, p. 233
WRITE TO LEARN
Think of the last time you followed instructions. Maybe the instructions were from an instructor, your parent or guardian, your employer, a textbook, or an online help manual. In a short journal entry, answer these questions: Under what circumstances did you read the instructions? Were the instructions easy or difficult to follow? Explain. How did you handle any problems that resulted from poorly written instructions? If graphics were included, what kind were they? Were they helpful? Why or why not?
Focus on Instructions
Read the sample instructions on the next page and answer these questions:
· How does the writer make it clear what to do first, second, and so on?
· How many actions does each step represent?
· How does each step begin?
· Under “Charge the Battery,” besides telling the reader what to do, what other information is included?
· What is the purpose of the two boxed notes, the graphics, and the two headings?
What If?
· The user had previously owned a BlackBerry® phone?
· The user had never owned a cell phone?
· The user was not a strong native speaker of English?
· The instructions were spoken rather than written?
Sample Instructions
Adapted from BlackBerry® User Guide. Reprinted with permission of BlackBerry®.
[email protected]
Aaron Wartner is an application and database administrator for Accenture, an IT consulting firm in Cincinnati, Ohio. In his role, he is responsible for maintaining a digital planning system used by Accenture’s customers.
Courtesy of Stephen Freas
Aaron’s job creates a link between customers who use Accenture’s technology and the technology itself. He has the tricky task of communicating with both his “techy” colleagues and with clients. “Much of my time is spent e-mailing information to or requesting action from my coworkers. I also write instructions for customers’ scheduled maintenance activities that describe how to perform the work, how to coordinate with other teams, and the timing for each action.”
Writing technical instructions that are easy to follow is not an easy task. “Instructions must be interpreted the same way by every reader to be successful,” says Aaron. “So they must be understandable, and the intent must be clear. Consistency in describing objects and activities and careful use of technical jargon are a few ways I try to meet these goals.”
Aaron begins writing a set of instructions for a certain task by doing that task himself. “I start by walking through the process to understand the flow of steps and to make sure that what I am ...
This document discusses writing instructions and provides guidance on key elements to include. It describes common sections in instructions such as the title, date, introduction, list of equipment and supplies, discussion of steps, and conclusion. The document emphasizes writing clear, concise steps using action verbs and avoiding passive voice. It also highlights the importance of supplementary discussion and graphics to aid understanding without obscuring the steps. Overall, the document provides advice on structuring, formatting and writing instructions effectively.
This document provides a detailed lesson plan for teaching students about the different parts of Microsoft Excel. The lesson plan outlines objectives, procedures, and activities for introducing students to the Excel window and its key components. Students will participate in a song activity to review computer parts, then arrange scrambled words to identify specific Excel parts like the Quick Access Toolbar, Title Bar, and Worksheet. The teacher will explain each part and its function. Students will then demonstrate their understanding by pointing out and describing three Excel parts each. The goal is for students to become familiar with the Excel interface so they can easily navigate and use the application.
The document discusses project scheduling and the critical path method (CPM) for project management. It explains that a project schedule lays out the sequence and timing of tasks to transform a project vision into a time-based plan. The critical path method uses a network diagram to identify the longest continuous chain of tasks in a project as the "critical path" that must be followed to complete the project on time. Monitoring and controlling activities on the critical path is essential to keeping the project on schedule.
This document provides an introduction to data structures and algorithms. It defines data structures as organized ways to store and access data to enable efficient operations. Common data structures include linked lists, trees, graphs, and stacks and queues. The document also defines algorithms as step-by-step instructions to solve problems and discusses ways to analyze their time and space complexity, such as using Big O notation. Specific algorithms covered include bubble sort, insertion sort, and quicksort.
Visual Data Collection - Mike Morgan - REcon 18UX INXS
Mike Morgan presented a method called visual data collection for taking structured notes during user research. It involves creating visual guides with screenshots of prototypes and predefined annotation symbols to log participant actions and feedback. Data from multiple participants is aggregated into a tally sheet using visual connectors to identify patterns. The method aims to help researchers stay focused on goals and analyze data faster. Attendees watched a demo then tried annotating a prototype themselves to experience the benefits of visual structuring for note-taking.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
This document provides a participant guide for an online training session titled "Creating Movement & Momentum in the Virtual Classroom". The guide includes information on objectives, activities, tools, and instructions. It outlines 6 activities to help participants interact and collaborate in virtual classrooms. The activities utilize tools like audio breakout rooms, file sharing, and annotation tools to move participation beyond a passive experience.
1. An Overview of the Remote Viewing Process with Session Examples
Introduction
The following is an overview of the
viewing, examples pages from actual
as a visual aid.
The term remote viewing session
session, can refer to the pages written
on during a session, or the actual
spent remote viewing. The pages are
essentially and ideally a transcript of
everything that comes into the
awareness of the remote viewer during
a session, including imagination and
distractions.
A remote viewing session, the actual
practice, has a definite beginning and
ending, denoted by the viewer with a
beginning time on the first page and
ending time on the last page. Breaks are
allowed, but the habit is discouraged
and must be documented within the
session.
The data received during session is broken
down into digestible sections called
Aspects are determined early in session and
given a letter designation. The ordering to the
right uses the letter “X” as an example.
The process involves eight distinct
of which are repeated a number of times,
depending on the number of aspects
by the viewer. *Steps 4-7 are completed for
each aspect, before moving on to the site
template.
the Remote Viewing Process with Session Examples
overview of the remote viewing process. To help you better understand remote
actual remote viewing sessions and other helpful materials
session or
to the pages written
uring a session, or the actual time
spent remote viewing. The pages are
essentially and ideally a transcript of
everything that comes into the
awareness of the remote viewer during
ing imagination and
on, the actual
practice, has a definite beginning and
ending, denoted by the viewer with a
ning time on the first page and an
Breaks are
iscouraged
must be documented within the
The data received during session is broken
down into digestible sections called aspects.
d early in session and are
The ordering to the
uses the letter “X” as an example.
eight distinct stages, four
of which are repeated a number of times,
on the number of aspects identified
are completed for
efore moving on to the site
Stages
1. S1S stage 1 of the site
2. S2S stage 2 of the site
3. S3S stage 3 of the site
4. S1-[X] stage 1 of [X]
5. S2-[X] stage 2 of [X]
6. S3-[X] stage 3 of [X]
7. S4-[X] stage 4 of [X]
8. ST site template
the Remote Viewing Process with Session Examples
To help you better understand remote
s and other helpful materials are provided
stage 1 of the site
stage 2 of the site
stage 3 of the site
stage 1 of [X]*
stage 2 of [X]*
stage 3 of [X]*
stage 4 of [X]*
site template
2. Overview of the Process
A session begins with stage 1 of the site and ends with the session template. After completion, a short
report is written containing a summary and a list of postulates.
Typically a session has about 16 pages. The number of pages is determined in part by the number of
aspects identified by the remote viewer at the beginning of the session.
A particular kind of number is essential to begin the session. This number is called a coordinate
reference number or C.R.N. and is commonly 2 sets of 4 or 5 digits, separated by a forward slash and
encased by two brackets. It is usually applied to a photograph or a special kind of question, called a cue.
Once this number has been assigned, it represents that which you wish to remote view.
Example: [12345/12345]
3. This association between number
and assignment allows a viewer to
make a connection to the site and
complete a session, free from
conscious knowledge of the
assignment before the session
begins.
The only time this number is not in
brackets and separated by a slash is
when the session begins. All other
references to this number must be in
the above stated configuration.
Knowing anything about the assignment before beginning a session is called
to have a “good” session while being front loaded, but it can complicate matters when it comes to
trusting the recorded data.
Beginning the Session
The session begins with a page
called S1S or stage 1 of the
site. This is where connection
to the site is made.
Site is a general term that can
mean location, event, thing,
entity, concept or whatever
the assignment is focused on.
An ideogram or several
ideograms are completed.
Ideograms are simple, quickly
executed squiggles on paper.
Basically this can be thought of
as the physical manifestation
of connecting to the site.
This association between number
and assignment allows a viewer to
make a connection to the site and
complete a session, free from
conscious knowledge of the
assignment before the session
The only time this number is not in
by a slash is
All other
references to this number must be in
the above stated configuration.
Knowing anything about the assignment before beginning a session is called front loading
le being front loaded, but it can complicate matters when it comes to
front loading. It is possible
le being front loaded, but it can complicate matters when it comes to
4. A series of two initial stages is then completed. This
3 of the site. Stage 3 of the site is the springboard for the remainder of the session.
or key components, of the assignment are identified and labeled
your intuitive sense.
These aspects are also written out using brackets at all times.
important is [A] followed by [B] and so on.
aspects. Over a period of practice sessions it will become easier to “feel out” aspects.
When first
three ideograms
completed. There are
no correct number of
ideograms, only what is
needed to feel a
connection to the site.
In time it will become
apparent when a “solid
connection” i
This is a subtle feeling
initial stages is then completed. This includes S2S or stage 2 of the site and S3S or stage
Stage 3 of the site is the springboard for the remainder of the session. It is where asp
or key components, of the assignment are identified and labeled in order of apparent importance u
These aspects are also written out using brackets at all times. The most important aspect is [X], the
and so on. While learning the protocols you will need to have at least
riod of practice sessions it will become easier to “feel out” aspects.
When first starting out,
three ideograms are
completed. There are
no correct number of
ideograms, only what is
needed to feel a
connection to the site.
In time it will become
apparent when a “solid
connection” is made.
This is a subtle feeling.
S2S or stage 2 of the site and S3S or stage
It is where aspects,
in order of apparent importance using
st important aspect is [X], the next
While learning the protocols you will need to have at least 3
riod of practice sessions it will become easier to “feel out” aspects.
5. Continuing the Session
From these aspects produced during S3S,
repeated for each aspect. In the Pinnacle Remote Viewing Methodology, aspects are completed from
last to first, in other words [X] is completed last
Example: You have determined that there are 5 aspects during stage 3 of the site.
Directly after S3S you complete a series of four stages for each aspect, starting with [D],
proceeding with [C] and [B], continuing on with [A] and finishing with [X].
skip around, but always use this order, no matter how many aspects you have.
For each aspect there is another stage 1.
stage is similar to stage 1 of the site.
Example:
S1-[B]
or
Stage 1 of [B]
produced during S3S, another series of stages is completed. These stages are
In the Pinnacle Remote Viewing Methodology, aspects are completed from
[X] is completed last.
You have determined that there are 5 aspects during stage 3 of the site.
u complete a series of four stages for each aspect, starting with [D],
proceeding with [C] and [B], continuing on with [A] and finishing with [X].
skip around, but always use this order, no matter how many aspects you have.
aspect there is another stage 1. This
stage is similar to stage 1 of the site.
Instead of simply writing out the letter A, a
prompt is used.
Example:
SO [B] SBP
or
something of [B] should be
another series of stages is completed. These stages are
In the Pinnacle Remote Viewing Methodology, aspects are completed from
You have determined that there are 5 aspects during stage 3 of the site.
u complete a series of four stages for each aspect, starting with [D],
proceeding with [C] and [B], continuing on with [A] and finishing with [X]. You do not
skip around, but always use this order, no matter how many aspects you have.
Instead of simply writing out the letter A, a
] should be perceivable
6. When first starting out, the remote viewer will write out the prompt. This is partially to help memorize
it, but is also a small tool to stay focused.
Helpful Hint: During session, whenever possible, everything that comes to mind should be
spoken, this includes prompts. This helps keeps your mind focused on the task at hand and
drowns out any distractions, externally or internally. It is not just a beginner’s aid, but good
habit.
For each aspect there is also a stage 2. This
stage is similar to stage 2 of the site.
Example:
S2-[B]
or
stage 2 of [B]
Sensories
1. Colors
2. Textures
3. Smells
4. Tastes
5. Temperatures
6. Sounds
7. Dimensions
8. Energetics
9. Aesthetic Impact
There are nine categories in stage 2, that are
moved through one by one - beginning with
colors and ending with aesthetic impact, or how
you would feel at the site if you were there. For
each sensory, a new row is started.
When first starting out, remote viewers use the
Stage 2 Descriptor Reference List, a categorized
list of acceptable words to use in session.
7.
8. Using and memorizing these “safe” words assists in several
1. The viewer may become distracted by some
mind. For example, the word “smoky
unnecessarily lead the viewer to becom
from the actual task. Keeping to the
2. The viewer needs to pull away from analytical thinking.
by labeling experiences. For the most part
than name. Having the word list nearby
3. Having these “safe” words at your disposal
the time spent in session. When first starting out
picking descriptor words at random. This is perfectly acceptable and expected during t
sessions. The goal of practicing is not to “be right” but
the word list.
4. Cadence is essential to experiencing a quality session.
the list helps move you along at a steady pace,
moving along, perceiving and recording,
start to creep in to fill in the gap.
beginning this is made easier by having
eventually no longer be needed as a crutch.
nd memorizing these “safe” words assists in several ways:
The viewer may become distracted by some assumptive descriptive words that n
smoky” can remind many people of fire. Using these types
to become mentally distracted about ideas of fire, pulling attention
to the “safe” list minimizes these mental distractions.
The viewer needs to pull away from analytical thinking. Naturally our minds want to
. For the most part, the purpose of performing a session is to describe, rather
nearby helps pull the remote viewer away from “naming mode”.
at your disposal improves the quality of session work, making the most o
When first starting out it may seem like you are using your imagination
picking descriptor words at random. This is perfectly acceptable and expected during t
ing is not to “be right” but to become familiar with the protocols
ntial to experiencing a quality session. Besides eventually learning acceptable words,
the list helps move you along at a steady pace, preventing you from feeling “stuck”. If
moving along, perceiving and recording, perceiving and recording - imagination and other distractions
start to creep in to fill in the gap. It is paramount to keep the flow going during session. In the
made easier by having a reference list of words. With regular practice the list will
eventually no longer be needed as a crutch.
For each aspect there is also a
stage 3. This stage
different than stage 3 of the site.
Stage 3 of an aspect is
representing what was
perceived
Example:
S3-[B]
or
stage 3 of [B]
that normally come to
types of words may
ideas of fire, pulling attention away
want to fill in the blanks
is to describe, rather
away from “naming mode”.
session work, making the most of
em like you are using your imagination or just
picking descriptor words at random. This is perfectly acceptable and expected during the first 5-20
with the protocols as well as
Besides eventually learning acceptable words,
If you do not keep
imagination and other distractions
keep the flow going during session. In the
With regular practice the list will
For each aspect there is also a
This stage is a bit
han stage 3 of the site.
Stage 3 of an aspect is a sketch
representing what was
Example:
[B]
stage 3 of [B]
9. Nothing is assumed or embellished. For example, if you saw something that looked boxy, but did not
actually perceive the far corner, do not draw it, just leave it open. If you are having trouble representing
what you saw, some simple words may help your expression, such as if something is indented or
rounded. If there is movement, arrows or cartoon like action lines may help, especially if accompanied
by the corresponding descriptive words.
You do not need to think of yourself as an artist. Images assist in describing, but using accurate and
precise words in session is more important than a pretty picture. Everyone has their strengths and
weaknesses. Simply do your best and focus on the positive. (If you feel your drawing skills are not
strong, there are exercises you can do outside of session that can eventually help. There are also some
recommended instructional books and videos available. These resources will be presented later.)
On the other hand, do not spend a lot of time sketching out your perceptions, fussing over small details
that will no doubt fuel imagination. The purpose of this stage is to create simple representations,
quickly, that will later be used to create a diagram like image that includes words from other parts of
your session.
For each aspect there is a stage 4. This is the final stage for each aspect. All needed breaks should be
taken at the end of stage 4, if at all possible.
Example:
S4-[B]
or
stage 4 of [B]
10. Stage 4 Categories
1. S Sensories
2. D Dimensions
3. E Energetics
4. AI Aesthetic Impact
5. EI Emotional Impact
6. T Tangibles
7. I Intangibles
8. AOL Analytical Overlay
9. M Metaphors
Completing the Session
Although there may be some lingering perceptions as the aspects are combined, for all intents
purposes, the “remote viewing” portion of the session is completed. The site template is the
assimilation process. Nothing is added that has not already bee
Dimensions
Aesthetic Impact
Emotional Impact
Intangibles
Analytical Overlay
Metaphors
There are 9 categories in stage 4
represented by a letter or letters at the top of
the page. As the perceptions are received, the
corresponding word is placed under the
appropriate category.
Stage 4 allows for more freedom to explore the
aspects. It uses what is cal
preformed grid referencing specific categories.
Abstract concepts are described here and more
complex idea sets that go beyond the simple
descriptor words of stage 2 are allowed. This is
where the “meat and potatoes” exist within the
session.
Once the
been completed,
template is created.
The site template
final page in a session. It is
where all the sketches from
all the third stages of the
aspects are combined and
redrawn to for
complete picture of the
site. Select words from all
the fourth stages of the
aspects are added to the
page to create a diagram
like image.
Although there may be some lingering perceptions as the aspects are combined, for all intents
purposes, the “remote viewing” portion of the session is completed. The site template is the
assimilation process. Nothing is added that has not already been recorded onto previous pages.
There are 9 categories in stage 4 that are
represented by a letter or letters at the top of
perceptions are received, the
corresponding word is placed under the
Stage 4 allows for more freedom to explore the
. It uses what is called a matrix, a
preformed grid referencing specific categories.
Abstract concepts are described here and more
complex idea sets that go beyond the simple
descriptor words of stage 2 are allowed. This is
where the “meat and potatoes” exist within the
Once the stage 4 of [X] has
been completed, the site
template is created.
site template is the
final page in a session. It is
where all the sketches from
all the third stages of the
are combined and
redrawn to form a more
complete picture of the
site. Select words from all
the fourth stages of the
aspects are added to the
page to create a diagram
like image.
Although there may be some lingering perceptions as the aspects are combined, for all intents and
purposes, the “remote viewing” portion of the session is completed. The site template is the
n recorded onto previous pages.
11. After the Session
Once the session ends, the remote viewer may take a short break or proceed directly into creating a
brief report that includes a summary and list of postulates.
The summary should contain words that were written in session, with only connector words needed to
create complete sentences without changing the perceived meaning of the words. A typical summary
begins with the words “At the site there is…”
The postulates can be written on the same page. This is where your ego is allowed to play. You should
have at least two, but even six is acceptable. Employ common sense and think back to the session or
review the site template.
If this is a practice session, this is the time when you would typically receive your feedback. It is so
important to focus on the positive. When you go to sleep after receiving feedback, your brain rewires
itself to adapt. Every time you accept “what is as is”, you allow your mind to incorporate what it has
learned so that it can assist in presenting you with similar data in a more precise manner the next time.
When you focus on your “hits”, your mind knows to provide you with more of these, rather than
reinforcing that which you perceive as “wrong”.
There are several steps after receiving feedback that are usually helpful, such as going back in time
inside your head while you review the pages of your session. Sometimes a thesaurus can assist in
finding a more accurate word to describe what you perceived in session. In other cases you may find
that there was a better way to “fit the pieces together” and you can redraw your aspects in a more
appropriate configuration on a separate sheet of paper. With regular practice, all of these and more can
help improve the quality of your sessions.
Summary
A session is completed with a black pen and a stack of white unlined paper. The average session lasts
about 45 minutes and has a definite beginning and ending time. The pages of a completed remote
viewing session are essentially and ideally a transcript of everything that entered the mind of the
remote viewer, including imagination and distractions, along with perceptions.
There are eight basic stages. Each stage is completed on a separate sheet of paper. Four stages are
repeated for each aspect.
The session begins with S1S or stage 1 of the site. A special number called a C.R.N. is used to represent
the assignment and to make contact with the site in this first stage. This number is written out and an
12. ideogram is produced. Ideograms are representations of the remote viewer making contact with the
site.
From stage 1 of the site the viewer moves on to stage 2 of the site. While in training, a helpful list of
acceptable descriptor words is referenced while completing stage 2. There are nine categories in stage
2. Each category must be explored in a specific order, starting with colors and ending with aesthetic
impact.
The viewer moves directly from stage 2 of the site to stage 3 of the site. This is the springboard for the
remainder of the session, as this is the stage that the aspects are determined. Each aspect is denoted
with a letter. The aspect that the remote viewer feels is most important is labeled [X]. The next
important is labeled [A], then [B] and so on.
Each aspect is then explored with four stages, beginning with the last aspect and working up to [X].
Stage 1 of the aspect is very similar to stage 1 of the site, with the exception that a prompt is used rather
than using the C.R.N. as in stage 1 of the site. Stage 2 of the aspect is also very similar to stage 2 of the
site. The dimensions and energetics perceived during stage 2 are used to make a quick sketch in stage 3
of the aspect.
Stage 4 of the aspect utilizes a matrix, or grid, to help organize the nine categories. It is here that more
specific descriptive words are allowed. The last stage 4 should always be stage 4 of [X]. Once
completed, the recording of perceptions ends and a site template is created. On the site template the
sketches from all the third stages are combined and redrawn. This sketch is then labeled with some of
the words used in the fourth stages to form a diagram like image. The session then ends and a brief
report including a summary and a short list of postulates is produced.
It is not essential to remember everything in this lesson. This has simply been an introduction to the
process of remote viewing and a glance at pages from actual session work.
5 Important Things to Memorize:
1. The order of the stages
2. The proper ordering of aspects
3. How to properly write out the prompt for stage 1 of an aspect
4. The order of the categories in stage 2
5. The words on the descriptor list
13. Looking Forward
Soon you will be remote viewing, receiving feedback and celebrating your “hits”. You may even feel as if
you are seeing the world around you with new eyes.
In future lessons, each stage will be studied in detail. Upcoming lessons have you remote viewing as you
learn, starting with stage 1 of the site. You will quickly move on to completing stage 1 and 2 of the site
and so on. In between you will learn good habits such as preparing your session area, cooling down and
minimizing distractions. You will also learn how to set up a blind pool of assignments, write powerful
cues, choose good practice photos, analyze your session data and manage your own personal projects.
This will assist you in becoming a self-sufficient remote viewer.
In most cases the goal is to be able to take action on the information remote viewed. It may not appear
fathomable to you right now that you can do anything of much significance, with much confidence,
based on a bunch of words and shapes gleaned bit after bit while sitting in a chair for 45 minutes, but it
happens on a regular basis in the world of remote viewing. Although there are advanced stages of
remote viewing, in most cases these are not needed to receive actionable data during an operational
assignment.
The basic protocols introduced to you here are a powerful tool, having the potential to change how you
interact with the world, breaking open a new paradigm of life, the universe and everything – as long as
you abide by the rules and practice on a regular basis!
As you practice with photo assignments and gain practical experience with remote viewing and how it
fits into your life, you will come to trust the data recorded in session. However, it must be understood
that the tool is only as good as the operator, and we humans are fallible. On average, the data gained
from one site template, produced by a properly trained remote viewer, is 85% verifiable as truth. There
is a work around to this uncertainty principle. In operational assignments the same cue can be given to
two or more people, with the corresponding data from those sessions approaching 100% accuracy. The
data simply needs to be reviewed for similarities, taking into account the utilization of personal lexicons,
or the way in which an individual describes something based on their previous knowledge and
experiences.
The collective experiences of a person and the words they have at their disposal to describe those
experiences, assist in the description process during a session. Thankfully we as humans are able to
communicate in a cogent way. In other words, if a group is tasked with finding the location of a lost
object, the average viewer’s lexicon should provide sufficient descriptors so that the analyst is able to
make sense of the basic concepts presented, compare and contrast data across all sessions completed
and formulate a hypothesis regarding the location.
If you want to be a well-rounded remote viewer, you need to wield a large and varied lexicon.
Resources to expand your vocabulary will be provided in future lessons.