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Major Assignment 3 (Presentation)
Spring Semester 2020
English 272 T. Stuckert, Instructor
English 272: Introduction to Technical Communication
Major Assignment 3: Presentation
Information – Spring 2020
Important Note: Presentations similar to this one have been developed by students in previous semesters in this course as well as other Intro to Technical Communication courses. Remember that plagiarism on this assignment will not be tolerated. This includes copying text, slides, and/or graphics from another student’s work (from this semester or a previous semester) as well as incorrectly citing, paraphrasing or quoting information.
If you will be completing this as a collaborative assignment, it may be difficult to determine which group member is responsible for presentation content that contains plagiarized information. Because of this, all members of group will suffer the consequences of plagiarism. It is the responsibility of all group members to review the content of this assignment to insure that none of the work has been plagiarized.
Review the information on the University’s Honor Code and Academic Honesty Academic Integrity policies in the Syllabus for more information on this issue.
IMPORTANT NOTE: You are required to develop a PowerPoint presentation for MA3. DO NOT develop a presentation using Prezi or any other slideware (such as Google slides). You will receive zero (0) credit for a presentation that is in a format other than PowerPoint.
Introduction
The purpose of this assignment is to give you an opportunity to apply many of the concepts you have learned throughout the semester. The assignment will involve planning and developing a PowerPoint presentation. You will not deliver or present the PowerPoint to an audience. However, your presentation must be designed so it would be effective if it were presented in both of these situations:
· in-person presentation with the speaker and audience present
and
· digital presentation viewed by the audience on a digital device (without recorded audio narration)
It is very important to remember this when designing your presentation.
Designing the presentation so it will be successful in both situations will impact slide design and content. Remember, explanations of graphics and slide content that would be provided verbally with an in-person presentation must be provided in the slide content for a digital presentation that does not make use of recorded audio narration.
Presentation Goal and Topic
Your goal and topic for the presentation will be the same as your goal and topic for Major Assignment 1: Provide information for a general reader audience with an interest in the subject matter but little o.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
Assignment 2
1
MITS5501 Software Quality, Change Management and Testing
Assignment 2: Case Study
Assignment Objectives
This assessment item relates to the unit learning outcomes as in the unit descriptor. This
assessment is designed to improve student collaborative skills in a team environment and to
give students experience in developing Quality Assurance documents including the Quality
Plan, Test Plans and Test Cases using a simulated industry case study.
Case Study Assignment - 25% (week 13)
In this assignment students will work in small groups (5 members) to provide an industrial
related understanding of components of the Quality Assurance documents discussed in
lectures. Student groups should be formed by Session four. Each group needs to complete the
group participation form attached to the end of this document.
With your team, you will need to:
• identify a person or manager within an IT organisation/department that is willing to be
interviewed by your team;
• prepare a set of suitable interview questions, as per guide following;
• organise and conduct the interview;
• submit an audio recording of interview, preferably as an mp3 file format;
• prepare a written report; and
• prepare and record a team presentation (maximum time of 10 minutes) of your
findings
The Interview and its preparation
Topics
The team interview will be focused on software quality assurance, Software testing and
configuration management. The team will prepare a set of questions on how each of the three
topics addressed The Software development companies. The questions must cover but not
limited to the following subtopics
1. Quality Assurance Plan
2. Test Plan
3. Test cases
4. Test Effort Estimation
Assignment 2
2
Selecting an interviewee
The interviewee should be someone who works in an IT industry, preferably software quality
assurance engineer, software tester, SW project manager, or a developer.
Organising the interview
The team leader must ensure that only one member of your team contacts the interviewee and
that a time and place for the interview is agreed to. Evidence of this preparation will be given
in the written report for Part 1 Assessment (see details in the following Marking Guide).
Ideally, you should try to interview the person in their workplace. In preparation for the
interview, your team needs to meet (possibly electronically) to discuss and prepare a list of
appropriate questions on above chosen topics.
In organising your interview with the interviewee, you should:
1. propose the topics for the interview
2. request an interview time of at least 30 minutes
3. negotiate a suitable time with the interviewee
4. obtain permission to record the interview
Conducting the interview
You should attempt to conduct the interview on strictly professional lines. It is a useful
technique to switch off you ...
This document provides information about the course "New Media, Entrepreneurship and Innovation (1ZM80)" including general information, content and objectives, working formats, assignments and presentations, attendance, and exam information. The course is optional for various master's programs and aims to focus on the role of new media in entrepreneurship and innovation processes. Key assignments include a group case assignment worth 60% of the final grade and a final exam worth 40%. Students must form assignment groups, complete the assignment, and take the final exam to pass the course.
This document provides information about the course "New Media, Entrepreneurship and Innovation (1ZM80)" including general information, content and objectives, working formats, assignments and presentations, attendance, and exam information. The course is optional for various master's programs and aims to focus on the role of new media in entrepreneurship and innovation processes. Students will develop an understanding of new media concepts and complete a group assignment, presentations, and final exam to assess their learning. Attendance is compulsory and both the assignment and exam are required to pass the course.
Task This is a group presentation. Each group will consist o.docxssuserf9c51d
Task
This is a group presentation. Each group will consist of four students. Groups can formed by the lecturer or by the students
themselves. Each group will select a topic from the topic list provided below. Inform your lecturer about the topic you
selected at least a week before your presentation date.
The presentation is meant to be brief (10 minutes), but formal -- demonstrating skills in presenting to a business or
management audience. It should concisely and effectively convey the theme of the topic for an audience that does not have
any special expertise in your chosen topic. Each student should employ the best techniques they find available to reach
their audience.
Each presentation must include:
• 10 minutes of presentation time
• Visual aids, such as presentation software like PowerPoint, Prezi, Keynote, PowToon etc.
• Participation in roughly equal measure by each group member
• Well-supported argument interpreting the significance of the topic presented
• APA (6th version) referencing style
• Succinct presentation of in-depth research of the topic
• Attention to questions raised by audience about any subject matter of the topic
Guidelines for Presentations
Equal Participation
Each team member should contribute equally. Teams will compile a list of major areas to be covered in their presentation,
and assign one to each member to research and present. Each member should speak for approximately two and a half
minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the
team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team
leader will also summarize the presentation at its conclusion, and lead a class discussion.
Format
Some students may elect to use PowerPoint. There are numerous types of presentation software available, and a group
may use any one of them.
Class Presentation
Talk to the class, don't read. You may use notes when you make your presentation, but you may not read from a fully
written out text.
Here is one way to make a successful presentation:
1 Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
2 Read over your notes, and think over the results of your reading.
3 Discuss your results with your team members. Tentatively plan the presentation in its general outline.
4 On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come
up with.
5 Organise these ideas into a coherent sequence. Return to your notes and add any information relevant to your major
ideas which will illustrate or explain them.
6 Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed
and learned. Cut out any irrelevant or uninteresting materials.
7 Meet with your team members to organize and streamline the pres ...
Lunch and Learn Assignment (COMM 2204)Assignments 1 & 2 Brochur.docxSHIVA101531
Lunch and Learn Assignment (COMM 2204)
Assignments 1 & 2: Brochure and Oral Presentation
Total: 25%
Many companies find it hard to schedule training into employees’ work weeks. Another issue is that not all training is relevant to or of interest to all employees. A popular, cost effective alternative to full-day, off-site training is the “lunch and learn”, a short lunch hour session that employees participate in while eating their own lunches. These sessions are usually interactive, fun and provide some “quick win” solutions. The intention is that after the session employees have learned a few quick techniques or information they can apply to their work immediately.
Topic
Presentation about a Party’s Celebration for people in general (not for kids and seniors)
Presentation included:
· Budget
· Invited
· Date
· Venue
· Theme
· Invitations + souvenirs
· Menu
· Program
· Photographer
· DJ
Part A: Brochure and Project File
(Group Mark) 15%
Brochure (10%) – Group Mark
· After completing your research or experiments, create a brochure to communicate your findings. Be sure to consider both the verbal and nonverbal messages this document communicates (words and appearance).
· Your submission will include:
· A one or two fold brochure – one page double sided in total (Microsoft Office has many templates)
i. Text (minimum of one quote and one paraphrase / summarization)
ii. Images (minimum of one – labelled, referred to in text, sourced)
· Works cited sheet in MLA format containing a minimum of 3 different references.
i. References must be used directly and referenced in-text on your brochure (references can be for quotes, paraphrases / summarizations, and / or images)
Submit one copy for the group in the DC Connect dropbox.
Project File (5%) – Group Mark
· This is a mandatory requirement for the assignment. Project Files not submitted on the day of your presentation will not be graded.
· On the day of your presentation, you must also submit a ‘Project File’. The Project File is a file folder containing materials that demonstrate and document the group’s process in creating your project/presentation. Materials can include meeting notes, printed e-mail correspondence, rough drafts, brainstorming charts, photos, research, copies of handouts, etc.
· The Project File is not a formal piece of writingand will not be graded as such; it is graded holistically as a part of your overall presentation. You should include a minimum of 5 sufficient items for a maximum of 5%.
· A one-line email is not sufficient, but three separate emails would be
There are four components to this part of the project:
1. Presentation: A 10 to 15 minute presentation on your topic. If you include a video clip it must enhance your content and can be no longer than 2 minutes in length.
2. Visuals: Your Lunch and Learn must be supported with visuals for your audience to follow along.
3. Interactive and Lively: The ...
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
Assignment 2
1
MITS5501 Software Quality, Change Management and Testing
Assignment 2: Case Study
Assignment Objectives
This assessment item relates to the unit learning outcomes as in the unit descriptor. This
assessment is designed to improve student collaborative skills in a team environment and to
give students experience in developing Quality Assurance documents including the Quality
Plan, Test Plans and Test Cases using a simulated industry case study.
Case Study Assignment - 25% (week 13)
In this assignment students will work in small groups (5 members) to provide an industrial
related understanding of components of the Quality Assurance documents discussed in
lectures. Student groups should be formed by Session four. Each group needs to complete the
group participation form attached to the end of this document.
With your team, you will need to:
• identify a person or manager within an IT organisation/department that is willing to be
interviewed by your team;
• prepare a set of suitable interview questions, as per guide following;
• organise and conduct the interview;
• submit an audio recording of interview, preferably as an mp3 file format;
• prepare a written report; and
• prepare and record a team presentation (maximum time of 10 minutes) of your
findings
The Interview and its preparation
Topics
The team interview will be focused on software quality assurance, Software testing and
configuration management. The team will prepare a set of questions on how each of the three
topics addressed The Software development companies. The questions must cover but not
limited to the following subtopics
1. Quality Assurance Plan
2. Test Plan
3. Test cases
4. Test Effort Estimation
Assignment 2
2
Selecting an interviewee
The interviewee should be someone who works in an IT industry, preferably software quality
assurance engineer, software tester, SW project manager, or a developer.
Organising the interview
The team leader must ensure that only one member of your team contacts the interviewee and
that a time and place for the interview is agreed to. Evidence of this preparation will be given
in the written report for Part 1 Assessment (see details in the following Marking Guide).
Ideally, you should try to interview the person in their workplace. In preparation for the
interview, your team needs to meet (possibly electronically) to discuss and prepare a list of
appropriate questions on above chosen topics.
In organising your interview with the interviewee, you should:
1. propose the topics for the interview
2. request an interview time of at least 30 minutes
3. negotiate a suitable time with the interviewee
4. obtain permission to record the interview
Conducting the interview
You should attempt to conduct the interview on strictly professional lines. It is a useful
technique to switch off you ...
This document provides information about the course "New Media, Entrepreneurship and Innovation (1ZM80)" including general information, content and objectives, working formats, assignments and presentations, attendance, and exam information. The course is optional for various master's programs and aims to focus on the role of new media in entrepreneurship and innovation processes. Key assignments include a group case assignment worth 60% of the final grade and a final exam worth 40%. Students must form assignment groups, complete the assignment, and take the final exam to pass the course.
This document provides information about the course "New Media, Entrepreneurship and Innovation (1ZM80)" including general information, content and objectives, working formats, assignments and presentations, attendance, and exam information. The course is optional for various master's programs and aims to focus on the role of new media in entrepreneurship and innovation processes. Students will develop an understanding of new media concepts and complete a group assignment, presentations, and final exam to assess their learning. Attendance is compulsory and both the assignment and exam are required to pass the course.
Task This is a group presentation. Each group will consist o.docxssuserf9c51d
Task
This is a group presentation. Each group will consist of four students. Groups can formed by the lecturer or by the students
themselves. Each group will select a topic from the topic list provided below. Inform your lecturer about the topic you
selected at least a week before your presentation date.
The presentation is meant to be brief (10 minutes), but formal -- demonstrating skills in presenting to a business or
management audience. It should concisely and effectively convey the theme of the topic for an audience that does not have
any special expertise in your chosen topic. Each student should employ the best techniques they find available to reach
their audience.
Each presentation must include:
• 10 minutes of presentation time
• Visual aids, such as presentation software like PowerPoint, Prezi, Keynote, PowToon etc.
• Participation in roughly equal measure by each group member
• Well-supported argument interpreting the significance of the topic presented
• APA (6th version) referencing style
• Succinct presentation of in-depth research of the topic
• Attention to questions raised by audience about any subject matter of the topic
Guidelines for Presentations
Equal Participation
Each team member should contribute equally. Teams will compile a list of major areas to be covered in their presentation,
and assign one to each member to research and present. Each member should speak for approximately two and a half
minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the
team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team
leader will also summarize the presentation at its conclusion, and lead a class discussion.
Format
Some students may elect to use PowerPoint. There are numerous types of presentation software available, and a group
may use any one of them.
Class Presentation
Talk to the class, don't read. You may use notes when you make your presentation, but you may not read from a fully
written out text.
Here is one way to make a successful presentation:
1 Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
2 Read over your notes, and think over the results of your reading.
3 Discuss your results with your team members. Tentatively plan the presentation in its general outline.
4 On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come
up with.
5 Organise these ideas into a coherent sequence. Return to your notes and add any information relevant to your major
ideas which will illustrate or explain them.
6 Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed
and learned. Cut out any irrelevant or uninteresting materials.
7 Meet with your team members to organize and streamline the pres ...
Lunch and Learn Assignment (COMM 2204)Assignments 1 & 2 Brochur.docxSHIVA101531
Lunch and Learn Assignment (COMM 2204)
Assignments 1 & 2: Brochure and Oral Presentation
Total: 25%
Many companies find it hard to schedule training into employees’ work weeks. Another issue is that not all training is relevant to or of interest to all employees. A popular, cost effective alternative to full-day, off-site training is the “lunch and learn”, a short lunch hour session that employees participate in while eating their own lunches. These sessions are usually interactive, fun and provide some “quick win” solutions. The intention is that after the session employees have learned a few quick techniques or information they can apply to their work immediately.
Topic
Presentation about a Party’s Celebration for people in general (not for kids and seniors)
Presentation included:
· Budget
· Invited
· Date
· Venue
· Theme
· Invitations + souvenirs
· Menu
· Program
· Photographer
· DJ
Part A: Brochure and Project File
(Group Mark) 15%
Brochure (10%) – Group Mark
· After completing your research or experiments, create a brochure to communicate your findings. Be sure to consider both the verbal and nonverbal messages this document communicates (words and appearance).
· Your submission will include:
· A one or two fold brochure – one page double sided in total (Microsoft Office has many templates)
i. Text (minimum of one quote and one paraphrase / summarization)
ii. Images (minimum of one – labelled, referred to in text, sourced)
· Works cited sheet in MLA format containing a minimum of 3 different references.
i. References must be used directly and referenced in-text on your brochure (references can be for quotes, paraphrases / summarizations, and / or images)
Submit one copy for the group in the DC Connect dropbox.
Project File (5%) – Group Mark
· This is a mandatory requirement for the assignment. Project Files not submitted on the day of your presentation will not be graded.
· On the day of your presentation, you must also submit a ‘Project File’. The Project File is a file folder containing materials that demonstrate and document the group’s process in creating your project/presentation. Materials can include meeting notes, printed e-mail correspondence, rough drafts, brainstorming charts, photos, research, copies of handouts, etc.
· The Project File is not a formal piece of writingand will not be graded as such; it is graded holistically as a part of your overall presentation. You should include a minimum of 5 sufficient items for a maximum of 5%.
· A one-line email is not sufficient, but three separate emails would be
There are four components to this part of the project:
1. Presentation: A 10 to 15 minute presentation on your topic. If you include a video clip it must enhance your content and can be no longer than 2 minutes in length.
2. Visuals: Your Lunch and Learn must be supported with visuals for your audience to follow along.
3. Interactive and Lively: The ...
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
1. Week Three Written Assignment Inclusive and Differentiated Lea.docxjeremylockett77
1. Week Three Written Assignment: Inclusive and Differentiated Learning and Assessments WLO 3 CLO 2,4
As you learned in the Iris Center module titled Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, assessment is one of the four key curricular components. Along with using assessments to make informed decisions about meeting the needs of children, you will also encounter the use of standardized assessments in your work with learners with exceptionalities. Currently there is a lot of controversy surrounding assessments and the role that they should play when working with young learners. Whether you agree or disagree with this practice, it is important that you know how to make sure you are using standardized assessments in the most appropriate way possible when working with diverse learners in inclusive environments.
To prepare for this assignment,
· Please refer to the Week Three Guidance for further tips and examples that will support your success on this assignment.
· Read Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape.
For your assignment, imagine that you have been asked to be a part of a task force for determining which standardized assessments your school or center will be using. Your supervisor has asked you to create an 8- to 10-slide presentation, to share with your colleagues, highlighting the key factors that need to be taken into account when selecting a standardized assessment that addresses the needs of all learners.
In your presentation,
· Describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments. (Principles 1 and 3)
· Summarize how you will make sure that the assessments are designed for accessibility by all. (Principle 2)
· Explain how you make sure the assessment results are fair and valid and the importance of reporting results of the assessment for all students. (Principle 4 and 5)
· Examine how you will continually evaluate the assessment process to improve it and ensure student success. (Principle 6)
· Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments. Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards. Make sure to support your reasoning with at least one scholarly source.
· Discuss how as an administrator you will foster collaboration amongst your teachers about using assessments with young children.
The Inclusive and Differentiated Learning and Assessments presentation
· Must be 8 to 10 slides in length (not including title and references slides) and formatted according to APA style as outlined in the Ashford Writing Center.
· Must include a separate title slide with the following:
· Title of presentation
· Student’s name
· Course name and n ...
Media Savvy Kids Choose Your Own Adventure Video Project Rubrictheteachingfactor
This rubric evaluates student video projects on applying a critical lens to media, supporting claims with evidence, video production quality, collaboration, individual contribution, and use of class time. Students can earn scores in categories like knowledge, evidence, and collaboration to assess if their work is "awesome", "good", or needs "work". The teacher may also provide comments.
The document discusses the gaps model of service quality. It introduces the conceptual framework of the gaps model, which identifies four key gaps in how companies deliver service quality to customers. The first is the customer gap, which is the difference between customer expectations and perceptions. The other three are provider gaps that occur within companies and contribute to the customer gap. These include the listening gap of not knowing customer expectations, the service design gap of not having the right standards, the service performance gap of not meeting standards, and the communication gap of not matching promises to performance. The document provides details on each gap and how analyzing these gaps can help companies improve service quality.
Syllabus International Marketing MKTG 317 Fall 2023.8.7.docxBrandy Wang
This document is a course syllabus for MKTG 317 International Marketing at New Mexico State University for Fall 2023. It provides information about the instructor, class meeting times and format, required textbook, prerequisites, learning objectives, assessment methods, and course policies. The class will be held online with weekly lectures and assignments. Students will be assessed through quizzes, exams, and group assignments analyzing cultural differences and international marketing scenarios. The course aims to introduce students to fundamental aspects of international marketing and decision-making.
MGMT 1120 Course Project InstructionsInstructions You will be comp.docxandreecapon
MGMT 1120 Course Project InstructionsInstructions
You will be completing Parts 1 through 4 in small groups and submitting a written report. The report will include an introduction, a conclusion, and headings for each of the (4) parts. One report will be submitted for each group.
To complete this project, you will be reading and analyzing the following case, Harlequin Enterprises: Assessing e-books. For more instructions regarding retrieving the case study, please go to the end of this document.
Your group will act as consultants to the organization presented in the case. To help this organization, you will 1) identify the major problem/decision facing the organization, 2) complete internal and external analyses that you have learned in the course to make sure you understand and can apply important information from the case that relates to solving this problem, 3) identify three feasible alternatives to solving the problem/decision, 4) make a recommendation for how the organization should solve the problem (or make their decision), including an action plan that includes specific steps.
At the conclusion of the project, each student will submit his or her own individual reflection for Part 5, on the same day that the group project is due.
Here is a more detailed breakdown of each of the parts:
Part 1: Identify the problem that management needs to solve. What priority decision needs to be made? Make sure you describe the nature of the problem and why it is important; i.e., what impact will this decision have on the organization and other stakeholders?
Part 2: Perform some analyses to help you determine what factors are important for management to consider in making this decision:
a. SWOT analysis
b. NPEST analysis
c. Porter’s 5-Force Analysis
d. Stakeholder analysis
For each of these analyses, present the analyses (use a table or lists if this helps to make the information more clear). Then, write a brief paragraph after each analysis summarizing the highlights of that analysis that you think are most relevant to this decision. You will need more information about this particular industry or about environmental factors, so you will have to do some research. You will need at least 5 (five) sources (Wikipedia and the Dictionary do not count as sources.)
Part 3: Based on your analyses, identify 3 (three) possible decisions you might make. In other words, what are three reasonable alternatives that management might choose to pursue to help solve this problem? (Don’t forget to consult Chapter 7 as you consider strategic options.)
For each of these three options, identify what you perceive to be the pros and cons of pursuing that particular alternative. Use the information you discovered in your analyses and course concepts to guide you, and try to list as many as you can think of. Resist the urge to make a decision too soon!!! Try to remain objective as you consider each alternative.
Part 4: Make a decision and create an action plan for 1 ( ...
Proposal for writing an instructional bookletYeonKyung Lee
1. The document is a proposal from YeonKyung Lee requesting authorization to create an instructional booklet on how to design effective PowerPoint slides.
2. The proposed booklet would provide easy design methods in three categories - background, font, and content - to help students improve poorly designed slides and enhance their presentation skills.
3. The methods aim to make slides more readable and understandable through visualization techniques like customized backgrounds, appropriate font usage, and combining words with graphs and images. A timeline and the author's qualifications are also included.
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
This document provides a template for a coursework assignment on usability engineering. It outlines the tasks, learning outcomes, submission requirements, marking scheme, and contact details. The coursework involves designing prototypes, predicting efficiency using a tool, running a user experiment to test a hypothesis, and analyzing the results. Students will complete various sections of a report, submit code and files, and receive feedback on their work. The assignment is peer-assessed and due on March 23rd, with feedback provided by April 17th.
This document provides a course syllabus for TECH 4220, Information Policy Analysis. The syllabus outlines the instructor's contact information, course description and objectives, required materials, grading scale, and course structure. The course will examine current and pending legislation impacting information dissemination and explore the political, cultural, economic and social aspects of these policies. Students will analyze various types of policies governing information technology and identify strategies for developing, implementing, and revising effective IT policies. The course will be delivered entirely online through Canvas and involve weekly discussions, assignments, and other graded activities.
Mgmt. 350 Collaborative GuidelinesBusiness Communication many ti.docxbuffydtesurina
This document provides guidelines for collaborative presentations in a business communications class. Students will complete three types of communication: written, visual, and oral.
For the written assignment, students will submit a 10-15 page paper as a team that analyzes a case study using 3 theories or concepts, and provides 3 examples for each. The visual presentation will be a PowerPoint or Prezi with 10 slides mirroring the written analysis. Each student must also submit a 1-2 minute YouTube or video explaining their portion.
The guidelines describe the requirements for the structure and content of each component, including cover pages, tables of contents, theories/concepts, examples, conclusions, and references. Teams will present their visual presentation or
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
This document outlines the details of the ITC504 - Interface Usability subject, including:
- The subject coordinator and contact details
- An overview of what the subject covers, including interface design, evaluation, and usability principles
- The 6 learning outcomes students should achieve upon completion
- Assessment details including 4 assignments and pass requirements
- Required software and textbook
- A schedule of the 15 topics to be covered across the semester
- Expectations around student engagement with online materials and weekly classes
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
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This document is a course syllabus for TECH 4240, a 3 credit hour online course on media usability studies. The course will examine usability of computer interfaces and how information is presented through hardware and software. Students will learn user-centered evaluation processes and apply usability testing strategies. The syllabus outlines course objectives, topics, assignments, grading scale, policies and expectations for online participation and interaction.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
PaperSelect one of the quality topics in healthcare from th.docxhoney690131
Paper:
Select one of the quality topics in healthcare from the list below. Prepare a summary document using the table format below (be sure your assignment is submitted in a table). The table should be single spaced and no more than 3-4 pages in length (11 to 12 point font). Except in the case of titles, use complete sentences, i.e., write using narrative format. Include a cover page and a list of references (this is separate from the summary pages).
Select from the following quality topics. NOTE: If there is another related topic that you would like to write on, please get approval from Prof. Powell.
1. Medical Errors
2. Quality and Disparities
3. Patient Safety
4. Quality/Core Measures
5. Value-based Purchasing
6. Pay for Performance (P4P)
7. COVID-19's Impact on Quality
HGMT420 Quality Topic Research Summary
Student Name
Type your name here.
Quality Topic
Provide the name of the quality topic chosen.
Quality Topic Description
Provide a detailed description and origins of the quality topic chosen. Indicate in detail who is affected (and how) by this topic (healthcare providers, patients, healthcare organizations, etc.).
Legislation
Research legislation and/or policies related to the quality topic chosen. Provide a detailed description of the policies/legislation. Describe the scope of the legislation and how it impacts the organization, providers, and patients.
Regulatory
Research Regulatory Agencies that implement policies and enforce legislation related to the quality topic chosen. Discuss in detail at least three (3).
Conclusion
Indicate any upcoming changes, regulations, etc. that will impact the quality topic chosen. What does the future hold for this issue? How should healthcare leaders manage this issue in their organizations?
The grading rubric for this assignment appears below, if you opened the Assignment in the Assignment Folder, or can be opened by clicking on the 'Written Assignment Rubric' tab in the lower right corner of the screen, if you opened the Assignment in Content.
.
Part 1 - Microsoft AccessView GlossaryUse Access to create a.docxhoney690131
Part 1 - Microsoft Access
View Glossary
Use Access to create a database in which you can store and retrieve information about the Rio Salado Theme Park operating departments, their managers, and their employees.
Create a
new blank database
.
Save the database with the filename
RSC_Theme_Park_Database_MEID.accdb
. Replace “MEID” with your actual MEID.
Structure of the Database
NOTE:
Read the requirements for the database and be sure you understand how it should work before creating your design.
You will need to complete the following:
Create two tables.
Establish table relationships.
Create one form.
Create two queries.
Create one report.
As you work on the project, remember to follow best practices for creating databases as described in your TestOut materials and the online lesson content.
Create the Tables
Tables and their relationships form the backbone of a relational database. In this database, you will create a table for the Rio Salado Theme Park operating departments and their managers, and a table for employees in each department. When creating fields for your tables, it is important to break down your data into the smallest chunks you can (fine granularity) to make it easier to extract data from the database later. Remember to assign the most appropriate data type to each of the fields and that one of the fields in each of your tables must be set as the
Primary Key
using the
AutoNumber
data type. You do not need to enter data records into your tables at this time; you will create a form later in this project for data entry.
Department Table
Create a
table
named
Department Table
. At a minimum, your table should include the following fields:
Department ID
Department Name
Manager First Name
Manager Last Name
Manager Email Address
Manager Phone Number
Employee Table
Create a
table
named
Employee Table
. At a minimum, your table should include the following fields:
Employee ID
Department ID
Employee First Name
Employee Last Name
Employee Date of Hire
Employee Rate of Pay
Establish Table Relationships
Once the design of the tables has been completed, the next step is to
establish relationships
between the tables. You will join the Department Table with the Employee Table on common fields through the following tasks:
Join the
primary key
of the Department Table with the
foreign key
of the Employee Table in a
One-To-Many
relationship.
Enforce referential integrity.
Cascade update related fields.
Cascade delete related records.
Create a Form
Once the tables have been designed and the relationships have been established, it is time to enter data. You will use
one form
to enter and edit data in the two tables:
Create
one form
named
Department Form
that can be used to enter data into both tables.
Insert a row
below the Employee Table subform. Add a
button
in the new row to perform the
Add New Record
action with the text:
Add Record
.
Use the form to enter
a m.
Part 1 - Microsoft Access 2019Use Access to create a database to.docxhoney690131
Part 1 - Microsoft Access 2019
Use Access to create a database to store and retrieve Manufacturer Contact and Inventory information for Rio Salado Boat and Marine dealership.
Create a
new blank Access database
.
Save the file as
BoatDatabase_MEID.accdb
. Be sure to replace “MEID” in the filename with your actual MEID.
Structure of the Database
Read the requirements for the database below and understand how the database should work before you create the design. Remember to follow the best practices presented in TestOut and the online lesson content for creating professional Access databases.
Create the Tables
You will create new tables that contain information about the Rio Salado Boat and Marine Dealership’s manufacturers and inventory. When creating fields for your tables, it is important to break down your data into the smallest chunks you can (
fine data granularity
) to make it easier to extract data from the database later. You will also need to join the tables on common fields later in the project. For this project, assume a manufacturer can supply the boat dealership with multiple types of boats for the dealership’s inventory.
NOTE:
Remember to assign the most appropriate data type to each of the fields and that one of the fields in each of your tables must be set as the
Primary Key
. You do not need to enter data records into your tables at this time; you will create a form later in this project for data entry.
Manufacturer Contact Table
Create a new
table
named
Manufacturer Contact Table
. At a minimum, your table should include the following fields:
Manufacturer ID
Manufacturer (e.g., Bayliner)
Manufacturer Address
Sales Representative Name
Phone Number
Email Address
Inventory Table
Create a new
table
named
Inventory Table
. At a minimum, your table should include the following fields:
Inventory ID
Manufacturer ID
Boat Type (e.g., Sailboat)
Model Number
Dealer Cost
MSRP (i.e., Manufacturer Suggested Retail Price)
Quantity in Inventory
Establish Table Relationships
Once the design of the tables has been completed, the next step is to
establish relationships
between the tables:
Join the Manufacturer Contact Table with the Inventory Table on common fields.
Enforce referential integrity.
Create a Form
Once the tables have been designed and the relationships have been established, it is time to enter data. Remember that
each field of each record will need to include data
. You will use
one form
to enter and edit data in the two tables.
Create
one form
named
Manufacturer Form
that can be used to enter data into
both
tables.
Use the form to enter a
minimum of four manufacturers
. Include
your name
in one of the records as a Sales Representative for one of the manufacturers.
Use the form to enter
at least two different boat types
for
each
manufacturer.
Create the Queries
The ability to extract data from one or more tables is one of the most important functions provi.
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Mgmt. 350 Collaborative GuidelinesBusiness Communication many ti.docxbuffydtesurina
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BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
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3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
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aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
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Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
PaperSelect one of the quality topics in healthcare from th.docxhoney690131
Paper:
Select one of the quality topics in healthcare from the list below. Prepare a summary document using the table format below (be sure your assignment is submitted in a table). The table should be single spaced and no more than 3-4 pages in length (11 to 12 point font). Except in the case of titles, use complete sentences, i.e., write using narrative format. Include a cover page and a list of references (this is separate from the summary pages).
Select from the following quality topics. NOTE: If there is another related topic that you would like to write on, please get approval from Prof. Powell.
1. Medical Errors
2. Quality and Disparities
3. Patient Safety
4. Quality/Core Measures
5. Value-based Purchasing
6. Pay for Performance (P4P)
7. COVID-19's Impact on Quality
HGMT420 Quality Topic Research Summary
Student Name
Type your name here.
Quality Topic
Provide the name of the quality topic chosen.
Quality Topic Description
Provide a detailed description and origins of the quality topic chosen. Indicate in detail who is affected (and how) by this topic (healthcare providers, patients, healthcare organizations, etc.).
Legislation
Research legislation and/or policies related to the quality topic chosen. Provide a detailed description of the policies/legislation. Describe the scope of the legislation and how it impacts the organization, providers, and patients.
Regulatory
Research Regulatory Agencies that implement policies and enforce legislation related to the quality topic chosen. Discuss in detail at least three (3).
Conclusion
Indicate any upcoming changes, regulations, etc. that will impact the quality topic chosen. What does the future hold for this issue? How should healthcare leaders manage this issue in their organizations?
The grading rubric for this assignment appears below, if you opened the Assignment in the Assignment Folder, or can be opened by clicking on the 'Written Assignment Rubric' tab in the lower right corner of the screen, if you opened the Assignment in Content.
.
Part 1 - Microsoft AccessView GlossaryUse Access to create a.docxhoney690131
Part 1 - Microsoft Access
View Glossary
Use Access to create a database in which you can store and retrieve information about the Rio Salado Theme Park operating departments, their managers, and their employees.
Create a
new blank database
.
Save the database with the filename
RSC_Theme_Park_Database_MEID.accdb
. Replace “MEID” with your actual MEID.
Structure of the Database
NOTE:
Read the requirements for the database and be sure you understand how it should work before creating your design.
You will need to complete the following:
Create two tables.
Establish table relationships.
Create one form.
Create two queries.
Create one report.
As you work on the project, remember to follow best practices for creating databases as described in your TestOut materials and the online lesson content.
Create the Tables
Tables and their relationships form the backbone of a relational database. In this database, you will create a table for the Rio Salado Theme Park operating departments and their managers, and a table for employees in each department. When creating fields for your tables, it is important to break down your data into the smallest chunks you can (fine granularity) to make it easier to extract data from the database later. Remember to assign the most appropriate data type to each of the fields and that one of the fields in each of your tables must be set as the
Primary Key
using the
AutoNumber
data type. You do not need to enter data records into your tables at this time; you will create a form later in this project for data entry.
Department Table
Create a
table
named
Department Table
. At a minimum, your table should include the following fields:
Department ID
Department Name
Manager First Name
Manager Last Name
Manager Email Address
Manager Phone Number
Employee Table
Create a
table
named
Employee Table
. At a minimum, your table should include the following fields:
Employee ID
Department ID
Employee First Name
Employee Last Name
Employee Date of Hire
Employee Rate of Pay
Establish Table Relationships
Once the design of the tables has been completed, the next step is to
establish relationships
between the tables. You will join the Department Table with the Employee Table on common fields through the following tasks:
Join the
primary key
of the Department Table with the
foreign key
of the Employee Table in a
One-To-Many
relationship.
Enforce referential integrity.
Cascade update related fields.
Cascade delete related records.
Create a Form
Once the tables have been designed and the relationships have been established, it is time to enter data. You will use
one form
to enter and edit data in the two tables:
Create
one form
named
Department Form
that can be used to enter data into both tables.
Insert a row
below the Employee Table subform. Add a
button
in the new row to perform the
Add New Record
action with the text:
Add Record
.
Use the form to enter
a m.
Part 1 - Microsoft Access 2019Use Access to create a database to.docxhoney690131
Part 1 - Microsoft Access 2019
Use Access to create a database to store and retrieve Manufacturer Contact and Inventory information for Rio Salado Boat and Marine dealership.
Create a
new blank Access database
.
Save the file as
BoatDatabase_MEID.accdb
. Be sure to replace “MEID” in the filename with your actual MEID.
Structure of the Database
Read the requirements for the database below and understand how the database should work before you create the design. Remember to follow the best practices presented in TestOut and the online lesson content for creating professional Access databases.
Create the Tables
You will create new tables that contain information about the Rio Salado Boat and Marine Dealership’s manufacturers and inventory. When creating fields for your tables, it is important to break down your data into the smallest chunks you can (
fine data granularity
) to make it easier to extract data from the database later. You will also need to join the tables on common fields later in the project. For this project, assume a manufacturer can supply the boat dealership with multiple types of boats for the dealership’s inventory.
NOTE:
Remember to assign the most appropriate data type to each of the fields and that one of the fields in each of your tables must be set as the
Primary Key
. You do not need to enter data records into your tables at this time; you will create a form later in this project for data entry.
Manufacturer Contact Table
Create a new
table
named
Manufacturer Contact Table
. At a minimum, your table should include the following fields:
Manufacturer ID
Manufacturer (e.g., Bayliner)
Manufacturer Address
Sales Representative Name
Phone Number
Email Address
Inventory Table
Create a new
table
named
Inventory Table
. At a minimum, your table should include the following fields:
Inventory ID
Manufacturer ID
Boat Type (e.g., Sailboat)
Model Number
Dealer Cost
MSRP (i.e., Manufacturer Suggested Retail Price)
Quantity in Inventory
Establish Table Relationships
Once the design of the tables has been completed, the next step is to
establish relationships
between the tables:
Join the Manufacturer Contact Table with the Inventory Table on common fields.
Enforce referential integrity.
Create a Form
Once the tables have been designed and the relationships have been established, it is time to enter data. Remember that
each field of each record will need to include data
. You will use
one form
to enter and edit data in the two tables.
Create
one form
named
Manufacturer Form
that can be used to enter data into
both
tables.
Use the form to enter a
minimum of four manufacturers
. Include
your name
in one of the records as a Sales Representative for one of the manufacturers.
Use the form to enter
at least two different boat types
for
each
manufacturer.
Create the Queries
The ability to extract data from one or more tables is one of the most important functions provi.
ParkinsonsPathophysiology, progression of disease, complication.docxhoney690131
This document discusses the pathophysiology, progression, complications and treatment options for Parkinson's disease, detached retina, and cerebral vascular accident (CVA). It covers topics such as the development of atheroma, predisposing factors, and treatments for left-sided CVA over 1000 words in APA style.
Parenting Practices among DepressedMothers in the Child Welf.docxhoney690131
The study analyzed parenting practices among depressed mothers involved with the child welfare system using data from the National Survey of Child and Adolescent Well-Being. It found that maternal depression was associated with increased risk of emotional maltreatment and neglect over 36 months. Depression levels remained high over time and emotional maltreatment risk also remained elevated. This implies the need for better identification of mental health needs for mothers in the system and parent training to address positive parenting practices.
Paragraph Structure with Use of Text(P) Topic Sentence-(I).docxhoney690131
Paragraph Structure with Use of Text
(P) Topic Sentence-
(I) Follow-Up Development-
(E) Engage the text-
1. Attribution Tag (optional)
2. Paraphrase/Quote ENGAGE TEXT IN MIDDLE 1/3
3. Address or analyze quote
(S) Connect Back to Main Point/Further Insight-
Rules for Paraphrase/Quoting – English 101
· Functions as support
· Centrally located – middle 1/3 of paragraph
· Short quotations only – 4 lines of text or less
· Citation and possible attribution required
· MLA Format
Example Approach to a paragraph with a quote/paraphrase:
1. Identify a passage that includes a key idea from the text to quote/paraphrase:
Robert Hartmann McNamara authored a report on “Homelessness”, which presented that drug use amongst the homeless is prevalent. Research from the 80’s routinely presented a clear connection between homelessness and addiction (1027).
2. Create a topic sentence that connects to or sets up the text support:
A key issue challenging the homeless community, and those working to help the homeless out of their situation, is the rate of addiction to drugs and alcohol.
3. Follow up and develop the idea with your analysis breaking down the point.
4. Notice the set up of the text by attributing the author (sometimes title) of the source.
Robert Hartmann McNamara authored a report on “Homelessness”, which presented that
5. Add in text citation after the source use – (1027).
6. Close out paragraph by addressing the source use and returning back to your main idea for further analysis.
Put it all Together w/ Source Support Highlighted:
(P) A key issue challenging the homeless community, and those working to help the homeless out of their situation, is the high rate of addiction to drugs and alcohol. (I) Substance abuse can cripple one’s ability to maintain a common standard of living. Those suffering in the throes of addiction will struggle to hold a job and often lose connection to the support of their loved ones. This disconnect from a steady income, family, and friends, plus the cost of their addiction, may lead to a life on the streets. Once there, the addiction can further manifest and take hold continuing a dangerous spiral. (E) Robert Hartmann McNamara authored a report on “Homelessness”, which presented that drug use amongst the homeless is prevalent. Research from the 80’s routinely presented a clear connection between homelessness and addiction (1027). This connection can be powerful and extremely challenging to break. (S) Even if addiction did not cause the homeless state, living without shelter, physical and emotional, creates an opportunity for substances to replace security and love. When trying to rise out of a homelessness, the need to kick the addiction becomes paramount to become self-reliant again. The clear relationship between homelessness and substance abuse creates a challenging set of circumstances for both the individual and those attempting to intervene and help.
Remember the “Rule of Thirds”
To.
Paper should explain the difficulties on the Use of government trave.docxhoney690131
Paper should explain the difficulties on the Use of government travel card.
it should have and : introduction a) attention b) motivation c) overview with main points
II body
mainpoint 1 the problem
main point 2 discussion
main point 3 recommendation
iii conclusion
a ) summary review main points
b) remotivation
with references. 3 pages
.
paper should be between 750 – 1500 words. APA formatting is required.docxhoney690131
paper should be between 750 – 1500 words. APA formatting is required
find two advertisements from any source (newspaper, magazine, tv, etc). One will be an example of the ways that the advertisement perpetuates ideas about race and/or ethnicity in a negative, prejudicial, or stereotypical way. The other should be an advertisement that challenges those prejudicial and stereotypical ways. Compare and contrast the advertisements. What ages, genders, races, etc are present in each advertisement (think back to the discussion of social statuses from chapter 5). What message do those statuses send? What key message is being sent by each advertisement? Summarize a thesis statement of 1-2 sentences that wraps up succinctly one message that can be gleaned from each of the advertisements about race and ethnicity. This will be presented as part of your main body, and the discussion should include discussion of many of these topics: socialization, race and ethnicity, prejudice, discrimination, us/them, and norms and/or values. You will need to bring in the social construction of reality, as well.
Then, find two more advertisements. One should include white models, and one should include individuals of color as the models. Challenge yourself to pick them at random without trying to find the “perfect” example, as we want to see what the average ad does. Explain how this example from the media adds to the social construction of our perceptions of race and ethnicity. Be sure to provide ample evidence of how this process occurs, and the role that the social institution of the media plays in the construction of race and ethnicity. Your discussion should include a clear explanation of what the social construction of our perceptions of race and ethnicity is, and how cultural transmission occurs through the media. This will be presented as part of your main body.
For your concluding paragraph, you will bring together a solid conclusion about race and ethnicity, giving a nice sociological analysis.
.
Paper Requirements 4 pages (including title page, 2 pages .docxhoney690131
The document outlines the requirements for a 4-page paper including a title page, 2 pages of content, a reference page, 1 inch margins, a running header, 12pt font, double spacing, references from the text, use of outside references, and questions to consider when drafting the response such as the main lessons learned, why they resonated, easy and challenging concepts, how it could be used now and in the future, and lessons with direct experience.
Paper RequirementsRequired topic headings for your paper shou.docxhoney690131
Paper Requirements:
Required topic headings for your paper should include the background surrounding the issue, a historical perspective, current issues that are applicable, legislation dealing with this topic, examples, global dynamics/impact (such as issues, processes, trends, and systems),personal impact from a global perspective, and a summary. These are the topics to be discussed in the term paper
Each paper should contain a reference list of at least five (5) different substantial and quality references. The references and reference citations for the term paper must be to a current event less than 3 years old (a reference with no date (n.d.) is not acceptable). This requires a reference citation in the text of the paper and a reference at the end of the paper to which the reference citation applies. You must include some information obtained from the reference in your answer. The references must be found on the internet and you must include a URL in your reference so that the reference can be verified.
You cannot use information from the text book or any book/article by the author of the text book as a current event. Make sure that your reference has a date of publication.
The body of the paper should be a minimum of six typed double spaced pages. Your cover page and reference page cannot be counted in this number. You should use the APA format for your reference citations and the reference page.
Grading Rubric for Term Paper
Grading criterion Unit Points Total Points
Uploaded to correct Dropbox 4 4
Submitted on time 15 15
Document Filename:
Your Last Name,first and middle initial with correct quiz number 4 4
Documentation that you placed the term paper in your ePortfolio in Mane Sync 10
Minimum of 6 typed, double-spaced pages 5 15
(excluding cover and reference pages - use APA style)
Rationally expressed opinions, experiences (personal or observed), 8
arguments and premises (where appropriate) to support responses
(did not simply restate/summarize author/textbook/article)
Clearly presented classical ethics theories relative to topic 5
Included ‘URL’ for appropriate verifiable current event 10 23
(i.e., example of topic being discussed WITH EXPLANATION)
NOTE: Must be less than 4 years old
Grammatically correct and appropriate tone 7
(professional, non-offensive language)
Typographically correct 7 14
Included a minimum of five (5) 7
different substantial and quality references
full citations as needed 3
Used correct APA format 5 15
Used required and appropriate headings 10 10
Maximum grade 100 100
PUB 407 ML
Productivity Improvement in the Public Sector
Class 1
Chapter 1
· What is a government’s role and purpose?
· To provide services to their citizens.
· Name some types of governments
· Federal
· State
· County
· City
· Special Districts
· Name some services:
· Police
· Fire
· Military
· Water
· Sewer
· Electric
· Emergency
· What else?
· The public’s, often negative, perception of government is sha.
Paper must be double spaced, with 12 point font and include section .docxhoney690131
Paper must be double spaced, with 12 point font and include section headers for each of the paper sections noted below (Three Representational Roles and Role You Choose, Influence of Legislative Leaders, Rank and Explain Influences of Institutional Factors, and Explain Your Vote)
Objective: The objective for this assignment is for students to understand and critically analyze the multiple pressures on policy makers in Texas as they most listen to their leaders, the governor, the voters (social responsibility) and their own conscience (personal responsibility) in deciding how to cast their vote on a controversial issue.
Assignment: You have recently been elected as a Republican to the Texas Senate from a competitive district (even number of Democrats, Republicans and Independents) just outside of Dallas. One of the first bills that you must vote on is House Bill 3- a Bill to forbid the creation of sanctuary cities (protecting undocumented immigrants from deportation). Your constituents support the bill as does the Governor your party, but you oppose it on grounds that most undocumented Texans are hardworking people who want to become legal citizens. The Speaker of the House opposes the bill as well.
In explaining how you will vote on the bill, be sure to explain the following:
What Representational Role you will adopt (trustee, delegate or politico). (Unit 4 Written Lectures, Slide 4-25). Be sure to discuss all three representational roles.
How will the Speaker of the House, the Lt. Governor and Governor of Texas influence the fate of the bill? (Unit 4 Written Lectures, Slides 4-9, 4-10, 4-18 & 4-22 )
How do you think constituents might try to influence your vote? (Unit 4 Written Lectures, Slide 4-20)
Which factors noted above and in your notes (constituents, governor, party leaders and your own opinion) will influence your vote? Rank them in importance. (Unit 4, Written Lectures, Slide 4-20, 4-21)
Will you vote for or against the bill? Please explain your answer thoroughly. You should refer back to the representational role here. (Unit 4 Written Lectures, Slide 4-25)
.
Paper OrganizationStart with a title page and organize your pa.docxhoney690131
Paper Organization
Start with a title page and organize your paper with the following guidelines: 5-7 pages
· Title Page: Include a title page with the following title: Ethical Behavior, Diversity, Civil Discourse, and Educating Adults: A Literature Review.
· Introduction: The opening content should directly follow the title of the paper (repeated from the title page). In this section, list or summarize the issues you selected from the literature related to ethical behavior, diversity, and civil discourse, and provide a summary or road map for the content included in your paper.
· Overview of Issues: Begin the body of your paper with an overview of the issues related to ethical behavior, diversity, and civil discourse you chose for this review. Describe connections among these issues and their significance to adult education. Write in third person and include literature support.
· Diversity Issue Related to Specialization: Provide detailed descriptions and examples of how the issues you chose to review specifically relate to educating adults. Write in third person and include literature support.
· Ethical Behavior Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Civil Discourse Issue Related to Specialization: Provide detailed descriptions and examples of how the issue you chose to review specifically relates to Adult Education. Write in third person and include literature support.
· Review of the Literature: The literature review should include a minimum of six references from peer-reviewed journal articles related to Adult Education. Analyze this scholarly literature, focusing on the connections between Adult Education and the issues of ethical behavior, diversity, and civil discourse you chose to research. Continue writing in third person and cite the literature for support.
· Conclusion: Your conclusion should emphasize the main themes in your paper and provide a synthesis of the literature reviewed, with special attention to the connections and relationships among the issues you chose to research and your educational specialization.
· References: Include a minimum of five different scholarly, peer-reviewed journals (related to your field of specialization) that are also cited in the paper. Your citations must have references and your references should be included within your paper as in-text citations.
Ethical Behavior, Diversity, and Civil Discourse Scoring Guide
Due Date: Sat 5/30
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
20%
Does not identify connections among issues of ethical behavior, diversity, and civil discourse and a given educational specialization.
Identifies connections among issues of ethical behavior, diversity, a.
Paper on topic Date visualization A critical evaluation of its ar.docxhoney690131
Paper on topic: Date visualization: A critical evaluation of its art & science.
Abstract (1 page)
Introduction ( 1 Page)
Literature Review (3 pages)
Methodology (3 pages)
Interpretation (3 pages)
Conclusion (1 page)
Recommendation (1 page)
References - 8
.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docxhoney690131
PAPER EXPECTATIONS
Follow the instructions.
Make your ideas concise.
Use as few words as you can to make your statements. This will allow you more room to develop your great ideas!
Avoid repetition and redundancy
of both ideas and words. This is the issue that I usually subtract the most points for, so take care.
For example, when you edit your papers, make sure that you don’t say “Cool Herc is widely accepted as the originator of hip hop”, and then two sentences later, “As Cool Herc is the originator of hip hop…”. See how these two are the same idea? If the reader already has the information, repeating it just takes up space. Another thing to avoid is using the same word multiple times in quick succession. For example: “I found it exciting to listen to the this music. Eri B. has an exciting tone to his voice. When I hear how he flows when he strings words together, I feel excited.” See how ‘excitement’ occurs three times in three sentences? Here’s another more subtle example: “He used the turntable as a way to switch songs seamlessly, using the scratch method to cover up the different beats that were used in each song.” In this example, the word ‘use’ occurs three times in the same sentence! Because it’s a less emotional word, it might be harder to catch, but it’s just as problematic.
I like to see ‘I’ statements.
I find that turning the focus on yourself (especially when we are dealing with sensitive issues and incorporating personal experience, as I encourage) is a great way to avoid generalizing groups and ideas. If your statement is clearly from your perspective, then I as a reader can empathize with your position. If you use lots of ‘we as a generalized group of people act and feel this specific way’, it makes me wonder what research you’ve done, what data points you have, and how many people you have interviewed in order to have that knowledge.
Going off of the previous expectation:
BE SPECIFIC!
If you do make a generalized statement about a situation, back it up with details. Show the research. Reference or quote the authors who initially made the observations and put their work into context. If you tell me that Cool Herc is largely agreed to be the originator of hip hop, tell me why and give examples.
For example, something with detail and context would be: “Although Jamaican soundsystem culture is at the roots of hip hop, Cool Herc was the first to create tracks sourced from James Brown, using the funkier, harder beats that we’ve come to associate with hip hop today.” See how this gives specific details and context on either end of the statement that Cool Herc was the first person to make hip hop?
Make sure you include proper internal references, and construct your bibliography following MLA format
. In your paper, I like to see at least (Author, Date of Publication). For example: “Cool Herc is widely agreed to be the originator of hip hop(Babin 2020).” This tells me you got the information from the .
Paper Instructions 5) Paper should be 5-7 pages (excluding title pag.docxhoney690131
Paper Instructions 5) Paper should be 5-7 pages (excluding title page and references). APA format is required. There should be headings for each question answered. Be sure to review the rubric prior to writing your paper. Be careful to answer each section of the question asked. https://excellentwriter.xyz/education-homework-help/for-this-assignment-you-will-conduct-a-taste-test-using-at-least-7-participants/ This is a formal paper, so formal, professional language should be used, rather than conversational language.
Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. VIGNETTE Billy Brown Case Billy Brown is an 11 years old, and referred to you because it has been determined that he has been abused by his mother. Billy’s teacher reported the situation to protective services when she saw unexplained bruises on Billy’s arms and the intake worker who responded, founded a case of abuse. You are employed by Child Protective Services and will manage the case, which has been transferred to you from the intake emergency worker. Lorene Brown is Billy’s Mother. She is 28 years old, unemployed, and did not complete her high school education. She receives welfare benefits and lives in a small apartment she shares with a man whom she calls her boyfriend. Lorene is divorced and Billy’s father has shown no interest in him since he was born. Lorene is uncertain if he is incarcerated or not, and doesn’t know his whereabouts. Lorene and her boyfriend often engage in sexual behavior in the presence of Billy, who pretends not to see it, as their apartment is a studio. Lorene knew her boyfriend for 2 weeks before he moved in.
Lorene app.
Paper format and information4-5 pages in length.Papers mu.docxhoney690131
Paper format and information:
4-5 pages in length.
Papers must thoroughly explore the notable contributions of each performer.
Double spaced.
Use an easily readable font like Arial. Also use 12 point type.
Include sources in a bibliography at the end of your paper: Books, periodical articles, internet articles, etc.
EXAMPLE:
Follow the guidelines for writing as presented in one of the following style manuals:
A Pocket Style Manual
(Links to an external site.)Links to an external site.
(2016), by Diana Hacker and Nancy Sommers (7th edition) Publisher: Bedford/St. Martin's: ISBN-10: 1319083528
The MLA Handbook (Links to an external site.)Links to an external site.
(Eighth edition)
, by Joseph Gibaldi. New York: Modern Language Association. 2016 ISBN-10: 1603292624
Note: At least 4 different sources for your information!
.
Paper in Health care quality management strategies - recent arti.docxhoney690131
Paper in Health care quality management strategies - recent articles it could be in Quality risk factors, Management strategies, Risk management patient, quality management in health care.. Use previous articles compare one disease for two countries then analyze and develop their strategies Make Saudi Arabia one of them or compare Saudi Arabia with other health care system such as European or America.
.
Paper 2 Assignment POT 2002.Assignment Write a 1000 wor.docxhoney690131
Paper 2 Assignment
POT 2002
.
Assignment: Write a 1000 word paper (= 3-4 pages, double-spaced) on one of the
following topics:
1.) In The Prince, Machiavelli writes: “And let no one resist my opinion on this
with that trite proverb, that whoever founds on the people founds on mud.”
According to Machiavelli, how should a prince “found on the people”? How does
his advice ultimately benefit the people?
2.) Take a look of the foundations of the social contract in both Hobbes and
Locke. How do their different assumptions about human nature and the state of
nature inform their theories? How does this result in their different conceptions
of civil society/government? Identify and analyze at least two different
assumptions and speak about the implications for their theories.
Papers cannot be submitted by email under any circumstances
Guidelines for Papers
1. Your paper is supposed to be an interpretation of some aspect of the
work(s): in other words, an argument concerning some aspect of the work
based on analysis of relevant textual evidence. Your paper is not supposed
to be a summary of the work, a statement of your opinion about the work, or a
discussion of its historical significance or relevance. Frame your paper as an
investigation of why and how the author makes the argument he or she does
rather than simply saying what is said. Turn your topic into an argument.
2. Give a clear statement of your argument at the beginning of your paper.
3. Unify your paper with a single argument with a logical development from one step of
the argument to the next. Do not make your paper a collection of separate points or
examples.
4. Every time you state that the author states or argues something you should
have evidence to support your statement, either in the form of a quotation or a specific
textual reference. Only quote what you need for your purposes. Try to look at your
quotations as something more than mere evidence, and instead as material that you
can analyze (break down into its parts in order to interpret it) in order to make your
argument.
5. Use clear and simple language, but a formal style. Obscurity is not profundity. Make
sure that you know the meaning of the words you use. You are writing a formal paper,
not an email message. Avoid colloquial or chatty language. Do not use contractions:
not using them reminds you of the appropriate level of discourse for your paper.
Criteria for assessing your work:
1. Do you have a clear statement of your argument?
2. Do you provide relevant evidence?
3. Are your reasoning and writing clear and effective?
4. Do you demonstrate understanding of the work(s) you are analyzing?
5. To what degree do you address the most important questions and problems
posed by the work(s) you are interpreting?
Warning: If your paper is effectively a summary of the work rather than an interpretation
of it, then the best grade you can possibly receive .
Paper detailsUnit 4 Discussion Prompt1. What is the .docxhoney690131
Paper details:
Unit 4 Discussion Prompt:
1. What is the primary distinction between early management theories and contemporary theories?
2. Discuss how management differs from leadership and give an example contrasting the two functions.
3. How do you define personal power? Of the power bases described, what resonates most with you?
4. Do leaders always need to be team players? Why or why not?
Participation Requirements:
Consult the grading rubric for the grading criteria.
Original discussion board posts:
• Create a thread for your original post identified with your name.
.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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The utilization of land is impacted by human needs and environmental factors. In countries
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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1. PAGE
- 8 -
Major Assignment 3 (Presentation)
Spring Semester 2020
English 272
T. Stuckert, Instructor
English 272: Introduction to Technical Communication
Major Assignment 3: Presentation
Information – Spring 2020
Important Note: Presentations similar to this one have been
developed by students in previous semesters in this course as
well as other Intro to Technical Communication courses.
Remember that plagiarism on this assignment will not be
tolerated. This includes copying text, slides, and/or graphics
from another student’s work (from this semester or a previous
semester) as well as incorrectly citing, paraphrasing or quoting
information.
If you will be completing this as a collaborative assignment, it
may be difficult to determine which group member is
responsible for presentation content that contains plagiarized
information. Because of this, all members of group will suffer
the consequences of plagiarism. It is the responsibility of all
group members to review the content of this assignment to
insure that none of the work has been plagiarized.
Review the information on the University’s Honor Code and
Academic Honesty Academic Integrity policies in the Syllabus
for more information on this issue.
IMPORTANT NOTE: You are required to develop a PowerPoint
presentation for MA3. DO NOT develop a presentation using
2. Prezi or any other slideware (such as Google slides). You will
receive zero (0) credit for a presentation that is in a format
other than PowerPoint.
Introduction
The purpose of this assignment is to give you an opportunity to
apply many of the concepts you have learned throughout the
semester. The assignment will involve planning and developing
a PowerPoint presentation. You will not deliver or present the
PowerPoint to an audience. However, your presentation must be
designed so it would be effective if it were presented in both of
these situations:
· in-person presentation with the speaker and audience present
and
· digital presentation viewed by the audience on a digital device
(without recorded audio narration)
It is very important to remember this when designing your
presentation.
Designing the presentation so it will be successful in both
situations will impact slide design and content. Remember,
explanations of graphics and slide content that would be
provided verbally with an in-person presentation must be
provided in the slide content for a digital presentation that does
not make use of recorded audio narration.
Presentation Goal and Topic
Your goal and topic for the presentation will be the same as
your goal and topic for Major Assignment 1: Provide
information for a general reader audience with an interest in the
subject matter but little or no prior knowledge or experience
with the subject.
Topic Selection Form
You will submit a topic selection form to your instructor via an
email attachment. The form is located in the MA3 link in
Canvas. If you are working in a group, one form will be
3. submitted per group.
Objectives
1. Apply presentation design concepts to the planning and
development of a PowerPoint presentation that includes slides
and multimedia content.
2. Apply concepts of effective slide design to presentation
design and development.
3. Work effectively in a collaborative group (if applicable) to
plan and create a presentation.
4. Research and develop content, arguments and other
supporting detail in a presentation.
5. Apply concepts for selection and development of effective
graphics in a presentation.
Collaboration vs. Individual Work
You will complete this assignment by yourself or in a group of
two or three. If you choose to work in a group of two or three,
you can work with students from my other sections.
· If you choose to work by yourself, you will have to develop a
presentation that covers the same subject and content as your
MA1 article (even if you completed MA1 in a group).
· If you work in the same group as you did for MA1, you will
have to develop a presentation that covers the same subject and
content as your MA1 article.
· If you choose to work in a group that is different from your
group for MA1 or if you worked by yourself for MA1, you will
have to decide which MA1 article you use as the basis your
MA3 presentation.
If you work in a group for MA3, one of the greatest concerns is
a situation where one student does all the work and the other
group member(s) do little or nothing. It is crucial that each
member in a group share equally (50% each for a group of two
and 33% each for a group of three) in completing work on each
phase of the assignment: planning, research, drafting, revising,
4. and editing/proofreading. Do not take an approach where one
person does planning and research, another does drafting, and a
third does revising, and editing/proofreading. It just doesn’t
work. Remember that ultimately, it is the responsibility of the
group members to make certain that the workload is shared
equally and that everyone produces quality work.
If you have concerns about one or more members of your group,
you will do the following as soon as you notice that work is not
being shared equally or that there is an issue with the quality of
the work. Do not wait until the assignment has been completed
to express this concern.
· Discuss the situation with the group member who is not
working to his or her potential. Do your best to convince the
student that sharing the workload is important and that not
sharing the workload evenly is unfair.
· Make certain the student knows exactly what he or she should
be working on for the assignment.
· Set dates when portions of the work should be completed.
· Make sure that all members of the group keep in touch via
email, text, etc.
If you do not get a good response from following the above
points, send me an email providing the following information:
(Note: You will only send this email if you had concerns about
the workload or quality of work for one or more members of
your group.)
· Identify the individual in your group who is not doing their
share of the work and/or is producing poor quality work without
making any effort to improve.
· Completely describe the workload and/or quality issues and
how they have impacted your group.
5. · State the percentage of work the members of the group have
completed.
· In order to be fair to other members of the group, should the
individual(s) grade be reduced due to lack of participation
and/or poor quality work? If so, how many points?
· This email must be sent while you are working on the
assignment. Do not wait until the assignment has been
completed.
· Be sure and use this subject line in your email: MA3 Eval
Info class time (example: MA3 Eval Info 9).
I will, in most cases, contact the student you identify in order to
obtain an explanation for his/her reduced quality or quantity of
work and participation. This might result a reduction in the
student’s grade. Remember, you will only send this email if you
felt the workload was unequal or the quality of work of one or
more members of your group was substandard.
If I do not receive expressions of concern about group members
from other group members, everyone in the group will receive
the same grade for the assignment.
Sources of Information on Developing Effective Presentations
Review the following presentations in the Presentations topic in
Canvas. These will be discussed class and will provide a good
background on how to create effective presentations.
· Oral and Digital Presentations SP 20
· Making Effective PowerPoint Slides SP 20
· Gettysburg Address in PowerPoint SP 20
· Edward Tufte on PowerPoint
Including a Video in the Presentation
One of the biggest mistakes one can make in developing a
presentation is to use slideware exclusively. There are a number
of reasons for this that are covered in the do0cuments in Unit 5:
6. Presentations. The bottom line is that a presentation cannot be
effective unless other media are used in addition to the slide
content. You will be required to use at least 1 multimedia item
in your presentation. The most convenient and effective
multimedia to use in a presentation is an embedded video.
· If you used a video as one of the graphics in MA1, you can
use that same video to fulfill the multimedia requirement for
MA3.
· The video will count as one of the minimum 3 required
graphics for the presentation.
· The video must be an image from the video and not a box
filled with a solid color.
· If a video you used in MA1 cannot be inserted with an image,
you will have to locate a different video that does.
· Clicking on the image must open the video either in the slide
in a separate screen.
· The video image must be correctly titled and sourced as shown
in the MA3 Presentation Demo.
· The video must be introduced and explained in terms of how it
relates to the presentation in text
that precedes the video link.
· Follow the video link with follow-up information that will
help the audience transition to the next point or topic in the
presentation.
Presentation Requirements
The presentation must follow all the concepts of effective
communication and design that have been discussed throughout
the semester as well as information on effective slide design
discussed in class and documents posted to Canvas on this
subject.
7. Your presentation must meet the following requirements:
· General Slide Design Use a background color and/or design
that contrasts with the text. See information in the PowerPoint
“Making Effective Power Point Slides.” Note that you should
use light backgrounds with dark text.
· Presentation Organization and Content
The following are found in most presentations. Specific content
will be determined by the purpose and content of the
presentation as well as the audience.
· Title Slide Be sure and use an effective title and by-line
(name(s) of individual(s) in your group). Use a background
image in the title slide that will capture the interest of the
audience. The background image in the title slide does not count
as one of the minimum 3 content graphics for the presentation.
Indicate the source of the background image as you would other
graphics in the presentation (see below). You can use the
background image you used in your MA1 article.
· Contents Slide The 2nd slide in your presentation must list
the topics that will be discussed in your presentation. This is
not an outline. It is more like a table of contents.
· Background information This should involve 1-2 slides that
provides the reader with background information that relates to
your topic. This is the kind of information that will help the
reader understand the remainder of the presentation. At the
beginning of this section, you should inform the reader of the
purpose of the presentation (this should be based on the thesis
in the introduction of your article – assuming you had an
effective thesis).
· Body Your presentation should follow the sub-topics in your
application (assuming your sub-topics were complete and
correctly ordered).
Be sure and discuss the social, cultural, ethical, and/or
psychological effects of the technology you selected. This
should be placed in the last half of your presentation.
8. · Conclusion This will be 1 or 2 slides that will provide the
reader with a brief summary of the main points discussed in the
presentation. Remember, this is your last (and maybe only)
chance to achieve your goal in your presentation. This is also
the last information your audience will see and most likely what
they will remember.
· Sources This will be a complete list of the sources used in
both the content of your presentation as well as your graphics.
If you use MLA, title this section Works Cited and if you use
APA title it References. Be sure and space between each
reference. References must be in alphabetical order, and do not
separate the content sources from the graphic sources.
· Note: Due to the nature of this assignment, you do not have to
include a slide at the end of the presentation that invites the
audience to ask questions.
· Graphics
· You are required to have at least 3 content graphics in your
presentation. That being said, you must have as many graphics
as are needed for your audience to fully understand what is
being communicated. Many of you will find that more than 3
graphics will be needed. Content graphics do not include the
graphic used in your title slide.
The required video counts as one of the 3 content graphics.
· You can use graphics from the MA1 article. This, of course, is
assuming that the graphics used in MA1 were effective and
contributed to the audience’s understanding of the content of
the presentation.
· Do not use images that the audience is familiar with. Graphics
must be appropriate for a general reader audience.
· The graphics can be photographs, drawings, tables, charts,
graphs, maps, etc.
· Follow all guidelines discussed in class and the PowerPoints
regarding effective graphics.
· Make sure your graphics do not include chartjunk (what
9. constitutes chartjunk has been discussed in class during the
semester – if you are uncertain of this, feel free to contact your
instructor)
· Graphic Title, Number and Source Information:
· In general follow the examples and information in the
document: “MA3 Presentation Demo SP 20.ppt” in Canvas for
the graphic title, number and source information. These
guidelines are summarized below:
· Indicate a number for a graphiconly if there is more than one
graphic on a slide by placing “Figure 1” before the title.· All
graphics must have a title that describes the graphic content.
This might be the original title of the graphic or a title you give
to an untitled graphic. Be sure and use correct punctuation as
indicated in the How to Cite and Label Digital Images and
Videos SP 20 under MA1 in Canvas.
· Place the number and/or title below the graphic using Arial 16
pt. bold text centered on the graphic.
· Place the number and/or title in a text box. This will insure
proper alignment by centering the text and placing it just below
the bottom of the graphic. Be sure to use correct capitalization
in graphic titles.
· Indicate source information for borrowed graphics at the very
bottom of the slide, left justified following the word “Source:”
followed by a parenthetical citation with the parenthesis
removed in Arial 11 pt. plain text. Placing the source
information in a text box will insure proper alignment.
· The source information must match the beginning of each
citation in the Works Cited or References list at the end of the
presentation.
If there is more than one graphic on the slide, Use “Figure 1
Source:” followed by a parenthetical citation with the
parenthesis removed. On the next line, “Figure 2 Source:”
followed by a parenthetical citation with the parenthesis
removed.
· Box graphics that do not contrast on all four sides with the
10. slide background.
· Remove all chartjunk (e.g. distracting titles, source
information, etc. from graphics).
· Graphic titles should not be inside the graphic. Titles must be
below the graphic border as described above.
· Text
· Use good design and content for the text used in the
presentation slides. Take into consideration contrast (text color
vs. background) as well as font size and style. Make sure your
text is concise and easy for your audience to read.
· IMPORTANT: Follow font and font size guidelines in “MA3
Presentation Demo SP 20.ppt” in Canvas.
· Four key points to keep in mind:
· Keep the points made in slides brief. You should avoid
complete sentences and paragraphs. Instead, use short, high-
impact phrases that convey considerable meaning in a few
words.
· Avoid lengthy quotations in slides by using ellipses ( … ) to
remove portions of a quote that are not relevant.
· Individual points in PowerPoint presentations must appear one
at a time and not all at once (use animation for this).
· Since you are using short phrases, use a sans serif font for all
text used in slides.
· Length
· You must have a minimum of 12 slides in your presentation
(not including the title slide, table of contents slide, and the
Works Cited / References slides).
· Use of Outside Sources
· You are required to use a minimum of three (3) outside
sources in your presentation not including sources used for
graphics.
· You can use the sources from MA1. You can also add sources
not used in MA1.
11. · If you quoted from outside sources or paraphrased uncommon
knowledge used in presentation slides, cite the information with
parenthetical in-text citations on the slides. See “MA3
Presentation Demo SP 20.ppt” for examples.
· Place the Works Cited (MLA) or References (APA) on the last
slide of the presentation.
· Use a smaller font (1 to 2 font sizes smaller) for your in-text
citations so they do not distract the audience from the slide
content. See “MA3 Presentation Demo SP 20.ppt”
· Complete and correct citations must be used in the Works
Cited / References list. Include graphics citations in the Works
Cited / References list (even though complete graphic citations
were placed at the bottom of slides with graphics).
· If you use information from a graphic source in slide content,
you will have one item in the Works Cited / References list for
the graphic and another for the information used in slide
content. The reason is that the content of references for graphics
is different than that of text references.
Getting Help with Major Assignment 3 (Questions and Drafts)
There are two ways of obtaining help with MA3:
1) Email general questions about the assignment.
2) Send your draft as an email attachment or post to the MA3
Drafts link in Canvas. Attach a portion of your draft or the
complete draft. Your draft must be a Word doc or a Word doc
and a pdf. There will be no points or credit assigned for these
voluntary drafts.
· You can submit as many drafts as you want.
· Do not submit drafts of MA3 to the assignment link titled
MA3 Final (this is only for your completed assignment that is
ready for grading).
· If you are working in a group, one group member should
submit the draft and share the comments with the other
12. member(s) of the group.
· IMPORTANT: In your email or the comments box in Canvas
explain what you want me to review in your draft. Do not ask
that I review everything in the entire draft. I will not review
your draft if you do not let me know what you want me to
review.
· Comments will be written in the body of an email or in the
comments box in Canvas. I will not record my comments unless
there is an unusual situation that warrants recorded comments.
If you have questions about my comments please contact me via
email.
Submitting Your Presentation to Canvas
· If you complete the assignment with one or two other students,
each member of your group will submit identical PowerPoint
files to Canvas by the assignment due date.
· DO NOT submit a presentation using Prezi or any slideware
(such as Google slides). You will receive zero (0) credit for a
presentation other than a PowerPoint.
· When your PowerPoint is opened, it must run as a presentation
with animation within slides advancing with a mouse or
keyboard arrow click.
· Name your PowerPoint file as follows: MA3 Pres last name(s)
of group members class time (9, 10, 12, 1)
Example: (please note the spaces between each item)
· 3 person group (all from same class): MA3 Pres Jones Smith
Wilson 9
· 2 person group (all from same class): MA3 Pres Smith Wilson
9
· 2 person group (from different classes): MA3 Pres Roberts 9
Pickett 12
· 1 person group: MA3 Pres Smith 9
· IMPORTANT: It should not be necessary to submit a pdf
version in addition to the PowerPoint due to concerns about
style and format.
13. · IMPORTANT: Immediately after submitting your assignment
(but before the deadline), check Canvas to make sure the
assignment has been submitted. If it is not there, resubmit or
locate a computer and/or connection that will allow the
assignment to post.
It is YOUR RESPONSIBILITY to make sure your assignment is
submitted by the deadline. “I thought I submitted it” is not a
legitimate reason for not having the assignment in Canvas by
the deadline.
Grading CriteriaYour grade will be based on the extent to which
you have met all the criteria for the assignment as well as
correct sentence structure, grammar, spelling, mechanics, etc. A
rubric will be used in grading your assignment. You should
review the rubric to make sure your presentation conforms to
the requirements before you submit your presentation for
grading.
MA3 Basic Requirements Summary Table
Individual / Groups
· you will complete the assignment in a groups of 1, 2 or 3
Due Date
· Wednesday. April 29, 2020 at 11:30 pm in Canvas
Mandatory Draft Check
· No required draft check
Topic Selection Form
· Due Wednesday April 22, 2020 (email attachment – not
Canvas)
· No credit will be given for this topic selection form
14. Outside Sources
· minimum of 3 different outside sources (does not include
source(s) for graphics) – use as many outside sources as are
necessary
· note: multiple use of references to the same source will count
as one reference
Graphics
· minimum 3 content graphics (use as many graphics as are
needed to give your audience a visual of the points you are
communicating)
· use correct graphic labeling
· the 3 content graphics are in addition to the title slide graphic
Multimedia Item
(video)
· you are required to have at least 1 multimedia item
· a video is the only multimedia item that will work for a
presentation that is designed for both digital and in-person use
· this will count as one of the required content graphics
A Method to Automatically Detect Fish Aggregations
15. I
ndividuals are created different with different personalities
which make them develop interests and pursue dissimilar
hobbies. Some people also gain interest in other people’s
avocations and do all it takes to learn with an intention of
emerging experts at such. With the constant technological
advancements, learning such hobbies has been a lot easier as
compared to the ancient time when people entirely relied on
traditional forms of learning and acquiring avocational skills.
For instance, fishing is a hobby that many people from all parts
of the world not only find interesting or challenging but are also
engaged in for some extent of economic gain. Scientists have
helped out in coming up with devices like an electronic fish
finder that helps in locating fish and making the fishing sports a
bit interesting. There are numerous concerns regarding this
sport, most of which question the ethical nature using the device
and whether it has any beneficial or detrimental effects and
poses any unfair advantage. This paper is determined to make
the audience understand the electronic fish finder in detail.
Title Graphic Source: me
By
Learning about the Electric Fish Finder
The electronic fish finder is a sports fishing device that was
developed in the verge of technology to assist people in the
fishing industry in locating fish. At the same time, the device
was developed to make fishing easier than it used to be when
done the traditional way since school of fish already developed
avoidance mechanisms and different migratory patterns that
made the sporting activity much more stressful (Vatnehol et al.
1803). The electronic fish finder uses state of the art
technologies such as GPS and SONAR to detect schools of fish.
SONAR means Sound Navigation and Ranging (Mehnazd par 1).
16. They also detect the migration patterns of fish as it maps
schooling fish closer to the water surface. Moreover, this device
not only discover and evaluate the reaction of fish towards
avoidance but also their abundance and sizes in their distinct
schools.
The electronic fish finder combines different techniques and
applies them in order to bring precision and accuracy regarding
location of schools of fish. The fish sonars have multi-
frequencies domains of echo sounder system that ultimately
provide coverage (Vatnehol et al. 1804).
Figure 1: The Lowrance Structure Scan 3D
Source: West Marine
The applied data-processing methods entail the use of image
processing approach which connects the neighboring pixels
which surpass a given level of threshold. The sonars have
systems that make real time transmission on video screens after
capturing and registering echoes of Bluefin tuna school.
Apparently, the device is dedicated to search for fish accretions
or groups in the given range. Before the invention of the elect
electronic fish finder, individuals with interests in fishing faced
the avocation traditionally without any clues of where schools
of fish could be in abundance. This situation made the hobby
less more interesting.
Located in the United States of America, Lowrance Marine &
Fishing Electronics has existed for over 50 years and is
concerned with the manufacture of marine electronics. The
company has its headquarters in Tulsa, Oklahoma, U.S. and
constantly comes up with innovative products that are essential
for both recreational and commercial activities. Again, the
company is dedicated to manufacture consumer sonar and GPS
receivers together with other essential systems for digital
mapping. The company has its marketing department which
reaches out to various consumers in the fishing market, be it
individual fishermen or different companies who does
commercial fishing both in freshwater lakes and in the coastal
17. regions.
Positive Effect of the Fish Finder
A number of benefits surround the use of Lowrance
StructureScan 3D Module & Transducer that the company
manufactures. In the first place, the end users not only find the
3D fish finder useful because of the GPS system which shows
the precise location of the boat they are using but also the fish
in different terrains of water. Individuals are able to use the
device and locate the fish in spawning time. The fact that
people are able to use the device in all weather patterns creates
a favorable advantage to people who value fishing and pursue it
as an avocation (The GPS Store par 2). This means that they can
go fishing regardless of the weather, including under ice
fishing, snow, when it is raining or in fast flowing rivers.
Figure 2: The Photographic Representation of a Deeper Smart
Sonar Pro +
Source: Deeper Smart Sonar Pro +
Moreover, the fish finder is a device that helps the fishermen to
examine the speed of the boat they are using. It is also worth
noting that the device is not only meant for commercial
purposes but also for individual use. The device comes with a
variety of power voltages where the customers consider the
right voltage depending on the places they intent to go fishing.
Individuals interested in fishing in the deep and salty water
surfaces go for the fish finders with high peak watt. The other
advantage of this device is that is has trackback ability which
makes tracing movement of the boat an easier task (The GPS
Store par 2). The fishermen are able to track their movements
from time to time.
“Fish finders gives the fisherman the options of viewing the
depth, aqua structure, and fish hiding locations, speed and also
depth temperature”
18. (The GPS Store)
Figure 3: Example of patterns generated in sonar
Source: ICES Journal of Marine Science
Negative Effect of the Fish Finder
However, the device also have questionable aspects that
ultimately pose a raft of negative features. Ballanti (par 16) has
identified a limitation to detect fish using the fish finder
concerning the complexity of their coverage. The noise that
comes from other sources like the flow of water, rain, boat
motors creates a great deal of interference with the detection of
fish. Again, the device encourages unethical behaviors among
individuals who engaging in fishing as a sporting activity. For
example, the device is able to allocate fish regardless of the
prevailing situations. As such, individuals may locate
endangered fish species and participate in illegal fishing. At the
same time, the use of the electronic device may pose
detrimental effects to the endangered fish species. This is
unethical behavior which is not only inconsiderate to the
environment but also to the fish species which are meant to be
preserved for their continuity of existence.
Personal Reactions
The fact that the electronic device has the ability to locate
schools of fish in their scarcity poses an immense threat to their
survival. Their remoteness is also compromised hence making
them vulnerable to any illegal activities that the fishermen may
undertake. It is worth noting that the device creates an unfair
competitive advantage to competitors given that sports fishing
competitors who fail to deploy the electronic device do not
19. stand a chance against those who do. In essence, the device
utilizes sonar tracking and geo-location software such as GPS
and GLONASS to accurately determine the precise location of
schools of fish, thus giving users an unfair competitive
advantage.
The unfair competitive advantage springs up in dissimilar forms
in the fishing sporting activity. For instance, individuals who
are unable to possess the device go fishing without any clue of a
precise location of the schools of fish. On the other hand,
individuals who have the device will go straight to where fish is
found in plenty and fish as they please. This is the same case
even for the companies that undertaking fishing for commercial
purposes. From an analytical point of view, it is clear that the
device does not defeat its original purpose. This is mainly
because the device helps save time in sports fishing, consistent
with its intended purpose.
As much as there are several concerns regarding the electronic
fish finder, it is hard overlooking the technological
advancements which makes this kind of sporting activity an
easier task. Individuals who value fishing and pursue it as an
avocational activity need to use the device and experience it
convenience, reliability and efficacy. The device has a lot of
beneficial aspects that easily override the detrimental effects
(McInnes et al. 3). Nevertheless, it is advisable for the
fishermen to observe ethical behavior while fishing and not to
overfish or capture the endangered fish species.
On a Final Note
The paper above has given the details surrounding the electronic
fish finder that is used for avocational purpose. Technological
advancement has availed an easier means of locating the exact
location of schools of fish using GPS and Sonar to detect
schools of fish. The device serves its intended purpose of
making the sporting activity much easier than the traditional
20. way of fishing. Some benefits of the device include the
precision of locating fish and tacking ability while the
detrimental aspects encompass locating even the endangered
species of fish and provision of unfair competitive advantage.
The device therefore helps save time in sports fishing,
consistent with its intended purpose.
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