Story board for evalution
•Download as PPT, PDF•
0 likes•541 views
The document asks a series of questions about how media technologies were used in planning and evaluating a media product, how the media product compares to real media forms and conventions, and what was learned from audience feedback. It inquires about the construction, research, and evaluation process, how the media product does or does not follow real media conventions, and what insights were gained from receiving audience responses.
Report
Share
Report
Share
Recommended
Media Evaluation
The document discusses feedback received about a media product, including positive feedback that highlighted effective use of camera angles, editing, costumes, and special effects. Negative feedback noted some singing and drumming was out of sync and that there was no clear storyline. New media technologies were used in constructing, researching, planning and evaluating the project.
A2 Media Evaluation
This document asks four questions about how a media product uses conventions, the effectiveness of combining main and ancillary texts, what was learned from audience feedback, and how new media technologies were used in different stages of production.
A2 media evaluation
This document discusses a media evaluation project, asking about how the media product uses or challenges real media conventions, the effectiveness of combining the main product with other materials, what was learned from audience feedback, and how media technologies were used in creating and evaluating the project.
A2 level evaluation
The document outlines the evaluation criteria for a media product which includes answering questions about how it uses or challenges real media conventions and addresses its audience, how effective the combination of the main product and additional materials are, and what was learned from audience feedback and what technologies were used in creating the product.
Media evaluation questions
This document discusses evaluating a media product and how it develops audiences' understanding of societal issues and the effects of large brands on small businesses. It also considers the effectiveness of combining the main product with additional materials and what was learned from audience feedback, as well as the use of new media technologies in creating, researching, planning and evaluating the media product.
Economic Freedom Report (2010) Assessment from a Palestinian Perspective
Economic Freedom Report (2010) Assessment from a Palestinian PerspectiveFriedrich Naumann Foundation for Liberty (FNF)
This document summarizes and critiques a report on economic freedom in Arab countries from 2010. It notes several issues with how Palestinian data and economic conditions were assessed in the original report. Specifically, it questions the reliability and scope of some of the scores given to Palestine. It also argues that the definition of economic freedom used in the report is vague and could justify corruption. The summary criticizes the lack of consideration for wealth distribution and social implications of economic policy.Recommended
Media Evaluation
The document discusses feedback received about a media product, including positive feedback that highlighted effective use of camera angles, editing, costumes, and special effects. Negative feedback noted some singing and drumming was out of sync and that there was no clear storyline. New media technologies were used in constructing, researching, planning and evaluating the project.
A2 Media Evaluation
This document asks four questions about how a media product uses conventions, the effectiveness of combining main and ancillary texts, what was learned from audience feedback, and how new media technologies were used in different stages of production.
A2 media evaluation
This document discusses a media evaluation project, asking about how the media product uses or challenges real media conventions, the effectiveness of combining the main product with other materials, what was learned from audience feedback, and how media technologies were used in creating and evaluating the project.
A2 level evaluation
The document outlines the evaluation criteria for a media product which includes answering questions about how it uses or challenges real media conventions and addresses its audience, how effective the combination of the main product and additional materials are, and what was learned from audience feedback and what technologies were used in creating the product.
Media evaluation questions
This document discusses evaluating a media product and how it develops audiences' understanding of societal issues and the effects of large brands on small businesses. It also considers the effectiveness of combining the main product with additional materials and what was learned from audience feedback, as well as the use of new media technologies in creating, researching, planning and evaluating the media product.
Economic Freedom Report (2010) Assessment from a Palestinian Perspective
Economic Freedom Report (2010) Assessment from a Palestinian PerspectiveFriedrich Naumann Foundation for Liberty (FNF)
This document summarizes and critiques a report on economic freedom in Arab countries from 2010. It notes several issues with how Palestinian data and economic conditions were assessed in the original report. Specifically, it questions the reliability and scope of some of the scores given to Palestine. It also argues that the definition of economic freedom used in the report is vague and could justify corruption. The summary criticizes the lack of consideration for wealth distribution and social implications of economic policy.Media question 1 and co
This document is a series of questions asking the creator to reflect on how their media product used, developed, or challenged conventions of real media products. It also asks them to consider the effectiveness of combining the main product with additional materials, what they learned from audience feedback, and how they used new media technologies in creating and evaluating the product. The document consists of multiple repetitions of these questions.
Film Opening Evaluation
This document contains questions about how a media product uses or challenges conventions of real media, how it represents social groups, what type of institution it belongs to, who the target audience is, how the audience was attracted and addressed, what was learned from the technology, and what was learned from the preliminary task to the final product.
Film Opening Evaluation
This document contains questions about how a media product uses or challenges conventions of real media, how it represents social groups, what type of institution would distribute it, who the target audience is, how the audience was attracted and addressed, what was learned from the technologies used, and what was learned from the preliminary task to the final product.
Film opening evaluation
This document contains questions about how a media product uses or challenges conventions of real media, how it represents social groups, what type of institution it belongs to, who the target audience is, how the audience was attracted and addressed, what was learned from the technology, and what was learned from the preliminary task to the final product.
G324 Evaluation Guidance
This document provides guidance on answering questions for an A2 media evaluation. Question 1 addresses how the student's media product used, developed, or challenged conventions of real media genres. Key concepts addressed are genre and media language. Question 2 asks about the effectiveness of combining the main product with ancillary texts. The key concept is audience. Question 3 asks what was learned from audience feedback. This relates to the audience concept. Finally, Question 4 addresses the student's use of media technologies in production and evaluation, rather than key concepts. The document provides suggestions for using relevant media theories to analyze and justify answers.
Evaluation
This document evaluates the front cover, contents page, and double page spread of a media product. It contains questions about how the media product uses, develops, or challenges real media conventions and forms. It also questions how the product represents social groups, what type of media institution might distribute it, who the audience would be, and how the audience was attracted. Finally, it asks what was learned about technologies from constructing the product and what was learned from progressing from the preliminary task to the full product.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
Question 1A & Q1B – Skills and Processes
The document contains questions about media concepts and skills used in media coursework productions. It asks the student to discuss concepts like media language, genre, audience, narrative, and representation in their work. It also prompts the student to reflect on how they developed skills like research and planning, digital technology use, post-production techniques, and creativity over the course of their AS and A2 studies. The student is asked to provide examples from their productions and evaluate how these concepts and skills were applied and developed.
A2 evaluation guidance 2017
The document provides guidance for a coursework evaluation consisting of 4 questions. It outlines what should be addressed in each question response, including considering genre conventions and audience feedback. For question 1, students are to analyze how their media product conforms to or challenges real media forms and conventions. For question 2, they must design an audience questionnaire and analyze the feedback. For question 3, they should illustrate how their main product and ancillary texts work together effectively. And for question 4, students are to reflect on their use of media technologies throughout the project. The evaluation will be graded on a student's understanding, skills, and ability to communicate responses to the 4 questions.
G325 skills and theory
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed content.
The exam consists of two sections - Section A focuses on evaluating candidates' production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document outlines the specific criteria for questions in each section, including the production practices and media concepts assessed in Section A, and the six topic areas that will be the basis for questions in Section B. It emphasizes applying both historical and contemporary
G325 skills and theory
This document contains questions, prompts, and guidance for answering questions about media skills, concepts, and collective identity in three main areas:
1. Questions 1a and 1b address skills/processes and concepts respectively, prompting analysis of conventions, creativity, research/planning, post-production, digital technology, media language, genre, narrative, and audience in relation to four coursework productions.
2. Section B addresses media and collective identity, asking how contemporary media represent nations, regions, and social/collective groups through stereotypes, dominant ideologies, and heterogeneity/homogeneity.
3. Guidance is provided on applying relevant media theories and concepts to the representations, such as those relating to gender,
G325 Question Section A – Skills and Processes
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed content.
The exam consists of two sections - Section A focuses on evaluating candidates' own production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document outlines the specific skills, concepts, and topics that can be addressed in the exam. It emphasizes applying knowledge of industry, audiences, texts and debates to the chosen topic, and considering historical, contemporary and future aspects. Candid
G325 KNOWLEDGE, SKILLS AND APPLICATION
This document provides information and guidance about the exam for G325 Critical Perspectives in Media from the exam board.
The exam consists of two sections - Section A focuses on evaluating the candidate's own production work, answering two compulsory questions about skills development and applying a theoretical concept. Section B requires answering one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
For Section A, Question 1(a) requires describing and evaluating skills development over productions, focusing on areas like technology, research, or post-production. Question 1(b) requires selecting one production and evaluating it in relation to concepts like genre, narrative or representation.
For Section B
Media G325 Knowledge, Skills and Application of Theory
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed topics.
The exam consists of two sections - Section A focuses on evaluating candidates' production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document lists the production practices, media concepts, and contemporary media issues that exam questions may address. It provides guidance on preparing responses for Section B, emphasizing a historical, contemporary and future perspective using at least two media. Overall,
UX Research Methodologies
In this session we looked at the different kinds of UX research. Primary and Secondary research, foundational research, post launch research, qualitative and quantitative research. Attitudinal and behavioral research. We also looked at the benefits and drawbacks of different UX research methods. Lastly we covered how to chose a UX research method
How do you know you're ready for a Design Sprint?
For leaders who want their teams to embrace human-centered approaches and collaborate in new ways, Sprints are a fantastic way to start.
Join Highland’s CX Practice Director David Whited and Lead Experience Designer Amrita Kulkarni as they share how Research Sprints and Design Sprints make Design Thinking—a reliable methodology to address complex, ambiguous problems—accessible in a way they have never been before. David and Amrita will introduce the purpose and philosophy of Sprints, talk through the differences between Research and Design Sprints, and what kind of issues, problems, or opportunities are the right fit for each.
We’ll be joined by Jennifer Severns, CXO, and Jennifer O’Brien, Innovation and Insights Manager, from the American Marketing Association, who will share how their organization has used Sprints to catalyze a culture of Design Thinking at the AMA. They will reflect on the realities of introducing Sprints and Design Thinking into an established organization, sharing advice for helping others think and work in new ways.
Attendees will learn:
- How are Research Sprints different from Design Sprints
- When is the right time or moment to conduct a Sprint
- What it takes for Sprints to be successful
- How to amplify Sprint outcomes for change in your organization
Mad Pow Workshop Vf Copy
Workshop Materials from a recent workshop given by the Sachs Insights team and MadPow team about patient journey map design - how you design them, the role they play in an organization, and what makes a compelling story.
A2 g324 evaluation questions
This document provides guidance for students on evaluating a coursework assignment. It states that the evaluation is worth 20% of the total marks and will be uploaded to the student's blog. Students must individually evaluate and reflect on their creative process and experience. They must answer four questions that evaluate how their project used or challenged real media conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and what technologies they used. The document provides examples of high-quality evaluations and guidance on how students may choose to present their answers. It includes homework requiring students to design a feedback questionnaire over the half term break.
Evaluation questions
The student was asked to create help sheets with ideas for answering each evaluation question. In class, the sheets were passed around so each question could be filled in with what should be included in answers. The student then took photos of each individual sheet for future reference when answering the evaluation questions. The sheets provide guidance on addressing how the media product relates to real forms and conventions, the effectiveness of combining the product with other materials, what was learned from audience feedback, and how technologies were used in creating and researching the project.
Social Trends and Innovation - Patrick Roupin
Talk by Patrick Roupin, Kovent, at the STC India UX Conference on Saturday, August 27, 2011, conducted at WE School, Bangalore.
https://sites.google.com/site/stcindiaux/speakers#Patrick
Media dps power point
This document outlines a presentation that reviews multiple draft designs for a double-page spread created by individuals and a group. It includes draft designs by Fiona, Sarah, and three group drafts before presenting the final double-page spread design. The presentation evaluates the design process.
Ancillary advert ,fn
This document contains draft advertisements from 4 individuals - Colleen, Xanthe, Fiona and Sarah - as well as 2 group draft advertisements. The drafts span 6 slides with the final group advertisement on slide 8.
More Related Content
Similar to Story board for evalution
Media question 1 and co
This document is a series of questions asking the creator to reflect on how their media product used, developed, or challenged conventions of real media products. It also asks them to consider the effectiveness of combining the main product with additional materials, what they learned from audience feedback, and how they used new media technologies in creating and evaluating the product. The document consists of multiple repetitions of these questions.
Film Opening Evaluation
This document contains questions about how a media product uses or challenges conventions of real media, how it represents social groups, what type of institution it belongs to, who the target audience is, how the audience was attracted and addressed, what was learned from the technology, and what was learned from the preliminary task to the final product.
Film Opening Evaluation
This document contains questions about how a media product uses or challenges conventions of real media, how it represents social groups, what type of institution would distribute it, who the target audience is, how the audience was attracted and addressed, what was learned from the technologies used, and what was learned from the preliminary task to the final product.
Film opening evaluation
This document contains questions about how a media product uses or challenges conventions of real media, how it represents social groups, what type of institution it belongs to, who the target audience is, how the audience was attracted and addressed, what was learned from the technology, and what was learned from the preliminary task to the final product.
G324 Evaluation Guidance
This document provides guidance on answering questions for an A2 media evaluation. Question 1 addresses how the student's media product used, developed, or challenged conventions of real media genres. Key concepts addressed are genre and media language. Question 2 asks about the effectiveness of combining the main product with ancillary texts. The key concept is audience. Question 3 asks what was learned from audience feedback. This relates to the audience concept. Finally, Question 4 addresses the student's use of media technologies in production and evaluation, rather than key concepts. The document provides suggestions for using relevant media theories to analyze and justify answers.
Evaluation
This document evaluates the front cover, contents page, and double page spread of a media product. It contains questions about how the media product uses, develops, or challenges real media conventions and forms. It also questions how the product represents social groups, what type of media institution might distribute it, who the audience would be, and how the audience was attracted. Finally, it asks what was learned about technologies from constructing the product and what was learned from progressing from the preliminary task to the full product.
Final lesson evaluations a2
This document provides guidance for students completing an evaluation for a media coursework unit. It includes the marking criteria, which allocates 20 marks for planning and presentation, 60 marks for construction, and 20 marks for evaluation. Students will upload their evaluation to a blog. The document also provides examples of how students can structure and present their evaluation, including using various digital tools and formats. It emphasizes analyzing audience feedback, use of forms and conventions, and reflecting on the use of media technologies and skills development. Homework involves designing a feedback questionnaire and collecting responses over half term to analyze for one of the evaluation questions.
Question 1A & Q1B – Skills and Processes
The document contains questions about media concepts and skills used in media coursework productions. It asks the student to discuss concepts like media language, genre, audience, narrative, and representation in their work. It also prompts the student to reflect on how they developed skills like research and planning, digital technology use, post-production techniques, and creativity over the course of their AS and A2 studies. The student is asked to provide examples from their productions and evaluate how these concepts and skills were applied and developed.
A2 evaluation guidance 2017
The document provides guidance for a coursework evaluation consisting of 4 questions. It outlines what should be addressed in each question response, including considering genre conventions and audience feedback. For question 1, students are to analyze how their media product conforms to or challenges real media forms and conventions. For question 2, they must design an audience questionnaire and analyze the feedback. For question 3, they should illustrate how their main product and ancillary texts work together effectively. And for question 4, students are to reflect on their use of media technologies throughout the project. The evaluation will be graded on a student's understanding, skills, and ability to communicate responses to the 4 questions.
G325 skills and theory
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed content.
The exam consists of two sections - Section A focuses on evaluating candidates' production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document outlines the specific criteria for questions in each section, including the production practices and media concepts assessed in Section A, and the six topic areas that will be the basis for questions in Section B. It emphasizes applying both historical and contemporary
G325 skills and theory
This document contains questions, prompts, and guidance for answering questions about media skills, concepts, and collective identity in three main areas:
1. Questions 1a and 1b address skills/processes and concepts respectively, prompting analysis of conventions, creativity, research/planning, post-production, digital technology, media language, genre, narrative, and audience in relation to four coursework productions.
2. Section B addresses media and collective identity, asking how contemporary media represent nations, regions, and social/collective groups through stereotypes, dominant ideologies, and heterogeneity/homogeneity.
3. Guidance is provided on applying relevant media theories and concepts to the representations, such as those relating to gender,
G325 Question Section A – Skills and Processes
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed content.
The exam consists of two sections - Section A focuses on evaluating candidates' own production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document outlines the specific skills, concepts, and topics that can be addressed in the exam. It emphasizes applying knowledge of industry, audiences, texts and debates to the chosen topic, and considering historical, contemporary and future aspects. Candid
G325 KNOWLEDGE, SKILLS AND APPLICATION
This document provides information and guidance about the exam for G325 Critical Perspectives in Media from the exam board.
The exam consists of two sections - Section A focuses on evaluating the candidate's own production work, answering two compulsory questions about skills development and applying a theoretical concept. Section B requires answering one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
For Section A, Question 1(a) requires describing and evaluating skills development over productions, focusing on areas like technology, research, or post-production. Question 1(b) requires selecting one production and evaluating it in relation to concepts like genre, narrative or representation.
For Section B
Media G325 Knowledge, Skills and Application of Theory
This document provides information from the exam board on the G325 Critical Perspective in Media exam, including details on the structure, requirements, and assessed topics.
The exam consists of two sections - Section A focuses on evaluating candidates' production work, requiring them to describe their skills development and critically analyze one production using a media concept. Section B requires candidates to answer one question from a choice of six topics on contemporary media issues, demonstrating understanding of the topic through case studies and debates.
The document lists the production practices, media concepts, and contemporary media issues that exam questions may address. It provides guidance on preparing responses for Section B, emphasizing a historical, contemporary and future perspective using at least two media. Overall,
UX Research Methodologies
In this session we looked at the different kinds of UX research. Primary and Secondary research, foundational research, post launch research, qualitative and quantitative research. Attitudinal and behavioral research. We also looked at the benefits and drawbacks of different UX research methods. Lastly we covered how to chose a UX research method
How do you know you're ready for a Design Sprint?
For leaders who want their teams to embrace human-centered approaches and collaborate in new ways, Sprints are a fantastic way to start.
Join Highland’s CX Practice Director David Whited and Lead Experience Designer Amrita Kulkarni as they share how Research Sprints and Design Sprints make Design Thinking—a reliable methodology to address complex, ambiguous problems—accessible in a way they have never been before. David and Amrita will introduce the purpose and philosophy of Sprints, talk through the differences between Research and Design Sprints, and what kind of issues, problems, or opportunities are the right fit for each.
We’ll be joined by Jennifer Severns, CXO, and Jennifer O’Brien, Innovation and Insights Manager, from the American Marketing Association, who will share how their organization has used Sprints to catalyze a culture of Design Thinking at the AMA. They will reflect on the realities of introducing Sprints and Design Thinking into an established organization, sharing advice for helping others think and work in new ways.
Attendees will learn:
- How are Research Sprints different from Design Sprints
- When is the right time or moment to conduct a Sprint
- What it takes for Sprints to be successful
- How to amplify Sprint outcomes for change in your organization
Mad Pow Workshop Vf Copy
Workshop Materials from a recent workshop given by the Sachs Insights team and MadPow team about patient journey map design - how you design them, the role they play in an organization, and what makes a compelling story.
A2 g324 evaluation questions
This document provides guidance for students on evaluating a coursework assignment. It states that the evaluation is worth 20% of the total marks and will be uploaded to the student's blog. Students must individually evaluate and reflect on their creative process and experience. They must answer four questions that evaluate how their project used or challenged real media conventions, the effectiveness of combining the main product with supplemental materials, what they learned from audience feedback, and what technologies they used. The document provides examples of high-quality evaluations and guidance on how students may choose to present their answers. It includes homework requiring students to design a feedback questionnaire over the half term break.
Evaluation questions
The student was asked to create help sheets with ideas for answering each evaluation question. In class, the sheets were passed around so each question could be filled in with what should be included in answers. The student then took photos of each individual sheet for future reference when answering the evaluation questions. The sheets provide guidance on addressing how the media product relates to real forms and conventions, the effectiveness of combining the product with other materials, what was learned from audience feedback, and how technologies were used in creating and researching the project.
Social Trends and Innovation - Patrick Roupin
Talk by Patrick Roupin, Kovent, at the STC India UX Conference on Saturday, August 27, 2011, conducted at WE School, Bangalore.
https://sites.google.com/site/stcindiaux/speakers#Patrick
Similar to Story board for evalution (20)
Media G325 Knowledge, Skills and Application of Theory
Media G325 Knowledge, Skills and Application of Theory
More from fiahona
Media dps power point
This document outlines a presentation that reviews multiple draft designs for a double-page spread created by individuals and a group. It includes draft designs by Fiona, Sarah, and three group drafts before presenting the final double-page spread design. The presentation evaluates the design process.
Ancillary advert ,fn
This document contains draft advertisements from 4 individuals - Colleen, Xanthe, Fiona and Sarah - as well as 2 group draft advertisements. The drafts span 6 slides with the final group advertisement on slide 8.
Story board for evalution
The document asks a series of questions about how media technologies were used in planning and evaluating a media product, how the media product compares to real media forms and conventions, and what was learned from audience feedback. It inquires about the construction, research, and evaluation process, how the media product does or does not follow real media conventions, and what insights were gained from receiving audience responses.
Story board for evalution
The document asks a series of questions about how media technologies were used in planning and evaluating a media product, how the media product compares to real media forms and conventions, and what was learned from audience feedback. It inquires about the construction, research, and evaluation process, how the media product does or does not follow real media conventions, and what insights were gained from receiving audience responses.
Research & planning
This document contains slides from several students - Sarah, Fiona, Colleen, and Xanthe - researching and drafting advertisements for a documentary. It discusses their initial research on Channel 4 advertisements, noting styles like simplicity, eye-catching images, minimal text. It then outlines each student's draft advertisements, with Sarah including the Facebook logo, Colleen using one large image, and Fiona using a blurred face. The document aims to gather feedback to create a final combined advertisement.
A2 Media Individual Idea 2klj
Fiona McArthur proposes creating a documentary examining the influence of media on teens and the portrayal of unrealistic standards of beauty. She plans to interview teens about how media affects them and explore issues like self-harm, dieting, bullying and the glamorization of pregnancy. Her research also looks at how photoshopped magazine pictures can create false perceptions and the relationship between television shows, celebrities and role models.
Media Final Planning
This document outlines the media planning for a documentary, including:
1. A detailed storyboard that lists 20 planned shots, angles, and sequences.
2. A shot list of 30 shots that correspond to the storyboard and script.
3. A script that coordinates with the storyboard and shot list, detailing locations, actors, and scenes.
4. Clear organization of the storyboard, shot list, and script to facilitate correct filming.
More from fiahona (7)
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneLevel 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Story board for evalution
- 1. Evaluation Planning Story Board
- 2. How did you use media technologies in the construction and research, planning and evaluation stages?
- 9. What have you learned from your audience feedback?
- 10. What have you learned from your audience feedback?