Using an Agile Inception to Kick Off a ProjectVictor Bonacci
Agile Inceptions are powerful and fast ways to get a team to internalize a vision. It’s a two-day investment that saves the company months of up-front planning and allows the teams to begin immediately deliver core product functionality.
The inception model is a kickoff strategy that is repeatable and well-vetted. At it’s core, the inception deals with how we scope. The session(s) relies on full participation by an engaged audience, and co-location is crucial as we swarm around note-cards on tables and walls.
This document discusses CGS's approach to delivering effective learning solutions called Lean & Agile Learning (L&A Learning). L&A Learning is rooted in agile and lean principles including Scrum, with an emphasis on continuous innovation, speed to value, and flexibility. It allows CGS to harness rapid technology changes, embrace requirements changes, and demonstrate progress. CGS measures success through cost effectiveness, client satisfaction, and helping clients measure learning impact.
Yuval Yeret is a practicing Agile and Kanban consultant/coach for AgileSparks in Herzelyia, Israel. He coaches individuals and organization in their path to Agility and Engineering excellence, focusing on Scrum, Lean, and Agile Engineering practice.
This document provides an overview of key literary elements and terminology used in analyzing stories, novels, films and plays. It discusses the seven main types of conflict, three categories of characters, six ways of analyzing characters, six common plot structures, six types of endings, and various plot devices. It also covers setting, theme, point of view, and different genres of stories. The document serves as a reference for understanding the fundamental components of narrative works of fiction.
Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal
This document provides guidance on writing professional emails. It discusses types of emails, parts of an email like the subject line, greeting, body, and closing. It also covers issues like confidentiality, keeping messages brief and focused on one topic, using a professional tone, and creating a signature. Sample emails are included to illustrate proper formatting and structure.
This document outlines the requirements, schedule, and expectations for a senior project course. Students will develop and complete an independent thesis project over the course of the semester. They must attend lectures and meetings, maintain a weekly journal of their process, and meet interim deadlines. The final project will be presented at an exhibition, along with supporting documentation and materials. Learning outcomes include practical problem-solving skills, effective planning, and the ability to incorporate feedback to refine work.
This document outlines the requirements and schedule for a capstone course. Students must complete a capstone proposal by June 8th detailing their professional development goals and project description. They will meet weekly online to report their progress and ideas. Students will develop a portfolio throughout the program and present their completed capstone project on August 1st, reflecting on what they learned and implications of their work. Over the next week, students should finalize their proposal, create a timeline, and submit an initial weekly report summarizing their project idea.
Using an Agile Inception to Kick Off a ProjectVictor Bonacci
Agile Inceptions are powerful and fast ways to get a team to internalize a vision. It’s a two-day investment that saves the company months of up-front planning and allows the teams to begin immediately deliver core product functionality.
The inception model is a kickoff strategy that is repeatable and well-vetted. At it’s core, the inception deals with how we scope. The session(s) relies on full participation by an engaged audience, and co-location is crucial as we swarm around note-cards on tables and walls.
This document discusses CGS's approach to delivering effective learning solutions called Lean & Agile Learning (L&A Learning). L&A Learning is rooted in agile and lean principles including Scrum, with an emphasis on continuous innovation, speed to value, and flexibility. It allows CGS to harness rapid technology changes, embrace requirements changes, and demonstrate progress. CGS measures success through cost effectiveness, client satisfaction, and helping clients measure learning impact.
Yuval Yeret is a practicing Agile and Kanban consultant/coach for AgileSparks in Herzelyia, Israel. He coaches individuals and organization in their path to Agility and Engineering excellence, focusing on Scrum, Lean, and Agile Engineering practice.
This document provides an overview of key literary elements and terminology used in analyzing stories, novels, films and plays. It discusses the seven main types of conflict, three categories of characters, six ways of analyzing characters, six common plot structures, six types of endings, and various plot devices. It also covers setting, theme, point of view, and different genres of stories. The document serves as a reference for understanding the fundamental components of narrative works of fiction.
Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal
This document provides guidance on writing professional emails. It discusses types of emails, parts of an email like the subject line, greeting, body, and closing. It also covers issues like confidentiality, keeping messages brief and focused on one topic, using a professional tone, and creating a signature. Sample emails are included to illustrate proper formatting and structure.
This document outlines the requirements, schedule, and expectations for a senior project course. Students will develop and complete an independent thesis project over the course of the semester. They must attend lectures and meetings, maintain a weekly journal of their process, and meet interim deadlines. The final project will be presented at an exhibition, along with supporting documentation and materials. Learning outcomes include practical problem-solving skills, effective planning, and the ability to incorporate feedback to refine work.
This document outlines the requirements and schedule for a capstone course. Students must complete a capstone proposal by June 8th detailing their professional development goals and project description. They will meet weekly online to report their progress and ideas. Students will develop a portfolio throughout the program and present their completed capstone project on August 1st, reflecting on what they learned and implications of their work. Over the next week, students should finalize their proposal, create a timeline, and submit an initial weekly report summarizing their project idea.
This document provides information about the final year project orientation for the computer science batch of 2009 at a university. It discusses the importance of the final year project, introduces the project committee members, outlines the project process and methodology, lists important deadlines and policies, and provides examples of potential project ideas. The goals are to apply knowledge and skills learned, work on problems faced in the real world, and gain experience that can help in future careers or entrepreneurship. Students are encouraged to be innovative and passionate in their projects.
This document outlines the assignments for a 3rd year storytelling course. It includes 4 assignments: 1) experimenting with 2 story concepts in 1 minute each, 2) a team research project on an existing property, 3) developing a concept package for a 4th year thesis project, and 4) a portfolio assessment of work from the course. The assignments emphasize storytelling skills, visual development, collaboration, and professional presentation experience.
ORTESOL-Developing Projects from TextbooksJulie Vorholt
This presentation discusses developing projects related to course textbooks for an English language program. It provides examples of two projects that were implemented in classes at different levels. Project 1 for an Intermediate Communications class involved students working in groups to develop a new business venture based on a chapter in their textbook, presenting their projects in posters and speeches. Project 2 for an Advanced Seminar/Communications class had students researching topics in pairs, creating informative posters, and presenting them along with undergraduate students. The presentation concludes by having attendees design their own textbook-related project and taking questions.
This creative project requires students to present their semester's research in a multimedia format combining visual, verbal, and audio elements. Students will go through a four-draft process to develop their presentation, including a mind map to organize their research, a rough draft to develop their verbal argument and ensure research supports their thesis, an abstract for peer review, and a final multimedia project incorporating their textual research. The final submission will include the multimedia presentation as well as the previous drafts and abstract. The assessment will focus on completing the four drafts, effectively organizing and supporting their thesis with research, addressing feedback, and following English conventions.
The document provides guidance for developing a project proposal, outlining that the proposal should clearly describe the project goals, methodology, assessment work, and a schedule to complete the project within the required study hours. It also includes examples of developing a timeline to allocate sufficient hours each day and week to complete 680 study hours over the course of the project period.
Assignment 1 Application Evaluation Project Part 7 Project Doc.docxkendalfarrier
Assignment 1: Application: Evaluation Project
Part 7: Project Document and PowerPoint
One of the defining attributes of evidence-based practice is the process of disseminating findings. Without effective dissemination, the most brilliant practice changes might be filed away and never utilized. Nurses have a large range of dissemination options at their disposal, but one of the most common is the PowerPoint presentation. PowerPoint presentations can convey the details of a project in a highly condensed format that is suitable for both face-to-face and remote audiences. In this final part of your Evaluation Project, you create a PowerPoint presentation that summarizes your 10-page evaluation plan.
To prepare:
Review the 10-page evaluation plan document you began in Week 9.
Review Walden University’s recommendations for designing effective presentations on the “Presentations” web page in this week’s Learning Resources.
Consider how you would express the contents of the document in a PowerPoint format.
To complete
Part 7 of this Evaluation Project:
By Thursday 01/02/2017,
Collate and finalize your 10-page evaluation plan. Create a PowerPoint presentation of a
minimum of 10 slides
that uses recommended design principles to effectively communicate your evaluation plan.
Include:
1)
A title slide
2)
The PICO question
3)
The evaluation model you used
4)
The highlights of your literature review
5)
Evaluation methodology plan
6)
Evaluation plan
7)
The limitations and opportunities for further research you identified
8)
A reference page
Required Readings
Please use previous references used in the Evaluation Plan paper
.
This is class 3 for the summer session of the online Project Management for Training class I am teaching at New York University:
http://www.epsilen.com/crs/096318
- The group project involves creating a client proposal and presentation pitching a project scenario to the class. Proposals are due December 10 at midnight.
- Students are assigned to groups and roles including project manager, editor, creative lead, researcher, and sales.
- Groups are given scenarios as small greeting card company, food photography business, or sports broadcasting company.
- The project manager will submit weekly progress reports and the group will present their 10 minute proposal presentation using online tools.
Research Ready to Build: Compelling Artefacts that Speak Your Agile Team's La...Joshua Ledwell
This document summarizes two case studies of ensuring user research findings and early design guidance stay relevant for agile teams over time. Case study 1 involved creating a long-term customer data experience strategy to guide four agile teams. Case study 2 aimed to improve a complex software feature with dependencies on other parts. Key lessons included creating artifacts in the team's language, showing how design builds on research, hijacking agile ceremonies, sustaining buy-in from stakeholders, and committing to sustainability over burnout. The document concludes by discussing making artifacts easy to maintain and evolve the practice across projects.
This document outlines the schedule and assignments for Project 1 of the ENGL 419 course. It details the topics to be covered over the first 4 weeks, including introduction to web writing, findability, spreadability, user-centered design, content strategy, and information architecture. Students are assigned readings each week and must complete discussion posts, summaries, and presentations. They will also draft and revise a Website Analysis paper due on September 19th, and are encouraged to meet with the instructor for individual conferences to discuss their work.
This document outlines the schedule and assignments for Project 1 of the ENGL 419 course. It is divided into 4 weeks. In week 1, students will learn about the rhetoric of web writing versus print and complete an introductory assignment. They will also sign up to present on assigned readings in future classes. Week 2 focuses on designing for users and sharing online. Students will present and summarize readings on these topics. Week 3 covers content strategy, information architecture, and the "scent of information." More student presentations are scheduled. Week 4 includes a mandatory draft workshop to get feedback and work days to refine projects before the Website Analysis is due.
This document provides a schedule for Project 1 of an English course. It outlines the topics, readings, and assignments for weeks 1 through 4. In week 1, students will learn about the rhetoric of web writing versus print writing and introduce themselves online. Week 2 focuses on users and ethical design, with readings and discussions on sharing online. Content strategy and information architecture are the topics of week 3, along with student presentations. Week 4 includes a mandatory draft workshop and work days to refine analyses of assigned websites. The project is due on September 19th.
This document provides an overview and requirements for the GISES Practicum project at Everett Program. It discusses that the practicum involves implementing a substantial project over approximately a quarter with a partner organization. It must incorporate technology organically and be at the level of Everett's tech labs. The practicum write-up tells the story of establishing, preparing for, implementing, and evaluating the project so a future student could replicate it. It should be written like an ethnography, not an essay. A timeline is provided for drafting, submitting, and finalizing the practicum over the quarter.
This document provides instructions for a multi-media presentation creative project. Students will combine visual, verbal, and audio elements to present their semester's research. The project involves a four-draft process culminating in a multimedia presentation format such as a video blog, podcast, or infographic. Drafts include a mind map to organize research, a rough draft focusing on argument flow and research support, and a final draft transferring textual research into a multimedia format. Students must submit drafts and a final project, along with a paragraph justifying their creative choices. The instructor will assess for completion of drafts, effectiveness of organization, inclusion of a supported thesis, and adherence to English conventions.
This document provides details for the ANIM30261 3rd Year Story Lab course taken in the winter 2015 semester. The course is designed to help students establish an artistic vision for their senior project by conducting research on story concepts. Students will develop a portfolio with elements like sketches, concept art, character pages and a script summary. They will present their project work and receive feedback from peers. The course aims to help students design a comprehensive portfolio showcasing their artistic style and vision through research and development of a story concept. Students will be evaluated on assignments involving story experiments, a team research project on an animation production, and developing a concept package for their 4th year thesis project.
This document provides guidance for international collaborative project work between schools. It outlines types of projects, how to formulate problems, set goals and conduct evaluations. Templates are provided for project planning and quality assessment. Guidance emphasizes clear communication, cultural awareness, establishing roles and responsibilities, and keeping projects focused and manageable. The overall aim is to facilitate productive partnerships across borders through well-organized, thoughtful collaborative projects.
Assessment and Feedback start-up meeting Oct 2011jisc-elearning
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
Yr12 to yr13 sociology summer project instructionCherwelllearning
This document outlines the tasks and deadlines for a year 12 sociology summer research project. Students will work in groups to research a topic related to culture and identity. They must complete several stages including developing a research proposal, collecting data, presenting findings, and a written report. The goal is to equip students with skills for year 13 sociology or personal statements. Students will spend a day in Oxford collecting data and must meet deadlines to finish the project by July 18th.
This document provides an orientation for a capstone project. It discusses the formation of project teams with defined roles, guidelines for the project including objectives, suggested areas, duties, and duration. Important dates are given for title hearing, proposal hearing, and defense. Students are instructed to enroll in the capstone course, secure required materials, and prepare project titles for the title hearing on December 17th.
Goal-Demonstrate the ability to create a final project that uses both.docxsandraa52
Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
· Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn Originality Report . (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go through Turnitin.
· If you have a question, please contact your faculty member.
.
This document provides advice and strategies for writing a thesis or dissertation. It discusses establishing a regular writing routine of at least a few hours per day to make consistent progress. It emphasizes that writing is thinking - the process of writing will help generate new ideas. It also addresses common psychological obstacles to completing a dissertation and provides tips for overcoming procrastination and feelings of being overwhelmed by the large project. The document stresses focusing on small, manageable goals and outputting written work regularly in order to eventually complete a full draft.
The document provides guidance on the correct use of apostrophes, including rules for showing possession and omission. It outlines basic rules, such as adding 's for singular nouns and just ' for plural nouns. More advanced rules address words ending in sibilant sounds and those used in religious contexts. The document includes examples and exercises to help readers properly use apostrophes.
This document provides information about the final year project orientation for the computer science batch of 2009 at a university. It discusses the importance of the final year project, introduces the project committee members, outlines the project process and methodology, lists important deadlines and policies, and provides examples of potential project ideas. The goals are to apply knowledge and skills learned, work on problems faced in the real world, and gain experience that can help in future careers or entrepreneurship. Students are encouraged to be innovative and passionate in their projects.
This document outlines the assignments for a 3rd year storytelling course. It includes 4 assignments: 1) experimenting with 2 story concepts in 1 minute each, 2) a team research project on an existing property, 3) developing a concept package for a 4th year thesis project, and 4) a portfolio assessment of work from the course. The assignments emphasize storytelling skills, visual development, collaboration, and professional presentation experience.
ORTESOL-Developing Projects from TextbooksJulie Vorholt
This presentation discusses developing projects related to course textbooks for an English language program. It provides examples of two projects that were implemented in classes at different levels. Project 1 for an Intermediate Communications class involved students working in groups to develop a new business venture based on a chapter in their textbook, presenting their projects in posters and speeches. Project 2 for an Advanced Seminar/Communications class had students researching topics in pairs, creating informative posters, and presenting them along with undergraduate students. The presentation concludes by having attendees design their own textbook-related project and taking questions.
This creative project requires students to present their semester's research in a multimedia format combining visual, verbal, and audio elements. Students will go through a four-draft process to develop their presentation, including a mind map to organize their research, a rough draft to develop their verbal argument and ensure research supports their thesis, an abstract for peer review, and a final multimedia project incorporating their textual research. The final submission will include the multimedia presentation as well as the previous drafts and abstract. The assessment will focus on completing the four drafts, effectively organizing and supporting their thesis with research, addressing feedback, and following English conventions.
The document provides guidance for developing a project proposal, outlining that the proposal should clearly describe the project goals, methodology, assessment work, and a schedule to complete the project within the required study hours. It also includes examples of developing a timeline to allocate sufficient hours each day and week to complete 680 study hours over the course of the project period.
Assignment 1 Application Evaluation Project Part 7 Project Doc.docxkendalfarrier
Assignment 1: Application: Evaluation Project
Part 7: Project Document and PowerPoint
One of the defining attributes of evidence-based practice is the process of disseminating findings. Without effective dissemination, the most brilliant practice changes might be filed away and never utilized. Nurses have a large range of dissemination options at their disposal, but one of the most common is the PowerPoint presentation. PowerPoint presentations can convey the details of a project in a highly condensed format that is suitable for both face-to-face and remote audiences. In this final part of your Evaluation Project, you create a PowerPoint presentation that summarizes your 10-page evaluation plan.
To prepare:
Review the 10-page evaluation plan document you began in Week 9.
Review Walden University’s recommendations for designing effective presentations on the “Presentations” web page in this week’s Learning Resources.
Consider how you would express the contents of the document in a PowerPoint format.
To complete
Part 7 of this Evaluation Project:
By Thursday 01/02/2017,
Collate and finalize your 10-page evaluation plan. Create a PowerPoint presentation of a
minimum of 10 slides
that uses recommended design principles to effectively communicate your evaluation plan.
Include:
1)
A title slide
2)
The PICO question
3)
The evaluation model you used
4)
The highlights of your literature review
5)
Evaluation methodology plan
6)
Evaluation plan
7)
The limitations and opportunities for further research you identified
8)
A reference page
Required Readings
Please use previous references used in the Evaluation Plan paper
.
This is class 3 for the summer session of the online Project Management for Training class I am teaching at New York University:
http://www.epsilen.com/crs/096318
- The group project involves creating a client proposal and presentation pitching a project scenario to the class. Proposals are due December 10 at midnight.
- Students are assigned to groups and roles including project manager, editor, creative lead, researcher, and sales.
- Groups are given scenarios as small greeting card company, food photography business, or sports broadcasting company.
- The project manager will submit weekly progress reports and the group will present their 10 minute proposal presentation using online tools.
Research Ready to Build: Compelling Artefacts that Speak Your Agile Team's La...Joshua Ledwell
This document summarizes two case studies of ensuring user research findings and early design guidance stay relevant for agile teams over time. Case study 1 involved creating a long-term customer data experience strategy to guide four agile teams. Case study 2 aimed to improve a complex software feature with dependencies on other parts. Key lessons included creating artifacts in the team's language, showing how design builds on research, hijacking agile ceremonies, sustaining buy-in from stakeholders, and committing to sustainability over burnout. The document concludes by discussing making artifacts easy to maintain and evolve the practice across projects.
This document outlines the schedule and assignments for Project 1 of the ENGL 419 course. It details the topics to be covered over the first 4 weeks, including introduction to web writing, findability, spreadability, user-centered design, content strategy, and information architecture. Students are assigned readings each week and must complete discussion posts, summaries, and presentations. They will also draft and revise a Website Analysis paper due on September 19th, and are encouraged to meet with the instructor for individual conferences to discuss their work.
This document outlines the schedule and assignments for Project 1 of the ENGL 419 course. It is divided into 4 weeks. In week 1, students will learn about the rhetoric of web writing versus print and complete an introductory assignment. They will also sign up to present on assigned readings in future classes. Week 2 focuses on designing for users and sharing online. Students will present and summarize readings on these topics. Week 3 covers content strategy, information architecture, and the "scent of information." More student presentations are scheduled. Week 4 includes a mandatory draft workshop to get feedback and work days to refine projects before the Website Analysis is due.
This document provides a schedule for Project 1 of an English course. It outlines the topics, readings, and assignments for weeks 1 through 4. In week 1, students will learn about the rhetoric of web writing versus print writing and introduce themselves online. Week 2 focuses on users and ethical design, with readings and discussions on sharing online. Content strategy and information architecture are the topics of week 3, along with student presentations. Week 4 includes a mandatory draft workshop and work days to refine analyses of assigned websites. The project is due on September 19th.
This document provides an overview and requirements for the GISES Practicum project at Everett Program. It discusses that the practicum involves implementing a substantial project over approximately a quarter with a partner organization. It must incorporate technology organically and be at the level of Everett's tech labs. The practicum write-up tells the story of establishing, preparing for, implementing, and evaluating the project so a future student could replicate it. It should be written like an ethnography, not an essay. A timeline is provided for drafting, submitting, and finalizing the practicum over the quarter.
This document provides instructions for a multi-media presentation creative project. Students will combine visual, verbal, and audio elements to present their semester's research. The project involves a four-draft process culminating in a multimedia presentation format such as a video blog, podcast, or infographic. Drafts include a mind map to organize research, a rough draft focusing on argument flow and research support, and a final draft transferring textual research into a multimedia format. Students must submit drafts and a final project, along with a paragraph justifying their creative choices. The instructor will assess for completion of drafts, effectiveness of organization, inclusion of a supported thesis, and adherence to English conventions.
This document provides details for the ANIM30261 3rd Year Story Lab course taken in the winter 2015 semester. The course is designed to help students establish an artistic vision for their senior project by conducting research on story concepts. Students will develop a portfolio with elements like sketches, concept art, character pages and a script summary. They will present their project work and receive feedback from peers. The course aims to help students design a comprehensive portfolio showcasing their artistic style and vision through research and development of a story concept. Students will be evaluated on assignments involving story experiments, a team research project on an animation production, and developing a concept package for their 4th year thesis project.
This document provides guidance for international collaborative project work between schools. It outlines types of projects, how to formulate problems, set goals and conduct evaluations. Templates are provided for project planning and quality assessment. Guidance emphasizes clear communication, cultural awareness, establishing roles and responsibilities, and keeping projects focused and manageable. The overall aim is to facilitate productive partnerships across borders through well-organized, thoughtful collaborative projects.
Assessment and Feedback start-up meeting Oct 2011jisc-elearning
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
Yr12 to yr13 sociology summer project instructionCherwelllearning
This document outlines the tasks and deadlines for a year 12 sociology summer research project. Students will work in groups to research a topic related to culture and identity. They must complete several stages including developing a research proposal, collecting data, presenting findings, and a written report. The goal is to equip students with skills for year 13 sociology or personal statements. Students will spend a day in Oxford collecting data and must meet deadlines to finish the project by July 18th.
This document provides an orientation for a capstone project. It discusses the formation of project teams with defined roles, guidelines for the project including objectives, suggested areas, duties, and duration. Important dates are given for title hearing, proposal hearing, and defense. Students are instructed to enroll in the capstone course, secure required materials, and prepare project titles for the title hearing on December 17th.
Goal-Demonstrate the ability to create a final project that uses both.docxsandraa52
Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
· Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn Originality Report . (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go through Turnitin.
· If you have a question, please contact your faculty member.
.
This document provides advice and strategies for writing a thesis or dissertation. It discusses establishing a regular writing routine of at least a few hours per day to make consistent progress. It emphasizes that writing is thinking - the process of writing will help generate new ideas. It also addresses common psychological obstacles to completing a dissertation and provides tips for overcoming procrastination and feelings of being overwhelmed by the large project. The document stresses focusing on small, manageable goals and outputting written work regularly in order to eventually complete a full draft.
The document provides guidance on the correct use of apostrophes, including rules for showing possession and omission. It outlines basic rules, such as adding 's for singular nouns and just ' for plural nouns. More advanced rules address words ending in sibilant sounds and those used in religious contexts. The document includes examples and exercises to help readers properly use apostrophes.
This document provides an overview and explanation of different types of pronouns, including personal pronouns, subject and object pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, and possessive pronouns. It defines each type of pronoun, provides examples, and discusses rules regarding their use as subjects and objects. The document is intended to teach about pronouns for independent learners, with explanations, exercises, and answers. It covers essential vocabulary and the 12 main types of pronouns in detail.
This document provides information on how to use allusions and examples of common mythological allusions. It explains that allusions can be used as nouns, adjectives, or in other grammatical forms and provides guidelines on capitalization and modifying the allusion based on its use. The document then lists over 50 mythological allusions from figures like Achilles, Apollo, Hercules, and others and provides brief summaries of their stories and origins from Greek and Roman mythology to help the reader understand the allusion.
This document contains a seating arrangement chart for an Integrated English Skills college course. It lists 39 students divided into 4 groups. Each student's name, email address and designation as either a Bachelor of Science in Pharmacy (BSP) student or other is provided. The course is held on Tuesdays, Thursdays and Saturdays from 12:00-13:00 in room CDL 407.
AAPD1BB is a World Classics (Literature) course offered on Tuesdays, Thursdays and Saturdays from 3:00-4:00pm in room CDL409. The class has 42 students divided into 4 groups. The document lists each student's name, email address and intended degree program. It also indicates students who have dropped the course.
This document contains a roster for BSMT 2C HUM 13: World Classics (Literature) class with 47 students divided into 4 groups. It lists each student's name, email address and degree program. The class is held on Tuesdays, Thursdays and Saturdays from 4:00-5:00pm in room CDL 409 at the CEU building.
This document contains information about a BSMT 2B class called World Classics at the College of Humanities at the University of the East. The class has 48 students divided into 4 groups and meets on Tuesdays, Thursdays and Saturdays from 1:00-2:00pm in room 312 of the CDL building. It includes a table with the students' names and email addresses.
This document provides instructions for using Quizlet to learn about mythological allusions. It outlines several flashcard sets, practice tests, and the ability to create custom tests on Quizlet to study the topic. It recommends taking the tests multiple times and reviewing incorrect answers, then taking a graded test in class. The document also suggests using Memrise as another option for studying mythological allusions online.
This document provides instructions for improving a website created on Jimdo. It recommends creating a surveys page with eight subpages and hiding unfinished pages so they do not display publicly. It also advises using title case rather than all capital letters for page titles, as this makes the menu less crowded and more professional.
This document provides an overview and examples of key concepts in poetry analysis. It defines prose and poetry, and describes the typical parts of a poem like title, stanzas, and lines. It also explains different types of classical poetry and repeating sounds in poetry like alliteration, consonance, assonance, internal rhyme, end rhyme, and rhyme schemes. Additionally, it covers scansion, meter, rhythm, theme, and topic. Sample test questions are provided to assess understanding of these concepts and their application in analyzing specific poems.
This document provides a step-by-step visual guide for displaying various types of media on a webpage using the Jimdo website building platform. It includes instructions for displaying videos by linking to YouTube, displaying slideshows by linking to SlideShare, displaying PDFs by linking to Dropbox or Mediafire, and uploading learning journals. The guide is broken into multiple sections with screenshots to illustrate each step, such as logging in, creating columns, adding text boxes, and inserting embedded links. It also provides tips for group leaders and instructions for finding additional video tutorials.
Jane Roxas is reporting a 30-second news broadcast from the CEU Broadcast Studio in Manila, where she introduces a new face, 18-year-old Alyssa Mae Reyhes, who is a dentistry student from Nueva Ecija, a town in Central Luzon.
This document provides a visual step-by-step guide for displaying different types of media on a webpage. It explains how to link videos, slideshows, PDFs, and learning journals instead of directly uploading them due to limited storage. The guide instructs the user to upload media files to sites like YouTube and SlideShare first, then copy the link and paste it into the webpage to display. Steps include logging in, selecting the media type page, formatting with titles and columns, and inserting the link. Users are reminded to always log out for security after editing a page.
This document provides a visual step-by-step guide to editing a website. It outlines 4 steps: 1) Logging into the website, 2) Adding a column, 3) Adding another column, and 4) Adjusting the column width. Each step includes an image demonstrating the process and descriptions of how to perform the specified task, such as clicking buttons to add or edit columns. The document emphasizes the importance of logging out of websites for security reasons after completing edits.
This document provides a step-by-step guide to using a class website. It instructs the user to:
1. Log in to their class website by scrolling to the bottom of the page and clicking "LOG IN NOW".
2. Wait for the page to fully load, indicated by the disappearance of a green loading circle.
3. Show their family the different pages on the site, like videos and slideshows, to impress potential employers with their work.
4. Always log out of sites for security, to prevent others from accessing private information.
This document provides a visual step-by-step guide to creating and managing pages on a class website. It outlines the process for logging in, creating new pages under different categories, deleting pages, and notes about viewing pages and logging out for security. The guide uses images to illustrate each step, such as clicking buttons and links, and provides captions to explain what the user should be seeing on the screen. It aims to clearly outline the basic functions for navigating and managing content on the site.
This document provides a 3-step visual guide to linking photos on a website:
Step 1 explains how to log into a website and select a photo to link.
Step 2 demonstrates how to click buttons to select a target page for the link and set the link.
Step 3 shows how to check that the photo is correctly linked by viewing the target page and returning to edit the link if needed. Throughout, screenshots illustrate each step and caution is given to always log out of websites for security.
The document is an assignment template for students to complete that covers key elements of literary plots including: definitions of plot points (e.g. rising action, climax, resolution) from external sources with citations; examples from their own experience for each plot point; a diagram of a plot structure with an example; and reflections on what was learned and how it could be applied. The template provides guidelines for completing the assignment concisely and with proper citations and formatting.
The document discusses different types of characters in literature, including protagonists (hero, anti-hero, tragic hero, caricature), antagonists (main antagonist, nemesis, shape-shifter, change agent, romantic angle), supporting characters (sidekick, mentor, foil, comic relief, extras, chorus), and character development (flat character, round character). It provides definitions and examples for each character type.
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
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
2. Rationale of the Project
Help others: One reason why we are
here: to be able to help others after we
graduate.
Help self: Another reason: to
empower ourselves with useful skills,
information, and attitudes.
Rationale: This project is related to
your achieving these two goals.
3. Expected Output
1 poster (infographic), size: A4x4
1 report
projectproposal (IT majors)
business proposal (Business majors)
1 presentation in PowerPoint
About the writer (1 minute maximum)
About the project (3 minutes maximum)
4. Project Limitations
Time: You should choose a project that can be
finished in three weeks.
Effort: Your project should be something that you
can do without much difficulty.
Resources: Your project should require very little
physical resources.
viable (effectiveness or profitability)
practical (ease of implementation or use)
related to your culture / home country / major
course of study or degree
original – developed in class; each step approved
by the lecturer; cannot be copied from the internet
5. Your Target Audiences
The Poster: a specific group in your
community in your home country.
The Report: this is proof of your
professional communication skills, for
your lecturer to grade.
The Presentation: this is for the
general public in the campus.
9. Formal Report Timeline
1 Creative 6 References 7 Report is
Concept The Writer Graded
Week 5 Week 9 Week 10
2 Concept 5 Draft 1 & 8 Prepare for
Approved Cover Letter Display
Week 6 Week 8 Week 11
3 4 9
Thesis St & Research Display
Outline Notes Exhibit
Week 6 Week 7 Week 12
10. The Poster
A BIG POSTER THAT IS
• EASY TO UNDERSTAND
• CONVINCES A TARGET AUDIENCE
11. One infographic
CONTENTS: words and images and
can be displayed as a big poster.
GOAL: To create proof of your ability
to effectively communicate to a target
audience.
13. Submission
SUBMIT on paper to your group
leader one day before the class.
Group leader, leave the posters on the
lecturer's table before the class begins.
If the group leader is absent or late for
that meeting, the entire class will not
get a grade.
TIP: Appoint an assistant group
leader.
14. The Report
IT PROJECT PROPOSAL
OR
BUSINESS CONCEPT PROPOSAL
15. The Report
FORMAT: Parts of an academic research
paper: Starting from Cover Page, Table of
Contents, Abstract… to References, About the
Author, and Research Notes.
GOAL: To create proof of your ability to write
a formal report.
Note: Do not print on paper until the final
week.
16. Submission
SUBMIT by email to your group leader one
day before the class.
Group leader, leave the reports on the
lecturer's table before the class begins.
If the group leader is absent or late, the entire
class will not get a grade.
17. Deadlines
Week 6: Outline
Week 7: Research Notes
Week 8: Complete Report + Cover Letter or
Transmittal Letter (for self-correction)
Week 10: Full Report (for grading)
Week 11: Edited Report
Week 12 Published Report (for exhibit)
19. The Presentation
A one minute PPT presentation about you, the
writer.
Goal:
To correct your design errors
To correct your presentation errors
To get a higher grade in the final presentation
A three-minute PowerPoint presentation about
your project.
Automatic timing of about 20 seconds per slide;
approximately 9 slides, (including introduction and
references).
Goal: To convince the group why your project is useful
to the target audience. Submit to your group leader.
20. Submission
Group leader: transfer the files to my
laptop at the start of the class.
If the group leader is absent or late, the
entire class will not get a grade.
21. Deadlines: PPT 1
PPT 1: the writer of the project
Week 7: in-class presentation, peer
assessment
Week 8: removal presentation (lecturer
assessment)
Week 12 : Public exhibition (to be
approved)