This document outlines a webquest activity for students to research technological devices. It instructs students to work in groups to research one of several devices (like smartphones, laptops, or tablets). They will create an informational poster about the device using Photoshop. The poster must include the device name, creator, purpose, and how it helps daily life. Students will present their posters to the class, explaining how the device works and how it makes life easier. The document provides evaluation rubrics for the poster and presentation.
Detailed lesson plan for ICT and Entrepreneurship VI. This lesson plan tackles about the different advanced features of PowerPoint presentation that include Text Feature (Text size, font, color)
Audio Feature (voice, music)
Design Feature (Picture, background, layout)
Animation and Transition Feature (motion) and
Slideshow Feature (motion) that can help students to improve their skills in making a creative and engaging presentation..
Detailed lesson plan for ICT and Entrepreneurship VI. This lesson plan tackles about the different advanced features of PowerPoint presentation that include Text Feature (Text size, font, color)
Audio Feature (voice, music)
Design Feature (Picture, background, layout)
Animation and Transition Feature (motion) and
Slideshow Feature (motion) that can help students to improve their skills in making a creative and engaging presentation..
Organizing Your First Website Usability Test - WP Campus 2016Anthony D. Paul
You’ve built a shiny, new WordPress site. You asked your co-worker and your boss if they like it and they both do. However, you’re lying awake at night wondering if you’re missing something—because you know you’re not the end user. You yearn for actionable feedback.
In this talk, I’ll distill my background in usability research into a how-to framework for taking your site and conducting your first unmoderated usability test. I’ll cover why and when you should be running usability tests; how to set research goals and draft a script for them; setting up your lab environment and capturing feedback; and best practices for facilitation, minimizing bias, keeping users on task and gleaning the most from each brief test.
Attendees will walk away with enough information to discuss the value of usability testing with decision-makers, as well as a tactical foundation for organizing and running their own usability study.
Classrooms often use journal writing, research reports, and process logs to record knowledge. As learning becoming more visual each day, certain online tools help make this process more successful. This presentation geared to the elementary classroom and beyond, takes a look at four great tools to get you started.
Organizing Your First Website Usability Test - WP Campus 2016Anthony D. Paul
You’ve built a shiny, new WordPress site. You asked your co-worker and your boss if they like it and they both do. However, you’re lying awake at night wondering if you’re missing something—because you know you’re not the end user. You yearn for actionable feedback.
In this talk, I’ll distill my background in usability research into a how-to framework for taking your site and conducting your first unmoderated usability test. I’ll cover why and when you should be running usability tests; how to set research goals and draft a script for them; setting up your lab environment and capturing feedback; and best practices for facilitation, minimizing bias, keeping users on task and gleaning the most from each brief test.
Attendees will walk away with enough information to discuss the value of usability testing with decision-makers, as well as a tactical foundation for organizing and running their own usability study.
Classrooms often use journal writing, research reports, and process logs to record knowledge. As learning becoming more visual each day, certain online tools help make this process more successful. This presentation geared to the elementary classroom and beyond, takes a look at four great tools to get you started.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
ive a file has questions i need you guys to answer the question.docxcareyshaunda
ive a file has questions i need you guys to answer the question
Assignment 1 Directions
Enter your Name Here =
è
XXXXXXXXXX
Most requirements of this assignment will require you to research answers from your text book (you must read the text book to get some answers), from the Internet, or any other reasonable source. Many Internet sources, video links, text book and Blackboard presentation reference are provided to help you START your research. I have found that any single Internet source is very incomplete and the format may not conducive for most answers required. Some students do not READ the text book or review the Power Point presentation provided to you in Blackboard.
Some answers are only available from my power point presentations or update notes.
You may cut-and-paste answers whenever appropriate, you should take care to synthesize your answers to include multiple sources. I would be impressed that you consult a Google image search and paste and
appropriate
image to supplement your answer.
While I permit cut-and-paste, I do expect you use your own words so that you:
1. Organize the answer
2. Demonstrate that you have read what you have cut-and-pasted
3. Use any means that clearly displays that you have gained knowledge.
If you are LEARNING the subject matter there should be no problem. If you cut-and-paste and pray that it might answer the question you will be penalized. I hate irrelevant cut-and-paste BS.
The content of each student's assignment may NOT be copied from any other current or past student enrolled in this class. Each assignment is to be prepared by ONE student.
Assignments are NOT a group-prepared assignment. Copying and pasting assignment any portion of the requirements from another student either enrolled in the current semester and or a previous semester is an act of plagiarism according to the RMU Academic Integrity Policy.
Any assignment found to be "too much alike" will be subject to a grade of zero for all parties concerned. Such an act constitutes a violation of the Robert Morris University Academic Integrity Policy.
The instructor reserves the right to review past assignments with students who are unable to prepare assignments during the hands-on portion of the exam to determine the student's mastery of the assignment's objectives. The assignment grade based upon the result of the instructor's review.
On-ground tests may be used to compare the student’s knowledge to performance on assignments.
All acts of plagiarism will be submitted the RMU Academic Integrity Board to determine university-wide penalties.
You, however, may discuss assignment requirements, assist other students with debugging programs or other hands-on-requirements, tutor students, or provide other advice that may assist the students in acquiring knowledge. But the actual preparation of an individual assignment must have been completely prepared by the student who submitted the assignment. Sections of the a.
Assignment 2 Directions Enter your Name Here =è XXXXXXXXXX.docxannrodgerson
Assignment 2 Directions
Enter your Name Here =
è
XXXXXXXXXX
Assignment 2 is divided into two documents: Assignment 2 Theory (50% of the assignment grade) and Assignment 2 Hands-on (50% of the assignment grade).
Most requirements of this assignment will require you to research answers from your text book (you must read the text book to get some answers), from the Internet, or any other reasonable source. Many Internet sources, video links, text book and Blackboard presentation reference are provided to help you START your research. I have found that any single Internet source is very incomplete and the format may not conducive for most answers required. Some students do not READ the text book or review the Power Point presentation provided to you in Blackboard.
Some answers are only available from my power point presentations or update notes.
You may cut-and-paste answers whenever appropriate, you should take care to synthesize your answers to include multiple sources. I would be impressed that you consult a Google image search and paste and
appropriate
image to supplement your answer.
While I permit cut-and-paste, I do expect you use your own words so that you:
1. Organize the answer
2. Demonstrate that you have read what you have cut-and-pasted
3. Use any means that clearly displays that you have gained knowledge.
If you are LEARNING the subject matter there should be no problem. If you cut-and-paste and pray that it might answer the question you will be penalized. I hate irrelevant cut-and-paste BS.
The content of each student's assignment may NOT be copied from any other current or past student enrolled in this class. Each assignment is to be prepared by ONE student.
Assignments are NOT a group-prepared assignment. Copying and pasting assignment any portion of the requirements from another student either enrolled in the current semester and or a previous semester is an act of plagiarism according to the RMU Academic Integrity Policy.
Any assignment found to be "too much alike" will be subject to a grade of zero for all parties concerned. Such an act constitutes a violation of the Robert Morris University Academic Integrity Policy.
The instructor reserves the right to review past assignments with students who are unable to prepare assignments during the hands-on portion of the exam to determine the student's mastery of the assignment's objectives. The assignment grade based upon the result of the instructor's review.
On-ground tests may be used to compare the student’s knowledge to performance on assignments.
All acts of plagiarism will be submitted the RMU Academic Integrity Board to determine university-wide penalties.
You, however, may discuss assignment requirements, assist other students with debugging programs or other hands-on-requirements, tutor students, or provide other advice that may assist the students in acquiring knowledge. But the actual preparation of an individual assignment must hav.
Using Cloud-based statistics applications to enhance statistics educationsmackinnon
Slides to accompany my 2019 presentation at the CPA. Discusses my approach to teaching statistics using online applications and active learning workshops.
The ROPES of presentations - Technical CommunicationApril_Walters
For Technical Communication (ENGL393) at UMBC, uses the ROPES model (Review, Overview, Presenting, Exercises, Summary) as a guiding structure for group presentations. Follows the ROPES model as it presents it. Also has bonus "paraphrase yourself" advice at end
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
1
Saint Leo University
GBA 334
Applied Decision Methods for Business
Course Description:
This course explores the use of applied quantitative techniques to aid in business-oriented decision
making. Emphasis is on problem identification and formulation with application of solution techniques and
the interpretation of results. Included are probability theory; decision making under certainty, risk and
uncertainty; utility theory; forecasting; inventory control; PERT/CPM; queuing theory; and linear
programming.
Prerequisite:
MAT 201
Textbook:
Saint Leo University. (2013), Quantitative analysis (custom). Boston, MA: Pearson Learning
Solution
s.
eBook with print upgrade option – ISBN: 978-1-269-86314-8
You will access the eBook via a link in the Course Home menu, where you can purchase the print
upgrade option.
Software
The use of statistical software is a required component in this course. It is expected that you already have
a basic understanding of computers and Microsoft Excel. In-depth training is provided during the course
on the appropriate use of the following packages:
TreePlan-Student-179 Excel Add In
Excel QM, version 4
POM QM, version 4
Analysis Tool Pack for Microsoft Excel must be activated
To access the information needed to install the software, click the Software Installation Information link
located under Resources in the course menu.
Learning Outcomes:
At the completion of the course you should be familiar with several decision methods of decision-making
in a business environment. You will find that almost every type of problem to which you will be exposed in
the business world has been explored and methods of solving them have been devised. You should be
able to apply these methods to the real-world situations in which you will one day find yourself. The skills
developed during this class include:
1. Explain the key attributes and differences between the normal, standard normal, and binomial
distribution of variables.
2. Identify and explain the underlying assumptions, key variables, theoretical basis, and solution
techniques for the following decision-making problems:
a. Decision Analysis
b. Probability Theory and Analysis
c. Regression Analysis
d. Forecasting Methods
e. Inventory Control Methods
f. Project Management (including PERT/CPM)
g. Network Models
h. Queuing Theory
i. Linear Programming Approaches and the Transportation and Assignment Special Cases
j. Statistical Process Control
2
3. Formulate and execute a solution to a variety of decision-making problems using computer
software.
4. Identify, explain, and interpret the key areas of computer output for the various decision-making
problems.
5. Apply one of the approaches covered in class to a real-world issue and present the findings.
6. VALUES OUTCOME: Demonstrate the core value of excellence by adequately preparing for
each class session, actively participating in cl ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Introduction
We use computers and technological devices
in our daily life. Everyday we see, interact and
touch smart phones, laptops, headphones
and cameras among others devices. We do
need to know what they are, how it works and
the function of everyone (or most of them) and
knowing its different parts.
3. Task
In this task you will be working in groups of
three people. Your first task is to surf on the
internet and obtain as much information as
possible about one technological device. You
have to choose one device to investigate.
-Laptop -Smartphone -Tablet -Pendrive
-Headphones -Digital Camera -Television
-Router -Printer -Projector
4. Task
Then, your group will create a poster in Adobe
Photoshop (or other similar photo editor)
showing the device, his creator, it purpose
and how it help us in our daily life.
Present the poster in front of the class
explaining how the technological device
works and how it make our life easier than in
the past.
5. Process - Class1
Step 1
Work in groups of 3.
Step 2
Choose one of the ten electronical devices
from the list.
6. Process - Class1
Step 3
Surf on the internet. Look for
the following information.
Name of the creator
Date of creation
How does it work. (Features)
Where is it used.
Look for images for the poster.
7. Process - Class2
Step 4
Prepare all the elements in order to create the
poster in adobe Photoshop. Remember to use
the correct tenses for each sentence on the
poster.
Step 5
Organize the information for the oral
presentation. Decide the main points to
explain it to your classmates.
8. Process - Final Product
this is a good
example of the
final product of
this webquest.
10. Evaluation
Your task will be evaluated as follows:
50% The final product (Poster)
25% The oral presentation
25% Self Co evaluation Checklist
Two rubrics will be used in your evaluation.
11. Evaluation
CATEGORY 6-5 4-3 2 1
Writing -
Organization
Each section in the
poster has a clear
explanation of the
device.
Almost all sections of
the poster have a clear
explanation of the
device.
Most sections of the
poster have a clear
explanation of the
device.
Less than half of the
sections of the poster
have a clear
explanation of the
device.
Writing - Grammar There are no
grammatical mistakes
in the poster.
There are no
grammatical mistakes
in the poster after
feedback from an adult.
There are 1-2
grammatical mistakes
in the poster even after
feedback from an adult.
There are several
grammatical mistakes
in the posterrochure
even after feedback
from an adult.
Writing - Vocabulary The authors correctly
use several new words
and define words
unfamiliar to the
reader.
The authors correctly
use a few new words
and define words
unfamiliar to the
reader.
The authors try to use
some new vocabulary,
but may use 1-2 words
incorrectly.
The authors do not
incorporate new
vocabulary.
Spelling &
Proofreading
No spelling errors
remain after one person
other than the typist
reads and corrects the
poster.
No more than 1 spelling
error remains after one
person other than the
typist reads and
corrects the poster.
No more than 3 spelling
errors remain after one
person other than the
typist reads and
corrects the poster
Several spelling errors
in the poster.
Graphics/Pictures Graphics go well with
the text and there is a
good mix of text and
graphics.
Graphics go well with
the text, but there are
so many that they
distract from the text.
Graphics go well with
the text, but there are
too few and the
brochure seems "text-
heavy".
Graphics do not go with
the accompanying text
or appear to be
randomly chosen.
12. Evaluation
CATEGORY 5 4-3 2 1
Preparedness Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared but
might have needed
a couple more
rehearsals.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Comprehension Student is able to
accurately answer
almost all questions
posed by
classmates about
the topic.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Student is able to
accurately answer a
few questions
posed by
classmates about
the topic.
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Props Student uses
several props
(could include
costume) that show
considerable
work/creativity and
which make the
presentation better.
Student uses 1
prop that shows
considerable
work/creativity and
which make the
presentation better.
Student uses 1
prop which makes
the presentation
better.
The student uses
no props OR the
props chosen
detract from the
presentation.
Speaks Clearly Speaks clearly and
distinctly all (100-
95%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-
95%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.