This document provides instructions for formatting documents in Microsoft Word 2010, including inserting headers and footers, working with columns, and controlling text flow. Key points covered include how to create newspaper-style columns, customize column widths and spacing, add page numbers and dates to headers and footers, and set hyphenation options. The document contains step-by-step instructions and screenshots to illustrate the various formatting features in Word 2010.
This workshop otherwise called learning support programme is geared to help graduate students (especially those having inadequate core computing skills) develop a facet of necessary skills that can be applied in their daily research activities and subsequent academic careers. In particular, it will help them to grasp soft IT skills using Microsoft words.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. Microsoft®
Word 2010 Core Skills
Columns
• Columns are easy to create in
Word.
• Set up to three “newspaper style”
columns where text from bottom
of one column flows to top of the
next
– You can also choose Left or Right,
which creates two columns with
either the left or the right column a
little less than half the size of the
other column.
• If none of these options suits
you, you can create columns of
custom widths.
33
4. Microsoft®
Word 2010 Core Skills
Creating Columns
•To create columns, on the Page Layout tab, in
the Page Setup group, click Columns
4
5. Microsoft®
Word 2010 Core Skills
Creating Columns
•To set up more options for the columns, click
More Columns
•To set up more
options for the
columns, click
More Columns
to open the
dialog box
5
16. Microsoft®
Word 2010 Core Skills
Headers & Footers
•Headers (top of page) and footers (bottom of
page) allow you to include the same
information (text or graphics), on each page of
a document.
• Header prints in top margin area
• Footer prints in bottom margin area
16
16
18. Microsoft®
Word 2010 Core Skills
Headers & Footers
•When the header or footer area is active, the
Header & Footer Tools Design tab appears on
the Ribbon.
18
18
21. Microsoft®
Word 2010 Core Skills
Headers & Footers
• The Different First Page option allows you to remove
the header and footer from the first page of the
document.
• Can be same on every page, or alternate for even
and odd numbered pages
21
21
22. Microsoft®
Word 2010 Core Skills
Page Numbers
• Page numbers are included in some of the header and
footer styles.
• Even if you choose a header or footer style that does
not include page numbers, you can still insert a page
number.
• You can also insert the page number in an existing
header or footer.
2222
Pg 89Briefly introduce which topics will be covered in this lesson so students are aware of the new skills they will learn. Remind students also that all the information is available in the book as a reference so they don’t need to commit anything to memory or take notes.
Pg 98-99Objective 3.1You may want students to have the Columns dialog box on the screen as you show this slide so they can use both as reference.
Pg 98-99Objective 3.1You may want students to have the Columns dialog box on the screen as you show this slide so they can use both as reference.
Pg 99Objective 3.1Be sure to show students how they can adjust the column widths using the ruler, and in fact, change indents or set tabs using the ruler. Just because the text is in columns doesn’t mean you can’t apply other types of formatting on the text. Demonstrate how flexible Word is in giving you options to create a professional looking document.You may also want to open a discussion regarding whether the lines between columns are necessary, providing examples of different publications that have or don’t have the lines. For instance, some people consider the lines to be distracting and should not ever be used. Others like to see text columns without the lines as it then allows for pictures to be placed between the columns without a line protruding out of the picture at the top and bottom. Lines can be handy to guide the eye to specific information though, such as a table of contents at the bottom left of document, or in the case of multiple columns layouts on a page.
Pg 98Objective 3.1Make sure students understand this is an example of how section breaks can be used to set up different layouts on the same page, especially when it’s a one-page newsletter, or even on a page of a multi-page newsletter. You may also want to provide an example of how a column can be blank with the intention of a picture being inserted into this area later. As with many tasks in Word, you can set up the basic structure or layout of the document, and do the fine-tuning after the elements are in place. For instance, using the blank column example, set up 3 columns for text, insert column breaks so one of the three columns is blank. Assume you don’t know how big the picture will be, so it’s wise to leave an entire column blank so you have a general area for the entire document. Once the picture has been inserted, the column breaks can be deleted to allow for correct text flow between columns.In your demo, have students try both methods of applying columns, and how they can be combined to set specific options such as the line between, changing the spacing, changing the width of one column, etc.
Pg 97Objective 3.1Students will like this feature as some of them want to spend time working with newsletters or some of the more features for publishing purposes, e.g. flyers, brochures, etc.This can be an exciting feature to teach, especially if you have them try it with a full document first (turn it from one column to three) where they don’t need to worry about where the cursor is positioned. Then move from there to selected text so they can see the section breaks that Word inserts for them automatically; a huge time saver where the user can then focus on their own layout and not have to follow strict guidelines for a specific type of layout.Try it with an existing document as a demo (it doesn’t matter which one as this is only a demo of how columns can be applied to any document). You may want include a discussion on whether how columns can be applied before you begin typing your text although for editing purposes, you will need to use the Draft view or be careful where the cursor is between columns. Often it’s easier to create the text first, and then apply the formatting option as you no longer need to worry about where your cursor is when making changes to the text or page layout.This brings up the point of column breaks versus page breaks … the shortcut keystrokes are faster to activate but can be confusing to students, so make sure they understand the difference when they see it on the screen. Include in your demo the page break option first so they can see how it works similar to regular text, no matter if you have columns set up. Then delete the page break to try the column break so they can see how the text flows and where it flows from, e.g., top of next column versus new page. Make sure to also demo the column break at the end of the last column so they can see how this may look like a page break, but it’s not. Turning on the non-formatting characters can help a lot in recognizing what was done in a document.
Pg 97Objective 3.1Students will like this feature as some of them want to spend time working with newsletters or some of the more features for publishing purposes, e.g. flyers, brochures, etc.This can be an exciting feature to teach, especially if you have them try it with a full document first (turn it from one column to three) where they don’t need to worry about where the cursor is positioned. Then move from there to selected text so they can see the section breaks that Word inserts for them automatically; a huge time saver where the user can then focus on their own layout and not have to follow strict guidelines for a specific type of layout.Try it with an existing document as a demo (it doesn’t matter which one as this is only a demo of how columns can be applied to any document). You may want include a discussion on whether how columns can be applied before you begin typing your text although for editing purposes, you will need to use the Draft view or be careful where the cursor is between columns. Often it’s easier to create the text first, and then apply the formatting option as you no longer need to worry about where your cursor is when making changes to the text or page layout.This brings up the point of column breaks versus page breaks … the shortcut keystrokes are faster to activate but can be confusing to students, so make sure they understand the difference when they see it on the screen. Include in your demo the page break option first so they can see how it works similar to regular text, no matter if you have columns set up. Then delete the page break to try the column break so they can see how the text flows and where it flows from, e.g., top of next column versus new page. Make sure to also demo the column break at the end of the last column so they can see how this may look like a page break, but it’s not. Turning on the non-formatting characters can help a lot in recognizing what was done in a document.
Pg 101Objective 3.1Ensure you discuss how text flow can be handled with hyphenation but that this should also be used with caution, especially in an environment where there may be standards for how text appears in a document. For instance, some businesses do not allow for hyphenation at the end of each line, preferring the user to work on minimizing those wide amounts of spaces (often called rivers of text). You may want to include an example of how rivers can be just as distracting as hyphenation. If you don’t have any, use the screens in the following (in the Gallery folder) as examples of how hyphenation can be handy when text is justified and there are rivers of spaces:With rivers of space:Using hyphenation:
Pg 101Objective 3.1Ensure you discuss how text flow can be handled with hyphenation but that this should also be used with caution, especially in an environment where there may be standards for how text appears in a document. For instance, some businesses do not allow for hyphenation at the end of each line, preferring the user to work on minimizing those wide amounts of spaces (often called rivers of text). You may want to include an example of how rivers can be just as distracting as hyphenation. If you don’t have any, use the screens in the following (in the Gallery folder) as examples of how hyphenation can be handy when text is justified and there are rivers of spaces:With rivers of space:Using hyphenation:
Pg 103-104Objective 3.5Point out for students how the options in the pull-down menus are similar except for the location, giving the student a chance to match the themes or designs provided in their reports.
Pg 104Objective 3.5Point out the new contextual ribbon that appears and its color to help differentiate it on the screen. As you walk them through the demo, draw their attention to the visual clues that tell them where they are and what they can do here.Guide them through some of the points here, using the example on the first side for headers and footers. Tell them not to worry at this point if they don’t understand how Link to Previous works as they will understand this better once they look at alternating headers and footers (next slide or exercise).
Pg 104Objective 3.5Point out the new contextual ribbon that appears and its color to help differentiate it on the screen. As you walk them through the demo, draw their attention to the visual clues that tell them where they are and what they can do here.Guide them through some of the points here, using the example on the first side for headers and footers. Tell them not to worry at this point if they don’t understand how Link to Previous works as they will understand this better once they look at alternating headers and footers (next slide or exercise).
Pg 102-103Objective 3.5Ensure students understand that page numbers are entered in a header or footer area by default although you can choose to add them in a different location. Give an example of when else you might need to use a page number elsewhere such as a cross-reference; this topic is covered in the Expert level.Ensure students understand what each of the options does, and as time permits, you may want to take them through the format option.Take note of the new feature to remove page numbers easily without having to delete them from a header or footer location.
Pg 103Objective 3.5Although the topic has been included in the Headers and Footers area of the content, be sure to mention that this feature can be used anywhere in a document where you may want to insert the date or time, e.g., letter. Most people may use this feature in conjunction with a footer to show the creation date or time of the document.Use the analogy of stamping a date on a piece of paper as it is received when you just insert the date and time. The information that appears with this option never changes and will always how as that date and time.The Update automatically feature will display the current date and time, no matter when you open the file. Be sure to provide examples of when you might want to use this feature instead of just “rubber stamping” the document, e.g., merge letter you send out whenever you have a new product to promote, vacation request that you will print out thereby providing a hard copy of the request on that date, etc.You may also want to mark this information in your notes to refer back when in Lesson 10 and discussing inserting fields to set up specific information to appear. For example, instead of showing the complete date, you may only want the year or month and there is an individual field for this information that can be used instead of this option.