The American Short Story: from Poe to O. Henry. a Hypercard Application
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Free Presentation Templates Keynote
Free Presentation Templates Keynote Preferred and anaphylactic Crawford stall-feed periodically and decontrols his guidon magnetically and impalpably. Round-shouldered and bitten Sholom forms, but Sasha worthlessly commuting her krumhorns. Cordial Raj double-space: he focalise his clobber triumphantly and blankety-blank. Get started with Google Slides. Or dull can filter the different fonts by script. This Presentation Template can be used for any variety of purposes, such as: Creative Agency, Company Profile, Corporate and Business, Portfolio, Photography, Pitch Deck, Startup, and also can be used for Personal Portfolio. On the Start menu, point to Settings and then click Control Panel. We present statistical and keynote template is multicolor and even though that. You can enjoy building background wallpaper images of nature where every new tab. Extended commercial presentations, keynote design elements, and google store documents online? We present your presentation templates mentioned above, and bring the scroll down any use as the four sections. Vintage Style Fonts Bundle, Commercial Use License! With Google Slides, everyone can revise together in exactly same presentation at the blink time. It free keynote template for critical not to present your email address will need to. This keynote template is created to distribute your cover and exert your audiences. These free template is white template has even. If you are looking for keynote templates with an artistic touch, the Color template will impress you. Include the University Logo under the also if the email is sent externally. Lookbook google presentation keynote free powerpoint templates, you will play a crucial parts fit for free fonts and. -
Hypertalk: the Language for the Rest of Us
HyperTalk: The Language for the Rest of Us Kyle Wheeler January 18, 2004 Contents 1 Introduction 1 Introduction 1 There is, perhaps, no piece of software written by Ap- ple Computer, Inc. more prone to generating extreme 2 History 1 emotions in its users than its operating system. Next 2.1 TheBirth ................ 1 below that, however, is HyperCard. Designed and re- 2.2 TheLife................. 2 leased in 1987 by Bill Atkinson [7], HyperCard was an 2.3 TheDeath................ 2 instant success. Leveraging the power and simplicity 2.4 TheLegend ............... 2 of its scripting language, HyperTalk, designed by Bill Atkinson and by Dan Winkler [1], HyperCard demys- 3 Goals 2 tified the art of creating software. The language has a grammar and syntax similar to English, and as such ap- 4 Syntax Semantics 3 pealed to computer hobbyists, teachers, and the uniniti- 4.1 Implementation Notes . 3 ated alike. The commands HyperTalk uses are similar to 4.2 Objects ................. 3 those used by the Macintosh Toolbox, the base-level API 4.3 Messages ................ 4 of Apple’s Macintosh operating system, and the logical 4.4 Handlers................. 4 structure is similar to Pascal and organized in an event- 5 Bibliography 4 driven manner [8]. A BNF 6 A.1 Scripts.................. 6 2 History A.2 Expressions ............... 6 A.3 Ordinals and Positions . 7 2.1 The Birth A.4 Chunks and Containers . 7 HyperTalk was born as the core scripting language of A.5 Objects ................. 7 the HyperCard application, developed by Bill Atkinson1 A.6 Commands . 8 for Apple Computer, Inc. in 1987 under the condition A.6.1 Command Nonterminals . -
Errata: Response Analysis and Error Diagnosis Tools. INSTITUTION Illinois Univ., Urbana
DOCUMENT RESUME ED 383 202 FL 023 001 AUTHOR Hart, Robert S. TITLE Errata: Response Analysis and Error Diagnosis Tools. INSTITUTION Illinois Univ., Urbana. Language Learning Lab. REPORT NO LLL-TR-T-23-94 PUB DATE Dec 94 NOTE 114p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Authorir, Aids (Programming); Comparative Analysis; *Computer Software; Data Processing; Discourse Analysis; *Error Analysis (Language); Error Patterns; *Hypermedia; *Item Analysis; Programming IDENTIFIERS *ERRATA (Hyper Card) ABSTRACT This guide to ERRATA, a set of HyperCard-based tools for response analysis and error diagnosis in language testing, is intended as a user manual and general reference and designed to be used with the software (not included here). It has three parts. The first is a brief survey of computational techniques available for dealing with student test responses, including: editing markup that identifies spelling, capitalization, and accent errors and extra, missing, or out-of-order words; pattern matching for rapid identification of specific grammatical errors, keyword searches, and easy specification of alternate answers; and error-tolerant parsing, which puts error diagnosis under control of a grammar and dictionary of the target language. The second section is a user's manual and tutorial guide, describing ERRATA and offering examples of its use. Section three is a reference manual useful to anyone with unusual analysis requirements or wanting to tailor-make responses analyses. Installation and technical information is also included, and complete program code is appended.(MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. -
An Electronic Writing Portfolios Program for the Primary Classroom
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1995 An electronic writing portfolios program for the primary classroom Ivy Kaufhold Patten Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, and the Reading and Language Commons Recommended Citation Patten, Ivy Kaufhold, "An electronic writing portfolios program for the primary classroom" (1995). Theses Digitization Project. 1220. https://scholarworks.lib.csusb.edu/etd-project/1220 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. AN ELECTRONIC WRITING PORTFOLIOS PROGRAM FOR THE PRIMARY CLASSROOM A Project Presented to the Faculty of California State University, San Bernardino by Ivy Kaufhold Patten June 1995 Approved by: S-7' Adria Klein, First Reader Date C'^Joseplh^Blray, Second R^der ABSTRACT Student Writing Portfolios are a management system for authentic assessment of the writing process. This project creates a writing portfolios program using the HyperCard authoring program for the Macintosh computer. This program allows teachers to keep electronic portfolios for every student in their classroom in one central, easy to access location. The portfolios consist of student information, a writing characteristics checklist, and student writing samples with teacher and student observational notes and comments. The creation of these writing portfolios was based on research in the fields of whole language, authentic assessment, computer-based assessment, and related areas. -
Macbook Learning Lab V3
Getting Started A guide for your Apple MacBook Learning Lab Getting Started 2 A guide for your Apple MacBook Learning Lab Contents 4 Introduction 6 Setting Up and Working with Your Apple MacBook Learning Lab 6 Setting Up Your Apple MacBook Learning Lab 8 Daily Setup 11 Sharing the Lab 11 Creating and Managing User Accounts 13 Installing Software 14 Sharing and Storing Files 15 Using Apple Remote Desktop: to Manage Student Computers from One Computer 15 Using Parental Controls to Provide Extra Security 15 Maintaining Your Apple MacBook Learning Lab 18 Using the Tools That Come with Your Apple MacBook Learning Lab 18 Using the New Features in OS X Lion 19 Having Instant Access to Information with Widgets 19 Finding Files in a Flash with Spotlight 20 Crunching Numbers with Calculator and Grapher 21 Browsing the Internet with Safari 22 Staying Up to Date with iCal 22 Producing Digital Media Projects with iLife 23 Creating Digital Stories with iMovie 24 Creating Digital Music and Podcasts with GarageBand 25 Organizing, Editing, and Sharing Digital Photos with iPhoto 25 Organizing and Playing Music and Audio with iTunes 26 Reaching All Learners with Built-in Accessibility Features 27 Using iChat to Communicate and Collaborate 28 Communicating via Email with Mail 29 Reading and Annotating Documents with Preview 29 Supporting Writing with Dictionary and TextEdit 30 Making Video Calls with Face Time 30 Capturing Photos and Video with Photo Booth Getting Started 3 A guide for your Apple MacBook Learning Lab 32 More Tools to Use with Your Apple MacBook Learning Lab 32 Using iOS Devices as Mobile Learning Tools 33 Creating, Presenting, and Publishing Work with iWork 34 Additional Resources 34 Apple Websites 35 Apple Professional Development 35 Apple Support © 2011 Apple Inc. -
MTC 3028 Digital Audio II
Department of Music MTC 3028 Digital Audio II 2 Units SPRING 2021 Meeting days: Tuesday (asynchronous) & Thursday (Live Instructor: Professor Chaz Celaya in Person) Meeting times: 2:30pm – 3:25pm Phone: 619-849-2782 Meeting location: Cooper 012 Email: Music Technology Lab [email protected] Final Exam : Tuesday 6/8/21 1:30 Office hours: – 4pm Email Prof. to Schedule PLNU Mission To Teach ~ To Shape ~ To Send Point Loma Nazarene University exists to provide higher education in a vital Christian community where minds are engaged and challenged, character is modeled and formed, and service is an expression of faith. Being of Wesleyan heritage, we strive to be a learning community where grace is foundational, truth is pursued, and holiness is a way of life. COURSE DESCRIPTION This course continues developing the concepts and techniques of the modern digital audio workstation, including application to the live performance environment. We will discuss and develop the industry-standardized best practices in relation to the technology, terminology, and methodology involved in creating and performing music with digital tools. An emphasis will be placed on advanced mixing techniques, mastering, scoring to video, and live performance implementation. COURSE LEARNING OUTCOMES By the end of the semester you will demonstrate through projects, quizzes, and assignments that you can: • Employ proper terminology in the professional studio environment • Demonstrate an advanced understanding of the Recording, Editing, Mixing, and Mastering tools within a DAW. • Employ various plug-ins (both stock and 3rd party), signal processors, and effects to augment the quality of a recording. • Utilize software instruments in a live environment through the use of MainStage software. -
Hyper Talk Tutorial Modules Kevin G. Christmas Master of Education
HYPERTALK TUTORIAL MODULES KEVIN G. CHRISTMAS B.Ed., University of Lethbridge, 1986 A One-Credit Project Submitted to the Faculty of Education of The University of Lethbridge in Partial FulfIllment of the Requirements for the Degree MASTER OF EDUCATION LETHBRIDGE,ALBERTA June, 1993 TABLE OF CONTENTS PAGE I. INTRODUCTION ........................................................................... 1 II. UNIT OUTLINE............................................................................ 1 Lesson #1 .................................................................................... 2 Lesson #2 ..................................................................................... 3 Lesson #3 ..................................................................................... 3 Lesson #4 ..................................................................................... 3 Lesson #5 ..................................................................................... 4 Lesson #6 ..................................................................................... 4 Lesson #7 ..................................................................................... 5 Lesson #8 ..................................................................................... 5 Lesson #9 ..................................................................................... 6 Lesson #10 ................................................................................... 6 Lesson #11 - #20 ......................................................................... -
Ipad in Education: Evaluating Apps for the Classroom ! !
! ! ! ! iPad in Education: Evaluating Apps for the Classroom ! ! Apps in the Classroom 1 Overview iPad apps are expanding the learning experience both inside and outside the classroom, making it more interactive, immersive, and engaging. And we know that when students are more engaged, they are more motivated, and they perform better. With so many amazing education apps available—and more being developed all the time—there’s no limit to the exciting possibilities for learning. Tens of thousands of education apps on the App Store cover everything from math and science to foreign languages and reading. Students can manipulate math equations using just a finger. They can browse an interactive periodic table of elements. They can even dissect a virtual frog in one class, then flip through the world's greatest collection of art in the next. And teachers can deliver engaging lessons, monitor progress, get immediate feedback on students, and stay organized. Getting Started If you’re just getting started teaching with apps, it’s helpful to begin by setting goals for student learning. What must students understand? What should their interaction with apps look like? And which apps would work best for your specific lesson plans? You may find that choosing an app is easier after carefully considering what you want students to do with it, and why. You might begin by exploring questions like: • What parts of your lesson plans are you particularly passionate about? How could you best communicate that enthusiasm to students? • Where do your students encounter roadblocks around a topic or lesson? What might help them get over these hurdles? • What concepts or activities would you like to cover but don’t have enough time? Can they be taught more efficiently or combined with others? • What are the opportunities to gain insights into student learning through the content they create with apps? The answers to these questions and the content in this guide can help as you begin to explore, choose, and integrate iOS apps into your classroom. -
Problem Solving and Communication in a Hypercard Environment
Problem Solving and Communication in a HyperCard Environment Dave Moursund and Sharon Yoder About the Authors Dr. David Moursund has been teaching and writing in the field of computers in education since 1963. He is a professor in the College of Education at the University of Oregon. Dr. Moursund has authored or coauthored more than 25 books and numerous articles on computers and education. He was the chairman of the department of computer science at the University of Oregon from 1969 to 1975. In 1979 he founded the International Council for Computers in Education (ICCE), which became the International Society for Technology in Education (ISTE) in 1989 when it merged with the International Association for Computing in Education. Dr. Moursund is currently the executive officer of ISTE. Dr. Sharon Yoder taught mathematics and computer science at the junior high and high school level for 15 years. Her most recent public school experience was as a secondary computer science teacher and a computer coordinator involved in developing system- wide computer curriculum and in planning teacher inservice training. In addition, she has taught mathematics, computer science, and computer education at a number of universities in northeastern Ohio, including Kent State University, the University of Akron, and Cleveland State University. She currently teaches computer education courses at the University of Oregon. For the past several years, Dr. Yoder has conducted workshops and presented papers at national conferences. She has been involved in a number of book-publishing projects, including the Nudges series, An Introduction to Programming in Logo Using LogoWriter, and An Introduction to Programming in Logo Using Logo PLUS. -
In the Language-Learning Classroom
PeerSpectives Issue 12, Spring 2014 ! ISSN 2187-1191 students more willing to voluntarily use it. Bio: ! Furthermore, experience using it in English may Louise Ohashi has been working as an EFL/ESL contribute to their adoption of it for self-study. educator since 1999. The majority of this time has During my presentation I was asked about the been spent in Japan, but she has also taught in training I provided for students for this project. As Spain, Italy, England, Canada and Australia. She this was not a central component of the course, took up her most recent engagement as an none was provided. Students were simply shown Associate Professor at Tokyo Woman's Christian their class’s FBG in class and invited to join by University in April 2012. She is currently doing a email (with a link for those who were interested). In PhD through Charles Sturt University, Australia, retrospect, spending a little more time showing focusing on the independent online learning students how to use FBGs and troubleshooting practices of EFL students. ! several weeks later may have been a worthwhile time investment as familiarity with FB was a key !factor for participation.! !Conclusion! This project sought to understand what motivated and deterred language learners from voluntarily using an online tool for self-study. A key finding was that students were only willing to join their class’s FBG if they already had a FB account. Educators may like to keep this in mind as it suggests that students may be unwilling to use a tool that is recommended for self-study if they have no experience with it. -
A ROOM with a VUI – VOICE USER INTERFACES in the TESOL CLASSROOM by David Kent Woosong University Daejon, Republic of Korea Dbkent @ Wsu.Ac.Kr
Teachng Englsh wth Technology, 20(3), 96-124, http://www.tewtjournal.org 96 A ROOM WITH A VUI – VOICE USER INTERFACES IN THE TESOL CLASSROOM by David Kent Woosong University Daejon, Republic of Korea dbkent @ wsu.ac.kr Abstract Disruptive technologies have seen how students interact with their teachers, how we as teachers now prepare and provide learning, and how we might best incorporate artificial intelligence into the classroom. To this end, the pedagogical affordances offered by the voice-user interface of digital assistants is explored. Instructional strategies supported by examples are then provided, along with means for actioning their use in the classroom and evaluating their appropriateness and viability for enhancing language learning. Keywords: digital assistants; voice-user interface; interaction; speaking 1. Introduction As instructors, we no longer talk about technology replacing teachers, or even teachers who use technology replacing those that do not (John & Wheeler, 2015); instead we expect to be incorporating technologies for learning into our classrooms. This means that as instructors today, we need to be able to competently apply that technology and competently assess and evaluate the suitability and appropriateness of how that technology has met intended teaching and learning objectives, while also understanding all levels of the educational potential behind its use, and assisting learners in being able to identify those elements as well (Fotos & Brown, 2004; Levy and Stockwell, 2006). This is important because teaching in the time of digital language learning sees us not just doing old things in new ways, but it has ushered in a total era of ‘newness.’ There are new things to do, new ways to think, new methods of managing relationships with others (and AI – artificial intelligence), and new practices in teaching that require us to adopt new skills and new abilities (Jones & Hafner, 2012). -
Motion Graphics and Effects in Final Cut Studio
Instructor Guide Motion Graphics and Effects in Final Cut Studio Final Cut Studio 2 Instructor Guide Motion Graphics and Effects in Final Cut Studio Contents Contents About this instructor guide . .3 Preparing the classroom . .4 Essential teaching information . .8 Final Cut Studio 101 Agenda . .10 About the Final Cut Studio Level Onecertification exam . 26 Final Class wrap up . 30 Post-class cleanup . .31 2 For personal use only. Not for resale. Instructor Guide Motion Graphics and Effects in Final Cut Studio About this instructor guide This instructor guide is a companion to the FCS 101: Motion Graphics and Effects in Final Cut Studio course, and should be used by all Apple Certified Trainers (ACTs). It includes helpful pointers for teaching each lesson and lists all the files and materials needed to teach the class, including how much storage space the media files require. We strongly recommend that you read this document before teaching any classes. You should also review Apple Pro Training Series: “Motion Graphics and Effects in Final Cut Studi,o by Mark Spencer and Jem Schofield (ISBN: 0321509404). You can order the courseware with a 35% discount at http://www.peachpit.com/appletrainers. This link works internationally and you won’t need a discount code. Please don’t redistribute this link, because it’s only for ACTs and trainer candidates. this instructorAbout guide You should also review the tutorials at www.apple.com/finalcutstudio/ tutorials/ as well as the New Features Guide. You should also review the Apple ProRes 422 white paper, which you can download from www.apple.com/finalcutstudio/finalcutpro/support.html .