Digital Resources Approved for Use in Academy District 20 As Of

Total Page:16

File Type:pdf, Size:1020Kb

Digital Resources Approved for Use in Academy District 20 As Of Digital Resources Approved for use in Academy District 20 as of August 20, 2021 Title URL of Resource SPII collected Link to Privacy Policy Link to Terms of Service 10 Frame Fill https://itunes.apple.c This software does http://www.classroo om/us/app/10-frame- not collect Student mfocusedsoftware.co fill/id418083871?mt= Data m/cfsprivacypolicy.ht 8 ml 123 NUMBER MAGIC https://itunes.apple.c This software does http://preschoolu.co http://preschoolu.co Line Matching om/us/app/123- not collect Student m/Privacy- m/Privacy- number-magic-line- Data Policy.html#.Wud5Ro Policy.html#.Wud5Ro matching/id46853409 gvyUk gvyUk 4?mt=8 123TeachMe https://www.123teac This software does https://www.123teac https://www.123teac hme.com/ not collect Student hme.com/learn_spani hme.com/learn_spani Data sh/privacy_policy sh/privacy_policy 12Bart http://www.bartontile First Name;#Last http://www.bartontile http://www.bartontile s.com/ Name s.com/Barton-Tiles- s.com/Barton-Tiles- App-Privacy-Policy.pdf App-Privacy-Policy.pdf 2080 Media https://www.nfhsnet This software does https://www.nfhsnet https://www.nfhsnet Inc/PlayOn Sports work.com/ not collect Student work.com/privacypoli work.com/termsofuse Data cy 270 to Win https://itunes.apple.c This software does https://www.270towi https://www.270towi om/us/app/270towin/ not collect Student n.com/privacy/ n.com/privacy/ id483161617?mt=8 Data 3 DS Max https://www.autodes First Name;#Last https://www.autodes Terms of Use k.com/products/3ds- Name;#Students don't k.com/products/3ds- max/overview need to make an max/overview account to use this. 30/30 http://3030.binaryha This software does mmer.com/ not collect Student Data 3D Creationist This software does 3DC Privacy Policy 3DC Privacy Policy not collect Student Data 3D Math Racing App - https://itunes.apple.c This software does https://potgapps.org/ https://potgapps.org/ Free OR Pro om/us/app/3d-math- not collect Student privacy/ privacy/ racing-a-fast-free- Data math-facts- game/id552783933? mt=8 3D Sketch Studio 3D Sketch Studio This software does Croco Studio Privacy not collect Student Policy Data Page 1 of 171 Digital Resources Approved for use in Academy District 20 as of August 20, 2021 501 Spanish Verb Barrons https://barronseduc.c om/privacypolicy.html 60 Story Starters 60 Story Starters First Name;#Last https://www.superdu Name perinc.com/about/pri vacy.aspx 7-Zip https://www.7- This software does zip.org/ not collect Student Data A Better Way Athletics https://abetterwayath https://abetterwayath https://abetterwayath letics.com/ letics.com/privacy- letics.com/?s=terms+ page/ of+service A Math Regrouping A Math Regrouping This software does Hetal Shah AppStorio App: Addition and App: Addition and not collect Student Privacy Subtraction HD Subtraction HD Data A+ Spelling Test. A+ Spelling Test This software does http://www.alligatora http://www.alligatora not collect Student pps.com/ pps.com/ Data ABC - Magnetic https://itunes.apple.c This software does https://www.dotnext.i Alphabet Lite for Kids om/us/app/abc- not collect Student t/abc/privacypolicy/ magnetic-alphabet- Data;#no student lite-for- login kids/id389132393?mt =8 ABC Circus Alphabet https://itunes.apple.c This software does http://joypreschoolga om/us/app/abc-circus- not collect Student me.com/policy/ toddler-alphabet- Data learning-games- baby/id515633810?m t=8 ABC MAGIC PHONICS ABC MAGIC PHONICS This software does http://preschoolu.co 2 2 not collect Student m/Privacy- Data Policy.html#.WvIZv6o vzIU ABC Ninja ABC Ninja This software does Alligator Apps Privacy not collect Student Policy Data ABC phonics word https://itunes.apple.c This software does http://www.abitalk.co family om/us/app/abc- not collect Student m/our-privacy-policy/ phonics-word-family- Data free/id490869120?mt =8 Page 2 of 171 Digital Resources Approved for use in Academy District 20 as of August 20, 2021 abc PocketPhonics: https://itunes.apple.c First Name;#Last http://appsinmypocke letter sounds & om/us/app/abc- Name t.com/privacy-policy/ writing + first words pocketphonics-letter- and Lite sounds-writing-first- words/id299342927? mt=8 ABC Spelling Magic https://itunes.apple.c This software does http://preschoolu.co http://preschoolu.co om/us/app/abc- not collect Student m/Privacy- m/Disclaimer.html#.W spelling- Data Policy.html#.WQDIWl QDI-lRMGhA magic/id429301553? RMGhA mt=8 ABC Zooborns ABC Zooborns This software does PeaPod Labs Privacy http://peapodlabs.co not collect Student Policy m/the-policy-of- Data privacy/ ABC-CLIO Databases https://databases.abc- This software does https://americanhisto clio.com/Authenticati not collect Student ry.abc- on/LogOn Data clio.com/About/Privac y ABCmouse.com https://www.abcmous First Name;#Date of https://www.abcmous https://www.abcmous e.com/ Birth;#gender e.com/privacy#sectio e.com/tandc n_5 ABCs and 123s by ABC's and 123's by This software does Privacy Policy Privacy Policy TantrumApps Tantrum Apps not collect Student Data ABCya ABCya First Name ABCya Privacy Policy Terms of Use ABCya Animate http://www.abcya.co This software does https://www.abcya.co http://www.abcya.co m/ not collect Student m/privacy.htm m/abcya_terms_of_us Data e.htm AbiTalk Apps https://itunes.apple.c First Name https://www.abitalk.c om/us/developer/abit om/our-privacy- alk- policy/ incorporated/id43720 1721?iPhoneSoftware Page=2#iPhoneSoftwa rePage Ableton Live https://www.ableton. This software does https://www.ableton. https://www.ableton. com/en/ not collect Student com/en/search/?quer com/en/search/?quer Data y=privacy+policy y=terms+and+conditio ns Acadience (aka Dibelsnet This software does Privacy Statement Use Agreement Dibelsnet, Voyager not collect Student Sopris) Data Acapella https://www.mixcord. Student Email https://www.mixcord. https://www.mixcord. co/pages/acapella co/pages/privacy- co/pages/terms-of- policy use-agreement Page 3 of 171 Digital Resources Approved for use in Academy District 20 as of August 20, 2021 Accelerate Education https://accelerate.edu First Name;#Last https://accelerate.edu cation/ Name;#Student cation/privacy-policy/ Email;#Parent Email Accelerated Reader AR App Student number Privacy Policy Terms of Use Free App Accent Grid Chrome https://chrome.googl This software does Extension e.com/webstore/detai not collect Student l/accent- Data grid/efedjomeallaomh eefphgnbleieplnfk?hl= en-GB Access My Library https://apps.apple.co https://www.gale.co https://www.cengage. m/us/app/access-my- m/privacy com/legal/terms-gale/ library/id920817861 Access Science https://www.accesssci This software does https://www.mheduc https://www.accesssci ence.com/ not collect Student ation.com/privacy.ht ence.com/pages/term Data ml s-of-use Achieve 3000 http://www.achieve3 First Name;#Last http://www.achieve3 http://www.achieve3 000.com/ Name;#Student 000.com/privacy- 000.com/terms-of- number policy/ use/ Acid Music Studio http://download.cnet. This software does PP com/ACID-Music- not collect Student Studio-10/3000- Data;#Not for use by 2170_4- students 10498422.html Acronis True Image https://www.acronis.c This software does https://www.acronis.c https://www.acronis.c for Crucial om/en- not collect Student om/en- om/en- us/promotion/Crucial Data us/company/privacy.h us/support/eula.html HD-download/ tml ACT WorkKeys http://www.act.org/c First Name;#Last https://www.act.org/c https://www.act.org/c ontent/act/en/produc Name;#Address;#Date ontent/act/en/privacy- ontent/act/en/terms- ts-and- of Birth;#Student policy.html of-use.html services/workkeys-for- Email employers/assessmen ts.html Active Words https://activewords.c This software does https://activewords.c https://activewords.c om/#home not collect Student om/activewords- om/buy-activewords/ Data privacy-policy/ activehistory.co.uk https://www.activehis This software does https://www.activehis Terms and Conditions tory.co.uk/ not collect Student tory.co.uk/privacy.php Data Page 4 of 171 Digital Resources Approved for use in Academy District 20 as of August 20, 2021 Actively Learn (Paid ActivelyLearn.com First Name;#Last Privacy Policy Terms of Service version) Name;#Student number;#student school email address Adding Apples HD https://itunes.apple.c http://sogabee.com/? om/us/app/adding- page_id=74 apples- hd/id464881662?mt= 8 Addition ! ! https://apps.apple.co a "user name" that m/us/app/ace-math- has 6 or fewer flash- characters cards/id463193339 Addition & https://itunes.apple.c http://www.internetd Subtraction For Kids - om/us/app/addition- esignzone.com/privac First Grade Math subtraction-for-kids- ypolicy.php first-grade- math/id426907035?m t=8 Addition and Addition and This software does Eggroll Games Privacy Subtraction Math Subtraction Math not collect Student Policy Flashcard Match Flashcard Match Data Games for Kids in 1st Games for Kids in 1st and 2nd Grade and 2nd Grade Adobe Acrobat for https://chrome.googl This software does http://www.adobe.co http://www.adobe.co Chrome e.com/webstore/detai not collect Student m/privacy/policy.html m/privacy/policy.html l/adobe- Data acrobat/efaidnbmnnni bpcajpcglclefindmkaj Adobe Aero https://www.adobe.c First Name;#Last https://www.adobe.c om/products/aero.ht Name om/privacy.html ml Adobe Creative Cloud https://apps.apple.co https://apps.apple.co https://apps.apple.co for iOS apps m/us/app/adobe- m/us/developer/adob m/us/developer/adob creative- e- e- cloud/id852473028 inc/id331646274#see- inc/id331646274#see- all/i-phonei-pad-apps all/i-phonei-pad-apps Adobe Creative Suite All Adobe Products This software does http://www.adobe.co http://www.adobe.co Applications not collect Student m/privacy.html m/legal/terms.html Data Adobe Pages, Post, https://spark.adobe.c This software does https://www.adobe.c https://www.adobe.c Spark, Video om/edu not collect Student om/privacy.html om/legal/terms.html Data Page 5 of 171 Digital Resources Approved for use in Academy District 20 as of August 20, 2021 Adobe PE Adobe PE This software does privacy terms not collect Student Data Adobe Voice (Spark https://spark.adobe.c username http://www.adobe.co http://www.adobe.co Video) Free om/about/video m/privacy/policy.html m/legal/terms.html Advantis Class VR https://portal.classvr.
Recommended publications
  • Case Scenario 1
    Section 2 Chapter 8 - Main Achievements of Mobile Learning Through The Use Of Educational Applications Case Scenario 1 Title: StoryBots Classroom Description: An interesting App for teaching children in their first year of schooling was derived from the American television series StoryBots. StoryBots is an educational multimedia platform for children best known for the Emmy award-winning Netflix series "Ask the StoryBots". The titles cover a wide range of school subjects and feature a cast of characters called StoryBots, imaginary creatures who live inside computers, tablets and phones and help humans answer questions, somehow foreshadowing the digital assistants of the future. The StoryBots library includes educational TV series, books, videos, music, games and classroom activities designed to make learning fun for young children. StoryBots Classroom is an educational platform for children aged 3 to 8 years used by more than 60,000 teachers worldwide1. It's a teacher-friendly solution that includes access to hundreds of videos, books, games and activities for use on interactive whiteboards, tablets and laptops in the classroom. All the contents of StoryBots are designed by specialists in editorial products for children and teachers, involved in frontline educational activities. The StoryBots Classroom can be used by the whole class, by small groups or for individual use. Accredited educators in traditional school settings can apply for access to the StoryBots classroom 1 https://help.storybots.com/hc/en-us/articles/224362927-What-Is-StoryBots-Classroom- by visiting www.storybots.com and clicking on "I'm a Teacher". StoryBots Classroom offers two types of interactive books: - Educational books are stories with narrative pages that you can flip through step by step, making them perfect for introducing a lesson, reviewing materials and doing independent practice; - Starring You Books are animated stories that contain the face and name of a student, creating a highly personalized experience.
    [Show full text]
  • Repair Manual
    Repair Manual Showing Short Cuts and Methods for Repairing and Upkeep Durant and Star Cars FOUR CYLINDER MODELS JANUARY, 1929 DURANT MOTORS, Inc. BROADWAY AT 57th STREET NEW YORK CITY DURANT MOTOR CO. of NEW JERSEY DURANT MOTOR CO. of MICHIGAN Elizabeth, N. J. Lansing, Michigan DURANT MOTOR CO. of CALIFORNIA DURANT MOTOR CO. of CANADA, LTD. Oakland, Cal. Toronto (Leaside), Ontario 1 Blank page 2 WARRANTY E warrant each new DURANT and STAR motor vehicle so by us to be free from defects in material W under normal use and service, our obligation under this warranty being limited to making good at our factory any part or parts thereof which shall with ninety (90) days after delivery of such vehicle to the original purchaser be returned to us, transportation charges prepaid, and which our examination shall disclose to our satisfaction to have been thus defective, this warranty being expressly in lieu of all other warranties expressed or implied and of all other obliga- tions or liabilities on our part. This warranty shall not apply to any vehicle which shall have been repaired or altered outside of our factory in any way, so as in our judgment, to affect its stability or reliability, nor which has been subject to misuse, negligence or accident. We make no warranty whatever in respect to tires, rims, ignition apparatus, horns or other signaling devices, starting devices, generators, batteries, speedometers or other trade accessories, inasmuch as they are usually warranted separately by their respective manufacturers. We do not make any guarantee against, and we assume no responsibility for, any defect in metal or other material, or in any part, device, or trade accessory that cannot be dis- covered by ordinary factory inspection.
    [Show full text]
  • Cloud-Based Visual Discovery in Astronomy: Big Data Exploration Using Game Engines and VR on EOSC
    Novel EOSC services for Emerging Atmosphere, Underwater and Space Challenges 2020 October Cloud-Based Visual Discovery in Astronomy: Big Data Exploration using Game Engines and VR on EOSC Game engines are continuously evolving toolkits that assist in communicating with underlying frameworks and APIs for rendering, audio and interfacing. A game engine core functionality is its collection of libraries and user interface used to assist a developer in creating an artifact that can render and play sounds seamlessly, while handling collisions, updating physics, and processing AI and player inputs in a live and continuous looping mechanism. Game engines support scripting functionality through, e.g. C# in Unity [1] and Blueprints in Unreal, making them accessible to wide audiences of non-specialists. Some game companies modify engines for a game until they become bespoke, e.g. the creation of star citizen [3] which was being created using Amazon’s Lumebryard [4] until the game engine was modified enough for them to claim it as the bespoke “Star Engine”. On the opposite side of the spectrum, a game engine such as Frostbite [5] which specialised in dynamic destruction, bipedal first person animation and online multiplayer, was refactored into a versatile engine used for many different types of games [6]. Currently, there are over 100 game engines (see examples in Figure 1a). Game engines can be classified in a variety of ways, e.g. [7] outlines criteria based on requirements for knowledge of programming, reliance on popular web technologies, accessibility in terms of open source software and user customisation and deployment in professional settings.
    [Show full text]
  • Exploring Differences Among Student Populations During Climate Graph Reading Tasks: an Eye Tracking Study Rachel M
    Journal of Astronomy & Earth Sciences Education – December 2018 Volume 5, Number 2 Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study Rachel M. Atkins, North Carolina State University, USA Karen S. McNeal, Auburn University, USA ABSTRACT Communicating climate information is challenging due to the interdisciplinary nature of the topic along with compounding cognitive and affective learning challenges. Graphs are a common representation used by scientists to communicate evidence of climate change. However, it is important to identify how and why individuals on the continuum of expertise navigate graphical data differently as this has implications for effective communication of this information. We collected and analyzed eye-tracking metrics of geoscience graduate students and novice undergraduate students while viewing graphs displaying climate information. Our findings indicate that during fact- extraction tasks, novice undergraduates focus proportionally more attention on the question, title and axes graph elements, whereas geoscience graduate students spend proportionally more time viewing and interpreting data. This same finding was enhanced during extrapolation tasks. Undergraduate novices were also more likely to describe general trends, while graduate students identified more specific patterns. Undergraduates who performed high on the pre-test measuring graphing skill, viewed graphs more similar to graduate students than their peers who performed lower on the pre-test. Keywords: Geoscience Education Research; Geocognition; Eye-Tracking; Graph Reading he average temperature of our planet has increased 1.5 degrees F over the past 100 years and is projected to increase another 0.5 to 8.6 degrees F over the next century (U.S. Environmental Protection Agency, 2014).
    [Show full text]
  • Rulemaking: 1999-10 FSOR Emission Standards and Test Procedures
    State of California Environmental Protection Agency AIR RESOURCES BOARD EMISSION STANDARDS AND TEST PROCEDURES FOR NEW 2001 AND LATER MODEL YEAR SPARK-IGNITION MARINE ENGINES FINAL STATEMENT OF REASONS October 1999 State of California AIR RESOURCES BOARD Final Statement of Reasons for Rulemaking, Including Summary of Comments and Agency Response PUBLIC HEARING TO CONSIDER THE ADOPTION OF EMISSION STANDARDS AND TEST PROCEDURES FOR NEW 2001 AND LATER MODEL YEAR SPARK-IGNITION MARINE ENGINES Public Hearing Date: December 10, 1998 Agenda Item No.: 98-14-2 I. INTRODUCTION AND BACKGROUND ........................................................................................ 3 II. SUMMARY OF PUBLIC COMMENTS AND AGENCY RESPONSES – COMMENTS PRIOR TO OR AT THE HEARING .................................................................................................................. 7 A. EMISSION STANDARDS ................................................................................................................... 7 1. Adequacy of National Standards............................................................................................. 7 2. Lead Time ................................................................................................................................. 8 3. Technological Feasibility ........................................................................................................ 13 a. Technological Feasibility of California-specific Standards ..............................................................13
    [Show full text]
  • The Video Game Industry an Industry Analysis, from a VC Perspective
    The Video Game Industry An Industry Analysis, from a VC Perspective Nik Shah T’05 MBA Fellows Project March 11, 2005 Hanover, NH The Video Game Industry An Industry Analysis, from a VC Perspective Authors: Nik Shah • The video game industry is poised for significant growth, but [email protected] many sectors have already matured. Video games are a large and Tuck Class of 2005 growing market. However, within it, there are only selected portions that contain venture capital investment opportunities. Our analysis Charles Haigh [email protected] highlights these sectors, which are interesting for reasons including Tuck Class of 2005 significant technological change, high growth rates, new product development and lack of a clear market leader. • The opportunity lies in non-core products and services. We believe that the core hardware and game software markets are fairly mature and require intensive capital investment and strong technology knowledge for success. The best markets for investment are those that provide valuable new products and services to game developers, publishers and gamers themselves. These are the areas that will build out the industry as it undergoes significant growth. A Quick Snapshot of Our Identified Areas of Interest • Online Games and Platforms. Few online games have historically been venture funded and most are subject to the same “hit or miss” market adoption as console games, but as this segment grows, an opportunity for leading technology publishers and platforms will emerge. New developers will use these technologies to enable the faster and cheaper production of online games. The developers of new online games also present an opportunity as new methods of gameplay and game genres are explored.
    [Show full text]
  • Google for Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair
    Google For Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair Learn how tools built for teaching and learning, Discover the hidden worlds of our Take a field trip to virtually anywhere (even Explore works of art and stories from around Teach learners the fundamentals of digital Make the connection between coding and Learn the basics of Computer Science using the Create projects that show how Science, like Classroom, G Suite for Education, and National Parks on ranger-guided trips places school buses can’t go) using immersive the world with 360° tours of exhibits in over 70 safety and citizenship so they can be safe, creativity, empowering girls to engage with block-based programming language, Scratch. Technology, Engineering, and Math can be used Chromebooks, can increase engagement through virtual reality. AR and VR technology. different countries. confident explorers of the online world. technology and bring their ideas to life. to impact the world around us. and inspire curiosity. Google for National Google Google Arts Education Parks VR Expeditions & Culture Discover the hidden worlds of Explore works of art and stories Tools built for teaching and learning. Field trips to virtually anywhere. our National Parks. from around the world. Over 80 million teachers and students around the world Take a ranger-guided journey through the glaciers of What if you could journey to the surface of Mars or From The Metropolitan Museum of Art to Nairobi’s communicate and collaborate using Classroom and Alaska’s Kenai Fjords or get up close with active climb to the top of Machu Picchu without ever leaving Kenya National Archives, Google Arts & Culture offers G Suite for Education, while Chromebooks are the most volcanoes in Hawai’i.
    [Show full text]
  • Vlat: Development of a Visualization Literacy Assessment Test 553
    IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS VOL. 23, NO. 1, JANUARY 2017 551 VLAT : Development of a Visualization Literacy Assessment Test Sukwon Lee, Sung-Hee Kim, and Bum Chul Kwon, Member, IEEE Abstract— The Information Visualization community has begun to pay attention to visualization literacy; however, researchers still lack instruments for measuring the visualization literacy of users. In order to address this gap, we systematically developed a visual- ization literacy assessment test (VLAT), especially for non-expert users in data visualization, by following the established procedure of test development in Psychological and Educational Measurement: (1) Test Blueprint Construction, (2) Test Item Generation, (3) Content Validity Evaluation, (4) Test Tryout and Item Analysis, (5) Test Item Selection, and (6) Reliability Evaluation. The VLAT con- sists of 12 data visualizations and 53 multiple-choice test items that cover eight data visualization tasks. The test items in the VLAT were evaluated with respect to their essentialness by five domain experts in Information Visualization and Visual Analytics (average content validity ratio = 0.66). The VLAT was also tried out on a sample of 191 test takers and showed high reliability (reliability coeffi- cient omega = 0.76). In addition, we demonstrated the relationship between users’ visualization literacy and aptitude for learning an unfamiliar visualization and showed that they had a fairly high positive relationship (correlation coefficient = 0.64). Finally, we discuss evidence for the validity of the VLAT and potential research areas that are related to the instrument. Index Terms—Visualization Literacy; Assessment Test; Instrument; Measurement; Aptitude; Education 1INTRODUCTION Data visualizations have become more popular and important as the dressing this gap is important because measurement results from the amount of available data increases, called data democratization.
    [Show full text]
  • How to Embed Google Drawings Edublogs
    How to embed a Google Drawing in a blog post or page Part 1: Get the embed code 1 Open your Google Drawing Find your Drawing in your Google Drive. Double click on the Drawing to open it. 2 Publish to the web Go to File > Publish to the web. Click on Embed. Select the Drawing size. Click Publish. A pop-up box will confirm you want to publish. Press OK. 3 Copy the embed code Your HTML embed code will appear in a box. You need to copy this code to add it to your blog post or page (Control/Command C). Edublogs Support: Embed Google Drawings 1 How to embed a Google Drawing in a blog post or page Part 2: Add the embed code to your blog post (or page) 1 Open your blog post (or page) Go to your blog dashboard and open the post you’re working on. Or, go to Posts > Add New. 2 Add Media Place your cursor where you want the Google Drawing to appear and then click on the Add Media button. 3 Insert Embed Code In the Add Media window, click on the Insert Embed Code tab on the left. Paste the embed code into the Insert Embed code box (Control/Command V). Press Insert Into Post. 4 Publish When you've finished writing your post, click Publish. You should now see your embedded Google Drawing when you view the published post. You can also preview your post before publishing to see what it will look like. Edublogs Support: Embed Google Drawings 2.
    [Show full text]
  • Appendix a the Ten Commandments for Websites
    Appendix A The Ten Commandments for Websites Welcome to the appendixes! At this stage in your learning, you should have all the basic skills you require to build a high-quality website with insightful consideration given to aspects such as accessibility, search engine optimization, usability, and all the other concepts that web designers and developers think about on a daily basis. Hopefully with all the different elements covered in this book, you now have a solid understanding as to what goes into building a website (much more than code!). The main thing you should take from this book is that you don’t need to be an expert at everything but ensuring that you take the time to notice what’s out there and deciding what will best help your site are among the most important elements of the process. As you leave this book and go on to updating your website over time and perhaps learning new skills, always remember to be brave, take risks (through trial and error), and never feel that things are getting too hard. If you choose to learn skills that were only briefly mentioned in this book, like scripting, or to get involved in using content management systems and web software, go at a pace that you feel comfortable with. With that in mind, let’s go over the 10 most important messages I would personally recommend. After that, I’ll give you some useful resources like important websites for people learning to create for the Internet and handy software. Advice is something many professional designers and developers give out in spades after learning some harsh lessons from what their own bitter experiences.
    [Show full text]
  • THE NATIONAL ACADEMY of TELEVISION ARTS & SCIENCES ANNOUNCES NOMINATIONS for the 44Th ANNUAL DAYTIME EMMY® AWARDS
    THE NATIONAL ACADEMY OF TELEVISION ARTS & SCIENCES ANNOUNCES NOMINATIONS FOR THE 44th ANNUAL DAYTIME EMMY® AWARDS Daytime Emmy Awards to be held on Sunday, April 30th Daytime Creative Arts Emmy® Awards Gala on Friday, April 28th New York – March 22nd, 2017 – The National Academy of Television Arts & Sciences (NATAS) today announced the nominees for the 44th Annual Daytime Emmy® Awards. The awards ceremony will be held at the Pasadena Civic Auditorium on Sunday, April 30th, 2017. The Daytime Creative Arts Emmy Awards will also be held at the Pasadena Civic Auditorium on Friday, April 28th, 2017. The 44th Annual Daytime Emmy Award Nominations were revealed today on the Emmy Award-winning show, “The Talk,” on CBS. “The National Academy of Television Arts & Sciences is excited to be presenting the 44th Annual Daytime Emmy Awards in the historic Pasadena Civic Auditorium,” said Bob Mauro, President, NATAS. “With an outstanding roster of nominees, we are looking forward to an extraordinary celebration honoring the craft and talent that represent the best of Daytime television.” “After receiving a record number of submissions, we are thrilled by this talented and gifted list of nominees that will be honored at this year’s Daytime Emmy Awards,” said David Michaels, SVP, Daytime Emmy Awards. “I am very excited that Michael Levitt is with us as Executive Producer, and that David Parks and I will be serving as Executive Producers as well. With the added grandeur of the Pasadena Civic Auditorium, it will be a spectacular gala that celebrates everything we love about Daytime television!” The Daytime Emmy Awards recognize outstanding achievement in all fields of daytime television production and are presented to individuals and programs broadcast from 2:00 a.m.-6:00 p.m.
    [Show full text]
  • Economic and Social Impacts of Google Cloud September 2018 Economic and Social Impacts of Google Cloud |
    Economic and social impacts of Google Cloud September 2018 Economic and social impacts of Google Cloud | Contents Executive Summary 03 Introduction 10 Productivity impacts 15 Social and other impacts 29 Barriers to Cloud adoption and use 38 Policy actions to support Cloud adoption 42 Appendix 1. Country Sections 48 Appendix 2. Methodology 105 This final report (the “Final Report”) has been prepared by Deloitte Financial Advisory, S.L.U. (“Deloitte”) for Google in accordance with the contract with them dated 23rd February 2018 (“the Contract”) and on the basis of the scope and limitations set out below. The Final Report has been prepared solely for the purposes of assessment of the economic and social impacts of Google Cloud as set out in the Contract. It should not be used for any other purposes or in any other context, and Deloitte accepts no responsibility for its use in either regard. The Final Report is provided exclusively for Google’s use under the terms of the Contract. No party other than Google is entitled to rely on the Final Report for any purpose whatsoever and Deloitte accepts no responsibility or liability or duty of care to any party other than Google in respect of the Final Report and any of its contents. As set out in the Contract, the scope of our work has been limited by the time, information and explanations made available to us. The information contained in the Final Report has been obtained from Google and third party sources that are clearly referenced in the appropriate sections of the Final Report.
    [Show full text]