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Sight Words to Emerging Literacy

Chapter 4 Assignment

From Sight Words to Emerging Literacy

1.     (a) According to Browder (2001), what are the 3 characteristics of functional reading?

1. the learning of specific sight words that are immediately useful, and

2. a different approach to learning to read when literacy is not being attained 3. an approach to reading achievement that can be achieved quickly and might inspire more interest in literacy.

    (b)  Name two limitations of a sight-word-only approach to teaching reading to children with SCD.

1) Students can learn to identify sight words with little to no understanding of how to use this skill in real-world situations.

2) It teaches words separately from other language concepts.

2.  Check out the website on writing with symbols @ www.widgit.com and describe three aspects of this feature that may assist children with SCD in communication and early literacy.

3.  The appropriate ‘wait-time’ is vital in gendering a response from a child with SCD.  Often times the student may know the answer, but takes a bit longer to comprehend the question, and additional time to communicate a response.  Review the research on ‘time-delay procedures’ from Collins & Griffen (1996)  beginning on page 69.

          (a)  Give an overall description and results of the study by Collins & Griffen. 

          (b)  Define zero-delay variation in the systematic prompting system. 

4.  The unit approach has proven successful in teaching literacy and early reading to students with SCD.  Review the textbook section on this topic, beginning on page 75. 

          (a)  Define the steps involved in using the unit approach as listed in the textbook.

1) the source of the lesson, 2) at least one objective statement, 3. An attention-getter to introduce the lesson, 4. A plan for encouraging participation in story reading, 5. A review of the story to increase comprehension, 6. A follow-up group skill drill, and 7. The opportunity for independent practice. 

          (b)  Design a virtual unit for students with SCD at the grade level in which you are currently teaching, following the example given in Table 4.4 on page 75. 

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Quantitative and Qualitative research is just numbers or words on a page until they are brought to life

Please find below assignment as discussed.
3000 word Essay on the title:

‘Quantitative and Qualitative research is just numbers or words on a page until they are brought to life’ How can story telling integrate data into strategic plans?

Prepare a document that explains the differentiation between quantitative and qualitative research with respect to how research is used in today’s business environment. Give examples of when each could be conducted, on which topics and with what audiences to provide an evidential platform to inform a client’s decision making. Include a section or table on the limitations as well as the benefits of both. Use academic references (15 minimum) to support your key points (1500 words).

Create an argument for the methodology (either quantitative or qualitative) which you believe to be the most relevant for today’s business environment where insight has a premium. Provide examples to support your argument and use academic references (15 minimum) to support your key points (1500 words).

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ony is a manner of expression through which words or events convey a reality different from and even opposite to appearance or expectation.

The “Cask of Amontillado” is a fictional short story that has established itself as a fascinating candidate worthy of a detailed analysis. The author Edgar Allan Poe’s extreme use of symbolism and irony throughout the short story, revolves around revenge, murder, torture, and addiction set in a massive underground Italian catacomb. Poe takes the readers on a voyage into his dark and mysterious psyche, which shows the pain, hate and desire for revenge. The basis of the story involves two men: the narrator Montresor, who seeks out revenge against his friend Fortunato. Fortunato, a proud man that brags about being an enthusiast on wines, which eventually leads Fortunato to being blindsided and resulting to his death by Montresor. Poe’s crafty use of strategies are utilized to create this horrific and exciting masterpiece.

Irony is a manner of expression through which words or events convey a reality different from and even opposite to appearance or expectation. The use of such device in the story provides it with humor and wit, and makes the piece more sophisticated. The sustained irony is detected through style, tone and the clear use of exaggeration of Montresor, the narrator.  From the very beginning we notice the irony in the story. The very name Fortunato would clearly imply that this is a man of good fortune, when the actual case is that he is about to suffer a most untimely death. The setting in which the story takes place again shows an ironic element. It is during Venice’s Carnival that the characters meet. A Carnival is supposed to be a time of festivity and happiness for everyone. However, in this short story it is a time for revenge and death. The atmosphere changes drastically when the two characters leave the cheerfulness of the carnival for the gloomy and desolate catacombs beneath Montresor’s palazzo. We learn from the narrator that when he first meets Fortunato the latter has apparently been drinking and is dressed in many colors, resembling a jester. His costume suggests that he will be the one playing the fool. On the other hand Montresor is dressed in a black-colored cloak and has his face covered with a black mask. At this point one can mention the presence of symbols: the black mask and ensemble might be a representation of evil. Such figure foreshadows the events taking place later that night in the damp catacombs.  The way the narrator treats his enemy is one of the clearest examples for ironic elements. When the characters meet, Montresor realizes that Fortunato is afflicted with a severe cold, nevertheless he makes a point of him looking “remarkably well”. Montresor acts in the most natural and friendly way towards the man object of his revenge, and even praises his “friend’s” knowledge in the subject of wines. Also upon their meeting, Montresor begins a psychological manipulation of Fortunato. He claims that he needs his knowledge to ascertain that the wine he has purchased is indeed Amontillado. Fortunato is forced by his pride to accompany Montresor to the vaults where the Amontillado is kept, dissipate his doubts and also to prove his higher status as a connoisseur of wine. In fact, during their way down under in the catacombs, the twisted mind of Montresor, dares to give Fortunato the chance to go back, due to the almost unbearable dampness and foulness rampant in the vaults and Fortunato’s state of health. The narrator clearly knows about the stubborn nature of Fortunato, and is positive that his pride would not allow him to retreat. Thus, Fortunato continues his journey towards death by his own will.  “The vaults are insufferably damp. They are encrusted with nitre.” “Let us go, nevertheless. The cold is merely nothing. Amontillado!” ( ) Another memorable lines in the story are given by Montresor in response to Fortunato saying, “I will not die of a cough.” To what Montresor responds, “True– true…” And then also when the hypocritical narrator toasts to Fortunato’s long life, already knowing that he was taking to effect the devilish crafted plan of revenge.  Further evidence of ironic components is found with Montresor as a “Mason”. We anticipate this means he is a member of the distinguished group of men, yet he actually is a stonemason, someone whose job is to prepare and use stone for building. Montresor makes use of his skill as a mason as well as of the trowel he had shown his rival to build up the wall that will lock up unfortunate Fortunato inside the catacomb.  When Fortunato is trapped behind the wall his avenger built, Montresor “re-echoes” and even “surpasses” Fortunato’s yelling apparently to sympathizing with the victim. He is evidently being ironic since he is actually delighted by what he has done and only stops shrieking till Fortunato is silent. The story ends with Montresor’s words, “In pace requiescat!” (May he rest in peace.) His words are unmistakably sarcastic: since he has just committed a dreadful murder. The story also contains many accounts of symbolism. They can be classified as reinforcing; that is, their meaning is not always obvious to the reader. It is only after several readings that the symbols begin to be clear. The first example in the story was mentioned earlier, the fact that Montresor’s costume is black would suggest beforehand that he would be playing the role of an evil being.  The coat of arms of Montresor’s family is perhaps the best example of symbolism and foreshadowing in the whole story: “A huge human foot d’or, in a field azure; the foot crushes a serpent rampant whose fangs are imbedded in the heel” (). It is clear that a metaphor has been constructed. In this image the foot is symbolic of Montresor and the serpent of Fortunato. Fortunato had wronged Montresor and had offended both him and his ancestors. Although Fortunato has hurt Montresor, the coat of arms suggests that Montresor will ultimately crush him. Montresor is determined to uphold his family’s motto: “Nemo me impune lacessit”, which is the Latin for “No one can injure me with impunity”. The sinister narrator seeks his vengeance in support of this principle.  A further manifestation of symbolism is the vaults in the end of the catacombs piled with skeletons. The accumulations of human remains may be an implication of human detriment. The absence of light and the dark murkiness that surrounds the characters are sensory images that aids for a perfect setting of horror and makes the reader capable of getting the sensation of an impending doom.  Finally, the very title of the story: The cask of Amontillado, represents the imminent ruin of Fortunato: his pursue of the cask which, in the end, will be his own casket.  The Cask of Amontillado is a carefully crafted short story. Every trait of irony and symbolism Poe uses contributes to a single and meaningful effect: the plot to maneuver Fortunato to where he can wall him up alive is anything but straightforward. In fact, from the very beginning, every action and bit of dialogue is characterized as being just the opposite of what is obviously stated yet, it is conveying his message clear and effectively.

AuthorLastName, FirstName. Title of the Book Being Referenced. City Name: Name of Publisher, Year. Type of Medium (e.g., Print).

LastName, First, Middle. “Article Title.” Journal Title (Year): Pages From – To. Print

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In your own words provide a brief biographical outline of the life of the nursing leader you have selected.

Intent:
To explore historical nursing leaders’ values, attributes and their contribution to the nursing profession. This assessment will enable students to explore important leadership abilities and to incorporate this knowledge into their emerging professional identity.
Task:
Students can either write a paper OR compose a narrated PowerPoint presentation about a specific nursing leader selected from the list below, addressing the following:
1. In your own words provide a brief biographical outline of the life of the nursing leader you have selected.
2. Identify and describe two (2) attributes/values of an effective leader that were evident in the leader you have chosen. Provide an example of how the leader demonstrated the attributes/values.
3. Describe two (2) significant contributions/achievements of this person to the nursing profession?
4. Reflect on what have you learned from your research on this leader and describe how this knowledge will inform your own professional identify?
Note: All questions must be supported by high quality, relevant nursing literature.
Nursing leaders:
• Mary Seacole;
• Ellen (Nell) Savage;
• Walt Whitman;
• Helene Donnelly;
• Sally Goold;
• Fatu Kekula;
• Vivien Bullwinkle;
• Florence Nightingale;
• Irena Sendler.
Length:10 minute video + transcript to be supplied OR 1500 word paper
Rubric
Nurse Leader Assessment
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeBiography
A brief biographical outline of the life of the nursing leader is written in the student’s own words 15 to 14.0 pts
Well Developed
14-15 marks A succinct, historically accurate biographical outline is written in the student’s own words. AND The standard of writing/presentation is excellent and use of high quality, relevant nursing literature is effective and appropriate to support the answer. 14 to 12.0 pts
Developed
12-13 marks A succinct biographical outline is written in the student’s own words. AND The standard of writing/presentation is very good and high quality, relevant nursing literature is used appropriately to support the answer 12 to 10.0 pts
Satisfactory
10-11 marks A clear biographical outline is written in the student’s own words. AND The standard of writing/presentation is good and there is reference to appropriate nursing literature to support the answer. 10 to 8.0 pts
Developing
8-9 marks A biographical outline is written in the student’s own words. AND The standard of writing/presentation is satisfactory and there is reference to some nursing literature to support the answer. 8 to 0 pts
Not yet developed
0-7 marks. A biographical outline is not provided OR the outline DOES NOT refer to an appropriate nursing leader OR The outline IS NOT written/presented in the student’s own words. OR there is no reference to appropriate nursing literature to support the answer.
15 pts
This criterion is linked to a Learning OutcomeAttributes and Values
One attribute and one value of an effective nursing leader demonstrated by the selected leader is described
An example of how the leader demonstrated the attribute and value is described 25 to 22.0 pts
Well Developed
23-25 marks A highly relevant nursing attribute and value demonstrated by the leader is clearly and accurately described. AND An example of how the leader demonstrated the attribute and value is clearly and accurately described. AND The standard of writing/presentation is excellent and use of high quality, relevant nursing literature is effective and appropriate to support the answer. 22 to 19.0 pts
Developed
20-22 marks An appropriate nursing attribute and value demonstrated by the leader is clearly described. AND An example of how the leader demonstrated the attribute and value is accurately described. AND The standard of writing/presentation is very good and high quality, relevant nursing literature is used appropriately to support the answer. 19 to 16.0 pts
Satisfactory
17 – 19 marks One nursing attribute and one value demonstrated by the leader is described. AND An example of how the leader demonstrated the attribute and value is described. AND The standard of writing/presentation is good and there is reference to appropriate nursing literature to support the answer. 16 to 12.0 pts
Developing
13-16 marks One attribute and one value demonstrated by the leader is identified. AND An example of how the leader demonstrated the attribute OR value is provided. AND The standard of writing/presentation is satisfactory and there is reference to some nursing literature to support the answer. 12 to 0 pts
Not yet developed
0-12 marks Neither an attribute or a value demonstrated by the leader is identified or they are not appropriate. OR There is no example of how the leader demonstrated the attribute or the example is not appropriate. OR There is no reference to appropriate nursing literature to support the answer.
25 pts
This criterion is linked to a Learning OutcomeContributions and Achievements
Two significant contributions / achievements of the nursing leader to the nursing profession are described 25 to 22.0 pts
Well Developed
23-25 marks Two contributions / achievements are clearly and accurately described. AND The standard of writing/presentation is excellent and use of high quality, relevant nursing literature is effective and appropriate to support the answer 22 to 19.0 pts
Developed
20-22 marks Two contributions / achievements are accurately described. AND The standard of writing/presentation is very good and high quality, relevant nursing literature is used appropriately to support the answer. 19 to 16.0 pts
Satisfactory
17-19 marks Two contributions / achievements are correctly described. AND The standard of writing/presentation is good and there is reference to appropriate nursing literature to support the answer. 16 to 13.0 pts
Developing
13-16 marks Two contributions / achievements are correctly identified. AND The standard of writing/presentation is satisfactory and there is reference to some nursing literature to support the answer. 13 to 0 pts
Not yet developed
0-12 marks Two contributions / achievements are not correctly identified. AND There is no reference to appropriate nursing literature to support the answer.
25 pts
This criterion is linked to a Learning OutcomeReflection
Reflection on what has been learned from the research on the leader and how this will inform student’s own professional identity. 25 to 22.0 pts
Well Developed
23-25 marks A well-written/presented, in-depth and insightful reflection provided and supported by a clear and meaningful description of how knowledge gained will inform the student’s professional identity. 22 to 19.0 pts
Developed
20-22 marks A clear and insightful reflection provided and supported by a meaningful description of how knowledge gained will inform the student’s professional identity. 19 to 16.0 pts
Satisfactory
17-19 marks A sound and thoughtful reflection provided and supported by a description of how knowledge gained will inform the student’s professional identity. 16 to 12.0 pts
Developing
13-16 marks A refection provided along with reference to how knowledge gained will inform the student’s professional identity. 12 to 0 pts
Not yet developed
0-12 marks A refection is not provided OR there is no or minimal description of how knowledge gained will inform the student’s professional identity
25 pts
This criterion is linked to a Learning OutcomeAcademic Referencing (written paper AND PPT presentation)
Writing and presentation is consistent with UTS academic referencing standards 10 to 9.0 pts
Well Developed
10 marks. In-text citations and reference list is error free, and referencing is consistent with APA – 7 standards. 9 to 8.0 pts
Developed
9 marks In-text citations and reference list is mostly error free and referencing is consistent with APA – 7 standards. 8 to 5.0 pts
Satisfactory
6 – 8 marks In-text citations and/or reference list has less than 3 errors and referencing is consistent with APA – 7 standards. 5 to 3.0 pts
Developing
4-5 marks In-text citations and reference list has 3-5 errors and referencing is consistent with APA – 7 standards. 3 to 0 pts
Not yet developed
0-3 marks Major errors (more than 5) evident in either/both in-text citations and reference list; or referencing is not consistent with APA – 7 standards.
10 pts
Total Points: 100

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In your own words, what is academic integrity?

  1. In your own words, what is academic integrity?
  2. How might violations of academic integrity (plagiarism) impact: 
    1. You?
    2. The reputation of your program?
    3. The reputation of graduates from your schools?
    4. A potential employer? 

each question need to have 4-5 sentences for each question

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reconstruct the argument into the standard form: make sure your reconstruction is in your own words and valid

philosophy course assignment in which you have to write an Argument Reconstruction paper of 800 to 1000 words.

In this assignment, you have to reconstruct the argument into the standard form: make sure your reconstruction is in your own words and valid, and then you have to defend each premise and conclusion. 

In order to write this critical thinking Argument Reconstruction paper, you have to follow some steps which you will see in the attached sample papers. 

So, I am attaching 3 sample paper documents and assignment questions, please review all the documents to know about the assignment clearly :

1- the first document is an assignment question ( The paragraph on which you have to write the paper)

2- the other document is sample papers ( all the information and the steps on how to write the  reconstruct the argument into the standard form and defend the premise )

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Imagine a baby learning words for the first time from immediate family members and close relatives.

Details: Imagine a baby learning words for the first time from immediate family members and close relatives. Picture a group of adolescents preparing for an exam in a second language. Envision adults using language-learning software before travel to a foreign country. Consider the effects of biology and environment on language acquisition in these examples.

Compare the ease of learning one’s native language as a child to the acquisition of a second language as a teenager or an adult. Do some individuals pick up new languages more easily than others? Do some children acquire language skills more readily? What might answers to these questions indicate as to the contributions of biological and environmental factors to language acquisition?

For this Discussion, select one biological and one environmental factor that influence native and second language acquisition. Consider how each factor might influence both native and second language acquisition.

With these thoughts in mind:

Post a description of the biological and environmental factors that you selected. Then explain how each might influence native and second language acquisition. Provide examples to support your response.

Be sure to support your postings and responses with specific references to the Learning Resources.

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Explain the use of words

You have worked to take apart and analyze the elements of an argument. You have had a chance to see common problems in reasoning and ways to make the argument more effective. You have also had a chance to examine visual arguments and their methods of persuasion. Relying on the information you have gained in the course, the Final Project is your chance to offer a full dissection of two television commercials, complete with an expression of the style of argument, use of images, structure, and conclusions. You will compose a critical thinking analysis of two television commercials. The paper should be at least 5 pages long and provide a full analysis of both commercials. You may write more than 5 pages, but if you are under the requirement, this is a sign that you will need to add more depth and detail to the essay. Select two commercials for the project. If you do not regularly watch television, you can still complete the assignment by searching YouTube or individual product websites to find advertisements for products, goods, or services. Choose one commercial that you think is effective and persuasive, and another that you think fails to make a strong argument. First, you will describe what happens in each commercial. Assume that the reader has not seen either commercial. Explain the use of words, images, and sounds. Next, put into words the premises, claims, and conclusion from each commercial. Identify which styles of argument are being used. Introduce and explain the various arguments, the visual elements, any fallacies, and appeals to ethos, pathos, and logos. Discuss what the commercials have done well or what is lacking. Finally, offer two suggestions that would strengthen each commercial. What would make the effective commercial even stronger? What would cause the ineffective commercial to become persuasive? Explain why this would make a difference in the final outcome for the commercial.

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Introduction

            Television commercials is one of the segment that contributes significantly to the economy of the United States. This has made television content analysis one of the interesting research area in the academics. Television content analysis allows the industries to determine whether the advert captures the attention and maintain audience attention(Zantides, & Zapiti, 2011). Since the advertise especially commercial adverts through television continued to metamorphosis on a daily basis, modern advertisement focus mostly on the creativity of content, the language and the target audience. This approach has proved to deliver the core objective of the advertisement. Although there are myriad goals of commercial advertisement, this paper focused on the goals of appealing to the target audience and increasing product recognition.

            Competition continues to become fierce since more and more products enters market on a daily basis. This is also attributed to the fact that consumers………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

…………………………………………….Explain the use of words……………………………………………………………………………………………………………………………………………………………………………………

References

De Ros, K. M. (2008). A Content Analysis of Television Ads: Does Current Practice Maximize Cognitive Processing? Indiana: Indiana University.

Gbadeyan, R. A. (2010). Content Analysis of Selected Television Commercial To Children In Lagos Nigeria. African Journal of Marketing Management, 2(5): 101-106.

Lim, G. & Furnham, A. (2016). The University of the Portrayal of Gender in Television Advertisements: An East-West Comparison. Pyschology, 7: 1608-1623.

Vasavada-Oza, F. (2009). Content Analysis of Lifebuoy Soap Television Advertisements in the Post Liberalization Era. 8th International Congress Marketing Trends Paris, 16th – 17th January 2009. Paris.

Zantides, E. & Zapiti, A. (2011). Children’s Representation in Advertising: A Content Analytic Look. International Journal of Humanities and Social Science, 1(20): 48- 54.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Describe the critical goal of the web site or application. In other words, what is the purpose or what is it designed to accomplish?

Description

For your third assignment, you are hired as a UX Designer to conduct a Usability Review of an existing web site, desktop application, or mobile app and present your findings and recommendations using PowerPoint or other approved presentation application (e.g. Google Slide, LibreOffice Impress, Prezi)

 Project Directions

Select an existing website, desktop, or mobile application and complete the following as the result of your Usability Review.

1. Describe the critical goal of the web site or application. In other words, what is the purpose or what is it designed to accomplish?

2. Describe the top four usability issues you uncovered (sorted by severity). Complete the following information for each issue and present it in column format:

A. Usability Issue – List the issue

B. Severity Rating (High, Medium, or Low) – Rate the severity of the issue into one of three categories:

· High severity – Issues that prevent the user from completing tasks efficiently.

· Medium severity – Issues that impede ease of use and understanding.

· Low severity – Issues that do not prevent users from completing tasks, but inconvenience the user.

C. Rationale – Describe the usability issue. Discuss the severity you assigned to the issue. Why is this an issue? Justify your severity rating.

D. Recommendation – Recommend a path of action to address the usability issue. How can the issue be fixed or corrected?

Note: This is not a complete or extensive usability review, but for purposes of this class, it will provide you an introduction into the usability review process.

 Project Findings Presentation

Please follow the steps below:

Create a PowerPoint presentation to present your findings. The PowerPoint template below can be used to complete this project. Simply add your information to the slides.

The slides should be designed as follows:

slide 1

Slide 1: Cover Slide 

Include the following:

· Your name

· Your class

· Year and semeser

· Website or application used in your usability review

Slide 2a

Slide 2: The critical goal of the web site or application. 

Slide 3

Slide 3: First Usability Issue 

Include the following:

· Item A: Usability Issue

· Item B: Severity Rating

· Item C: Rationale

· Item D: Recommendation

Slide 4

Slide 4: Second Usability Issue 

Include the following:

· Item A: Usability Issue

· Item B: Severity Rating

· Item C: Rationale

· Item D: Recommendation

Slide 5

Slide 5: Third Usability Issue 

Include the following:

· Item A: Usability Issue

· Item B: Severity Rating

· Item C: Rationale

· Item D: Recommendation

Slide 6

Slide 6: Fourth Usability Issue 

Include the following:

· Item A: Usability Issue

· Item B: Severity Rating

· Item C: Rationale

· Item D: Recommendation

Slide 7

Slide 7: Summary 

Summarize slides 1 through 6.

Slide 8

Slide 8: Questions 

Ask your audience if they have any questions.

Slide 9

Slide 9: References 

List the references you used to complete this project.

Slide 10

Slide 10: Project Reflection 

Answer the following question regarding the assignment:

What issues or challenges did you face completing this project? How did you resolve them? If you did not face any issues or challenges in completing this project, what do you think are some issues or challenges someone new to completing usability studies might face in completing a project like this? Note: Your reflection must be a total of at least 100 words.

 Presentation Design Style

Please follow conventional presentation design format and guidelines. In other words, your presentation should look “presentable”. 

 Probject Resources

The following resources may be helpful.

1. How to Conduct a Usability Review by Craig Tomlin (web page)

2. Presentation Design Quick Tips: You Need CRAP by Carl Kwan (Youtube Video | 1:15 mins | closed captioned)

3. Presentation Design Quick Tip #1: C is for Contrast by Carl Kwan (Youtube Video | 1:31 mins | closed captioned)

4. Presentation Design Quick Tip #2: Repetition by Carl Kwan (Youtube Video | 1:15 mins | closed captioned)

5. Presentation Design Quick Tip #3: A is for Alignment by Carl Kwan (Youtube Video | 1:45 mins | closed captioned)

6. Presentation Design Quick Tips #4: Proximity by Carl Kwan (Youtube Video | 1:31 mins | closed captioned)

 Submission Requirements

Submit your presentation to your Project 3 Assignments Folder.

 Grading

Listing 4 user design issues and presenting them in presentation format along with a project reflection “in accordance” with the assignment instructions will earn you a 100% (A) on this project.

Categories
Writers Solution

Review chapter 19 in the course text, in your own words, discuss the practical steps for developing a technology roadmap

 1) Review chapter 19 in the course text, in your own words, discuss the practical steps for developing a technology roadmap 

250 words – APA format

2)  Review chapter 20 in the course text.
In your own words, discuss the various ways to improve system development productivity. 

250 words – APA format

Textbook Attached : 

James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13

978-0-13-354424-4.