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To get started, please see the information at Getting Started with Blackboard Collaborate Web Conferencing. If you need additional assistance, get help by submitting a Blackboard Consultation request via our service portal. Portfolios are an invaluable tool in academic and professional development. They provide a powerful medium for users to efficiently collect and organize artifacts representative of work completed over time. Portfolios offer a means to demonstrate formative and/or summative progress and achievement. Portfolio authors are empowered with tools to effectively present their information in a cohesive, personalized format. Begin developing personal portfolios, take a look at Creating and Working with Blackboard ePortfolios for Users How toTo learn how to set up pre prescribed templates for portfolios, instructors and leaders should look at Setting Up Blackboard ePortfolios for Instructors/Leaders How to. Once a portfolio is complete, the goal is to share it with others If you need additional assistance, request assistance by submitting a Blackboard Consultation request via our service portal. The most effective way to resolve your technology and classroom related issues is to submit requests via the IT service portal at rather than emailing your campus technician or another ITS staff member directly. The IT service portal makes it easier for ITS to address your technology issues and keep you informed on the status of your requests. Submitting requests online ensures that ITS staff have the relevant information to resolve your request, and ensures the quickest response to your request.
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For more articles by Ken Hill visit: here are hundreds of varieties of Consultants these days. We can find Consultants to take care of our diets, our physical well being, our mental well being, and pretty much anything you can imagine when it comes to business. A shepherd was herding his flock in a remote pasture when suddenly a brand new Beemer advanced out of the dust clouds towards him. The driver, a young man in a Brioni suit, Gucci shoes, Ray Ban sunglasses, and a Zegna tie, leaned out his window and asked the shepherd, "If I can tell you exactly how many sheep you have in your flock, will you give me one?"The yuppie parked his car, whipped out his IBM ThinkPad, connected it to a cell phone, and surfed to a NASA page on the Internet. He called up a GPS satellite navigation system, scanned the area, and then opened both a database, and an Excel spreadsheet with complex macro formulas. He then sent an email on his Blackberry, and after a few minutes he received a response.
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Why spoil your lilywhite image and re election chances or your nation's and predecessor's reputation. Well, no government is going to share that sort of knowledge with any other nation, for obvious national security and military advantage reasons. Thus, you don't tell anyone, be they your allies or your citizens. As time goes by, it becomes even harder to admit to having done this. No government is going to admit to its citizens and thus to the rest of the world that it has no control over its airspace and territory. They may know they don't, but you're not ever going to hear them broadcast that fact.
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Type a Course Name and Description, and pick a Category for your new course. Click Save and select users to assign the course to Learners. If no users have been added yet, leave that for later. The next step is to add the content. 10. Point to your name on the top bar. From the drop down menu, change your role from Administrator to Instructor. Click the name of your new course. On your course page, click Add. Choose from the list of content types and start adding some content. 11.
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However, unless we discover an actual dragon hiding in some hilltop cave someday, breathing fire and flying through the skies to burn down villages, for the purpose of this article I assert that these are mythical creatures, used as fictional characters in stories and myths throughout the world. Methods and Data SourcesUtilizing a semiotic analysis of the contents of the two picturebooks van Leeuwen and Jewitt, 2001, I focused on the types of semiotic resources utilized in creating the written, visual and design elements of these texts. The questions used to initiate the investigation were: 1 How do the visual and design elements utilized in these picturebooks contribute to the blurring of fictional and expository texts?2 How do we distinguish between fictional and expository elements in these texts?Selected images, textual and design elements were coded and analyzed across both books, ensuring that codes were exhaustive, exclusive, and enlightening Rose, 2001. Each visual, textual and design element was then analyzed further to determine the semiotic resources utilized and the structures used by the authors and illustrators as rhetorical devices. Initial analyses reveal various semiotic resources were used to reinforce the expository presentation of an imaginary topic. Various elements of these texts; authorial references, maps, primary source documents, detailed illustrations, life cycle diagrams, legends, personal endorsements from fictitious scientists, and the inclusion of "real" dragon scales and cross sections of a dragons wing, added to the expository nature of these fictionalized picturebooks. A Visual Model for Analyzing Fiction and Non Fiction Colman 2007 created a visual model for analyzing fiction and non fiction texts. She based this model on, "nine elements that reflect decisions writers make as part of the writing process" p. 261. Each element is depicted as a continuum that ranges from fictional or imaginary elements on one end of the spectrum to non fictional or expository elements on the other end. If the distinctions between fiction and non fiction are determined by where particular aspects of texts fall on Colmans nine continua, the blurring of genres would take place in the middle of these continuum, with both ends representing more stable or recognizable examples of fiction and non fiction, respectively.