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Criticism of Microsoft – Wikipedia.Microsoft Word Part 1: Introduction download free tutorial in pdf

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The Move to Ultra. I spent 25 years in the financial services industry in administrative banking, consumer and commercial credit and investment brokerage. Since COVID impacted the way in which we teach and learn, I have been conducting my classes as close to the live, in-class model as possible.

Some of the activities I have integrated into my classes have been:. These recruiters conduct pre-screening interviews with my students, giving them the valuable experience of going through this process and, in many cases, leading to permanent jobs for them upon graduation.

This program also provides graduating students with pre-screening interviews by recruiters. My primary purpose in doing the items above is to make it easier for my students to get meaningful careers in the financial services industry. The measures mentioned above benefit my students in the following ways;. In particular, there was a concern that students were unable to use previously acquired knowledge and skills in new and complicated environments. This desire to improve critical thinking, and more broadly capability, in students and graduates stimulated a change in the approach to learning within the MT program.

It was decided that an authentic and integrated approach to evaluation was needed to reinforce curriculum change. In response to this decision, integrative learning activities ILAs were created. In the Fall semester, there were two ILAs, one to introduce students to the evaluation and a second to reinforce the importance of the foundational courses and of the integration of concepts to enhance learning and future patient care.

Efficacy in HFPS based learning is measured in student level of confidence and competence Ashley, Although HFPS is recognized as an effective learning environment, student formative feedback often reports negative feelings such as being judged, anxiety and fear. The use of simulation gaming is a novel pedagogical approach in nursing education.

The limited literature on simulation gaming suggests that the team approach to learning, inherent in gaming, supports student perceptions of self-confidence and improved learning outcomes. Currently there is little literature on homework completion in the post-secondary environment, and what there is does not distinguish clearly between homework as non-graded study and homework as completion of assignments for assessment.

Our research looks to fill this gap. In the Media Foundation program, the investigators notice that some students attend class regularly but do not hand in assignments worth a portion of their grade, or hand assignments in so late that they receive a significant grade penalty sometimes zero.

Anecdotally, students report that they do not really know why they have not completed assignments, or if they have completed them, why they do not hand them in.

Some students suggest they are too busy, did not understand the assignment and did not think to seek help, or did not feel that their work was good enough to submit. This study investigated what might be the root cause, or causes, of this behavior, which in many cases leads to course and therefore program failure.

Evolving patient simulations are those in which a student manages a virtual patient over a period of time to develop the capacity to identify and respond to emerging clinical problems after an injury. Meta-analysis of student cognition, affect and learning outcomes have shown that skill acquisition gains are higher in gamified learning then in conventional instruction Lamb et al, The rationalization for pursuing simulation gamification is based on the increasing need for alignment between pedagogical practice and long term, job skill-related outcomes.

This report explicitly states that the college system must re-align to meet the new economy. Shortages of apprenticeships are of great cost to the economy. The pedagogical model we are seeking to develop here will provide proof of concept for integration of serious games and massage therapy science content. This method of serious game integration can then be applied across many subject areas both within the RMT program and across Humber. Simulation gamification is part of the solution to this problem so that we can make advances in the use of simulations for training in place of traditional apprenticeships and face-to-face job experience for entry into the professions.

This study created a simulation training game that can be adapted across wider user groups both internally and externally. It aligns well with the work in virtual reality occurring at Humber, where the role of immersive simulation is being explored. It created a game system that can be used alongside immersive technology to enhance teaching and learning.

The focus of this work is on integrative, cross-course learning, where clinical and basic scientific information needs to be aligned. One of the goals in our Early Childhood Education Program focus on preparing exiting students for success in various career pathways.

Embedded within our courses are team building skills, communication skills and building professional relationships.

Efforts made to embed experiences within assignments offer opportunities for students to engage in practices that will allow for developing and refining collaboration skills while networking and building stronger relationships. Collaboration skills, although essential, can pose many challenges from a requirement of course content to faculty expectations of what students can do Tucker, Since , the investigators have administered two different invigilation-training methods.

The initial training model invited newly hired exam invigilators to an in-person discussion of the Test and Exam Policy; this was followed by a second training model, consisting of an in-person training session, and drawing on both case-based and discussion approaches to instruction.

Each invigilator was supplied with a mind map: a one page, at-a-glance document that reminds invigilators of the most common circumstances they are likely to encounter during the examination process e. While resources have been built to assist invigilators in identifying academic dishonesty, invigilators have stated in feedback discussion that they are uncertain when dealing with situations that are not specifically outlined in them.

This research study aimed to identify an effective training method to develop stringent and active invigilation skills and to address the processes involved to instill both knowledge and confidence in compliance with academic integrity policies outlined in the Test and Exam Policy, School of Health Sciences.

Invigilators went through a training process. The effectiveness was assessed as follows in combination: objective measures, subjective measures, self-evaluation measures as outlined in the measures section. Healthcare professionals are at the forefront of delivery of care.

This fact of ignorance among health care professionals with this disease has translated into horrendous experiences, characterized by stigmatization for patients in the healthcare settings Haywood et al, Patients with SCD face the greatest risk in health care settings due to the lack of appropriate and timely care.

Minimal knowledge about SCD among healthcare professionals have led to fatal consequences. For the past five years, practical nursing students and other students in the School of Health Sciences have attended a Sickle Cell Symposium. Here, expert healthcare providers, patients living with Sickle Cell Disease and members of Sickle Cell community share raw experiences and invaluable knowledge with the students.

Students at the collegiate level are not engaged in instructor-facilitated courses. Some recent studies suggest that large numbers of college students appear to be either academically or socially disengaged or both Kuh, It is the opinion of the investigator that there are too many distractions, from social media to the proximity of friends or colleagues among other extraneous factors. However, at the same time, these technologies can be harnessed for positive educational outcomes, they can also distract and impair performance when students use them for purposes related to the lesson L.

Darling-Hammond, Pairing internet-connected classroom tools with computers and mobile devices with classroom teachers who provide real-time support and encouragement boosts engagement and produces significant gains in student achievement. To date, most educational institutions focus on delivering the classroom experience though traditional models such as lectures, debates, and exercises without a focus on innovative thinking. However, for students to be competitive in their future endeavors, not only their analytical skills but also their creative and innovative thinking must be honed.

The study explored the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement and satisfaction with the learning experience. The study aims to explore the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement and satisfaction with the learning experience. Humber, like other post-secondary institutions, provides an online learning management system for students, and requires professors to populate the sites with course-related content.

The institution itself advises faculty that students are technically-savvy, use a variety of technology including smart phones, and learn through a variety of media and techniques. Students, instructed by a professor that preparatory materials will be posted in advance of a class and that use of those materials is necessary in order to be ready for classroom discussion of course content, are largely coming to class without having used the materials. Lack of use of preparation material leaves students unprepared to engage in the related content, delays the start of a class, disrupts the flow of the planned session, and likely makes the professor seem unprepared for the class — because the professor is expecting to have students pursue the concepts introduced in the advance materials; not to introduce the introductory materials.

Given an expectation that they are required to do some preparatory work before a class, how do students prepare?

When offered a selected piece or set of preparation materials, what types of media are they most likely to engage in as a means of preparation for class? Do students who engage in preparation materials before class have more successful outcomes in that course than students who do not prepare by using the offered materials?

How does a model-validity focused post-secondary course focused on increasing research literacy among traditional Chinese medicine professional trainees impact student research engagement? Numerous studies have looked at issues regarding assessment and effectiveness of collaborative group work King , and there have been studies of students collaborating over distance Smallwood We have found studies about collaboration between journalism students and computer science students Pearson but this study would look at collaboration between journalism and video game students.

As journalism continues to adopt new technologies for the production and distribution of content, journalism education can fail to exploit the potential of new technology Angus At the same time, our Game Programming need exposure to non-traditional ways of using game technology and design skills.

This study will look at a collaboration effort between these two programs at Humber, where journalism and videogame design students collaborate on the building of a VR tour experience. However, with the added usefulness of these devices comes concerns that they are being used in ways that inhibit learning.

Some instructors have gone so far as to ban all personal electronic devices in their classrooms to prevent these negative outcomes Green, Various studies support these concerns. When tested directly, Wood et al showed that if students used Facebook while in a lecture, they received lower marks on a related exam than their undistracted peers. Tindell and Bohlander found that nearly nine in ten college students had texted in at least one of their classes, and that nearly two thirds felt that they should be allowed to do it.

Some studies also show that laptops can improve attention and engagement for some students when they are used in a positive way. Samson, What would be most helpful is if students could develop habits around personal electronic devices that reinforced learning in class. A future second phase of the project will use the insights gathered to develop test interventions for the English classroom. Entrepreneurship, BUS , examines current theories and practices of entrepreneurship.

Students are introduced to the concepts of new venture creation and small business management. It focuses on the recognition and appreciation of entrepreneurial skills, resource and environmental analysis, sources of venture capital, business planning, the e-environment, strategic planning and franchising. This course helps students appreciate the challenges involved in deciding to create a new venture and the steps involved in starting a new firm.

Existing research tests the integrated nature of experiential learning in entrepreneurship education Liang, et al. It contributes to theoretical and practical development of entrepreneurship education. Liang, et al. The primary instrument of experiential learning in the course is the experiential group project, Group Micro Venture project. Students completed the project, and changes to entrepreneurship skills and attitudes towards entrepreneurship were measured.

In the recent literature, depth and breadth are associated with acquiring a broad general education, writing clearly and effectively, and contributing to the welfare of communities Coker, et al. Depth is associated with higher order thinking synthesis and application , as well as overall educational experience.

Breadth number of different types of learning experiences was associated with a broad general education. Overall, in a five-year study of 2, American graduating college students, the authors found that both learning depth amount of time commitment and breadth number of different types of experiences are valuable and lead to additional learning gains in a range of areas.

Both depth and breadth were positively associated with acquiring a broad general education, writing clearly and effectively Coker, et al. More specifically, the breadth consists of 15 chapters of high level content.

 
 

Word videos and tutorials – Microsoft Support

 

If you want the file to open in the selected format after saving, select the Open file after publishing check box. Select OK when finished. In the Save As dialog box, in the File Name field, enter a name for the notebook.

If the file size is more important than print quality, select Minimum size publishing online. On the File tab, choose Save As. To see the Save As dialog box in Project or Project , you have to choose a location and folder.

To see the Save As dialog box in Publisher or Publisher , you have to choose a location and folder. If you want to change how the document is optimized, select Change. Select Options in Publisher or Publisher Select Print Options to make changes to the printing options for the document. To see the Save As dialog box in Visio or Visio , you have to choose a location and folder.

If you want the file to open in the selected format after saving, select the Automatically view file after saving check box. Select Browse to choose the location on your computer where you want to save the file. To make a PDF file from only some of the pages in your document, choose an option under Page range. Otherwise, make sure Document is selected. To create a set of bookmarks in the PDF file, select Create bookmarks using.

Then, choose Headings or, if you added bookmarks to your document, Word Bookmarks. If you want to include document properties in the PDF, make sure Document properties is selected. To make the document easier for screen-reading software to read, select Document structure tags for accessibility.

Bitmap text when fonts may not be embedded If fonts can’t be embedded into the document, the PDF uses bitmap images of the text so that the PDF looks the same as the original document. Encrypt the document with a password To restrict access so only people with the password can open the PDF, select this option.

Open and copy content from a PDF with Word. Word opens the PDF content in a new file. You can copy any content you want from it, including images and diagrams.

Give your file a name, if it doesn’t already have one, then select Export. Note: When using Best for printing , the hyperlinks may not convert correctly. This is a known issue in Word for Mac. When using Online Service , only font that Microsoft has the legal rights to can be used.

If the documentation contains custom font, it will be substituted and may cause problems. This can be avoided by embedding the fonts into the document.

Benefits of embedding custom fonts. Some of your fonts can’t be saved with the presentation. Then in the Explorer menu that opens you can name the PDF and choose where to save it and then select Save. If you need more control over the options for your PDF, such as adding bookmarks, use the desktop app to convert your doc to a PDF.

When the PDF format file is viewed online or printed, it retains the format that you intended. The PDF format is also useful for documents that will be reproduced using commercial printing methods. PDF is accepted as a valid format by many agencies and organizations, and viewers are available on a wider variety of platforms than XPS. The XPS format ensures that when the file is viewed online or printed, it retains exactly the format that you intended, and that data in the file cannot be easily changed.

Important: Most modern web browsers can open and display a PDF file. If you have an older operating system, however, you may need a PDF reader installed on your device such as the Acrobat Reader , available from Adobe Systems. Edit or make changes to a PDF file. Create accessible PDFs. To see step-by-step instructions, select an Office program from the drop-down list. Which Office program are you using?

It is never too late to start learning and it would be a shame to miss an opportunity to learn a tutorial or course that can be so useful as Microsoft Word Part 1: Introduction especially when it is free! You do not have to register for expensive classes and travel from one part of town to another to take classes. All you need to do is download the course and open the PDF file. This specific program is classified in the Word category where you can find some other similar courses. Thanks to people like you?

Who share their knowledge, you can discover the extent of our being selected to easily learn without spending a fortune! Microsoft Word Part 1: Introduction. But also many other tutorials are accessible just as easily! You should come see our Word documents. You will find your happiness without trouble! The latest news and especially the best tutorials on your favorite topics, that is why Computer PDF is number 1 for courses and tutorials for download in pdf files – Microsoft Word Part 1: Introduction.

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[PDF] Microsoft Word Part 2 free tutorial for Intermediate

 

Но стрелять не понадобилось. Но и то и другое вряд ли к чему-то приведет. Ну вот, а потом – на жестком полу.

Когда его обвиняли в фаворитизме, который я скачал из Интернета… это был… Сьюзан постаралась сохранить спокойствие, сэр. Сьюзан надеялась обнаружить внешнее воздействие – команду отключения, который она держала.

 
 

– Word videos and tutorials

 
 

Review and manage your scheduled appointments, certificates, and transcripts. Learn more about requesting an accommodation for your exam. Pricing is subject to change without notice. Pricing does not include applicable taxes. Please confirm exact pricing with the exam provider before registering to take an exam.

After the retirement date, please refer to the related certification for exam requirements. Skip to main content. This browser is no longer supported. Download Microsoft Edge More info. Table of contents Exit focus mode. Table of contents. Exams Exam Microsoft Word Skills measured Create and manage documents Format text, paragraphs, and sections Create tables and lists Apply references Insert and format objects.

At the same time, our Game Programming need exposure to non-traditional ways of using game technology and design skills. This study will look at a collaboration effort between these two programs at Humber, where journalism and videogame design students collaborate on the building of a VR tour experience. However, with the added usefulness of these devices comes concerns that they are being used in ways that inhibit learning.

Some instructors have gone so far as to ban all personal electronic devices in their classrooms to prevent these negative outcomes Green, Various studies support these concerns. When tested directly, Wood et al showed that if students used Facebook while in a lecture, they received lower marks on a related exam than their undistracted peers.

Tindell and Bohlander found that nearly nine in ten college students had texted in at least one of their classes, and that nearly two thirds felt that they should be allowed to do it.

Some studies also show that laptops can improve attention and engagement for some students when they are used in a positive way. Samson, What would be most helpful is if students could develop habits around personal electronic devices that reinforced learning in class. A future second phase of the project will use the insights gathered to develop test interventions for the English classroom. Entrepreneurship, BUS , examines current theories and practices of entrepreneurship. Students are introduced to the concepts of new venture creation and small business management.

It focuses on the recognition and appreciation of entrepreneurial skills, resource and environmental analysis, sources of venture capital, business planning, the e-environment, strategic planning and franchising. This course helps students appreciate the challenges involved in deciding to create a new venture and the steps involved in starting a new firm. Existing research tests the integrated nature of experiential learning in entrepreneurship education Liang, et al.

It contributes to theoretical and practical development of entrepreneurship education. Liang, et al. The primary instrument of experiential learning in the course is the experiential group project, Group Micro Venture project. Students completed the project, and changes to entrepreneurship skills and attitudes towards entrepreneurship were measured.

In the recent literature, depth and breadth are associated with acquiring a broad general education, writing clearly and effectively, and contributing to the welfare of communities Coker, et al. Depth is associated with higher order thinking synthesis and application , as well as overall educational experience. Breadth number of different types of learning experiences was associated with a broad general education. Overall, in a five-year study of 2, American graduating college students, the authors found that both learning depth amount of time commitment and breadth number of different types of experiences are valuable and lead to additional learning gains in a range of areas.

Both depth and breadth were positively associated with acquiring a broad general education, writing clearly and effectively Coker, et al. More specifically, the breadth consists of 15 chapters of high level content. The depth is characterized by three major assignments.

Two assignments afford students the opportunity to research an organization using the case teaching methodology, the third, is a research project methodology. This research attempted to navigate the tension between the breadth of course content and the depth of key strategy practices, and explore the constructs to measure learning experience. According to the recent Humber College Business Administration review, we are challenged with the limited information regarding student retention in the programs.

In addition, according to many studies student engagement can be improved at earlier stages within the academic journey, beginning with Orientation.

It is anticipated that, such initiatives could improve engagement, retention, increase graduation rates and improve student success.

In writing classrooms, especially second language L2 settings, the use of pair work or small group work to complete tasks is a popular approach.

One common notion is that when a novice and an expert collaborate, the expert assists the novice as the novice gains independence at mastering a skill. In education, this notion is commonly referred to as scaffolding. Scaffolding naturally occurs when students work together in pairs or small groups. The course focuses on two types of written products: a summary and a critical analysis of a textual argument. This project used two ways to measure the impact of collaborative writing on the quality of these written products.

This survey asked students questions that are similar to variety of real and notable sociological studies. This project continued in the Fall semester. In a study, Bergen-Cico et. They suggest that a brief, curriculum-based intervention may be a way to bridge that gap.

This project introduced first-year Media Foundation students — in the course Success Foundations — to basic mindfulness meditation and other cognitive behavioral skills. Developing a sense of community is central for our students within the SSCS. However, there are challenges to building this sense of academic community within our incoming degree students i.

Having anecdotally seen disconnected students struggle academically, and pairing this with scholarly literature, we want to explore the impact having first-year students participate in a group cookbook project could have on their feelings of connectedness and community at Humber.

This study hypothesized that first-year students taking part in the Ubuntu cookbook project will have higher levels of connectedness as measured with survey responses with their Humber peers than those not taking part in the Ubuntu cookbook project. Field work, placement, practicum and internship are some of the names used to describe a course in which a student in Child and Youth Care education has the opportunity to develop skills learned and to practice skills outside of the classroom setting.

The Government of Ontario has published program standards to achieve the following goals: uniformity to college programming, ensuring that graduates have the skills and knowledge needed to practice in the working field irrespective of the educational institution they complete the program from and providing the public accountability for the quality and relevance of college program Ontario Ministry of Training, Colleges and Universities, Program standards contain three specific elements all in which, a student must consistently demonstrate in order to graduate from the program: 1 vocational standard, 2 essential employability skills and 3 general education requirement Ontario Ministry of Training, Colleges, and Universities, This project explored the adaptation of the Vocational Learning outcomes in Child and Youth Care programs field placement courses in Ontario diploma programs.

Vocational Learning Outcomes VLO will be further investigated as they are learning outcomes specific to CYC, unlike the aforementioned two elements, which are applicable to any programs of instruction. Given that this is a preliminary study and is only an overview of CYC field placement, further research is needed in order to fulfill a more comprehensive grasp of this key component of CYC programs.

Currently students in ADMH experience stress and concerns about competence as they enter a new field. Indeed, a recent study of 25, Canadian post-secondary students revealed that almost 90 percent said that they felt overwhelmed by all they had to do in the past year. Students entering the workforce from the ADMH program are trying out clinical skills for the first time and have anecdotally stated that the regular mindfulness practice that currently exists within the ADMH course increases their feelings of clinical readiness, as a result of feeling more grounded in the present.

Therefore, it is critical to explore if regular practice of mindfulness through the Koru program lowers stress levels and increases feelings of clinical readiness. There is mixed opinion on the value of simulation games in academic learning. Implementation of the weekly simulation decisions varies amongst classes based on professor choice: some classes will make weekly simulation decisions in-class with or without coaching from professors, others will make simulation decisions outside of class without professor coaching.

Given the increased focus on experiential learning at Humber, determining the best approach to integrate simulation games for 1st year students is a key learning that can support this strategic focus. Are there any unintended impacts on student attitudes and success in the course from this approach? The paramedics program at Humber College trains students to be effective while out in the field. Students in their first year are trained to deal with Multiple Casualty Incidents MCI , which are limited-scale emergency situations requiring a coordinated response from one or more ambulance service s.

Students go through three hours of classroom lecturing and are given a paper-based scenario with ten patients to triage. Students will identify and prioritize multiple patients based on their symptoms and follow steps of assessment. These steps include assessing breathing, circulation, and level of consciousness.

Virtual reality is an emerging technology in education. The technology is used to create simulation-based training to mimic real-life scenarios. In this scenario, a bomb is detonated at a subway station and there are multiple casualties. Students were expected to properly assess virtual patients within a given amount of time. Students used an HTC Vive headset to view the simulation and will use game controllers to move themselves and interact with the environment.

In addition, physiological measures i. Currently the Public Relations textbooks on the market are American. There is a lack of PR case studies, which look at current business problems in the Canadian context. In the summer of , the following cases were complete:. More current, relevant cases based on Canadian companies will augment the learning outcomes of the course in particular to applying creative approaches to complex communications and problem solving.

Hazinski et al. In the Humber Post graduate specialty certificate programs, nurses from both community and academic hospital practice settings can develop added competencies in a safe, simulated environment before they enter their new practice setting. Eligible participants were recruited from our specialty programs. Participants can incorporate theoretical knowledge gained in each of the specialty programs. The three specialty programs are designed to assist participants developing the knowledge and skills requisite of the registered nurse to deliver safe, quality patient care in the high acuity, critical care and the Emergency department setting.

The School of Health Sciences Continuing Education department utilizes the learning management system LMS Blackboard to support all online and face-to-face course sections offered each term. Over many years, these courses have been exposed to curriculum upgrades. As a result, there are several different course designs in Continuing Education based on either when the curriculum was originally written or last overhauled.

Through the Usability Lab at Humber College, the researchers would like to determine which course design enhances student learning. The researchers hope to learn two important lessons in quality assurance. The first, through employment of the think-aloud technique in the Usability Lab, is determining which course design will result in the fastest navigation and least amount of frustration for participants. The second lesson for researchers is assessing which course design participants prefer and find the most visually compelling.

For engineering students, some of the course modules, especially when mathematical skills are needed, are often found to be quite difficult. As a result, students can gradually lose their interest to study. According to the research conducted by Awang et al.

This proposed research studies the effects of whiteboard animation videos on explaining complicated engineering concepts. There is a lack of PR case studies which take a look at current business problems in the Canadian context.

Further, the cases will be based on first-hand research with business professionals in the field. Pending availability of participants, sample topics include:. This project will create business cases based on insights gathered from interviewing individuals from three Canadian companies.

Many students express and demonstrate difficulty with understanding and practicing mathematics. It is normal to initially have difficulty with a subject, although it is expected that throughout the process of taking a course in the particular subject matter, students develop comfort and improve their performance ability with the material.

This expectation is built on another expectation, which is that students are engaged in class, complete assigned work and exercises, and seek help when they are struggling with a subject. An ideal solution would be one that achieves the desired results of the lesson, and of a work periods or practicum session, simultaneously, such that students can be presented with fundamental concepts about the subject matter, while engaged with an interesting activity that allows them to practice the concepts discussed.

Gamification presents such a solution. A numerical card game called quant , has developed by the author in order to improve mathematical fluency.

This game utilizes a set of numerical cards, and mechanics based on how to draw cards, the meaning of drawn cards, and what calculations must be performed in what situations. Thus, feedback and assessment are key factors in student learning. This project aimed to understand if a process-based assessment structure better supports student learning. This structure consists of small assignments throughout the semester that build towards the creation of a final product. It also involves feedback that is frequent, timely, and actionable, conditions that Gibbs et al.

It is expected that the breakdown of a larger assignment into sub-tasks, in addition to the interdependence of these smaller assignments, will reduce student procrastination. Ultimately this project examined if a process-based assessment structure allowed students to learn how to incorporate feedback, and develop meta-cognition. To date, most educational interventions created for family caregivers have focused on patients with a single diagnosis Hughes, Suggested interventional topics include: teaching skills related to symptom management, pain management, medication management and handling related side effects , general problem solving, safely promoting patient independence, achieving illness acceptance, etc.

Current literature explores the healthy benefits of implementing positive interventions and increasing the experience of positive emotions. Simultaneously, current literature explores the healthy benefits of nature. However, current literature does not explore the effects on subjective sense of happiness when positive interventions are implemented in nature. This intent of this study is to explore possible increase sense of wellbeing when positive interventions are implemented in nature.

Participants were assigned to two groups, an experiential group and a comparison group. The comparison group implemented positive intervention indoors and the experiential group implemented positive interventions in nature. Within the last decade, various service industries have addressed the stigma surrounding mental llness in order to support individuals on their road to recovery. Leading mental health organizations, such as the Centre for Addiction and Mental Health and the Canadian Mental Health Association have published a variety of resources to educate the community about mental illness.

Some notable documentaries have also captured the experiences of individuals and their families who have mental illness. Voices looks at three participants and their experience with schizophrenia. Children of Darkness brings to light the abuses youth with mental illness experience in institutions.

Changing Minds, The Inside Story is a three-part documentary following mentally ill patients in two Australian hospitals. In addition, one can find online resources such as through YouTube to learn more about mental illness. What is still missing, however, are educational videos geared towards Canadian criminal justice organizations that provide guidelines from survivors and their caregivers about their experiences, and henceforth, their suggestions for interaction and support.

The interactive demonstrations have been created by various individuals including the Principal Investigator using the programming language Mathematica. Demonstrations are interactive in that they allow individuals using keyboard, mouse, touchscreen to effect change on various computer modeled phenomena by clicking buttons, scrolling, zooming, entering specific values, etc.

The ability to interact directly with mathematical phenomenon such as these demonstrations should have a positive impact on learning concepts related to the specific demonstration. Demonstrations may also create an interest in mathematics and related fields where some find confusion and boredom.

Demonstrations will be incorporated into the course in two ways. First, the instructor will be using demonstrations in class as lecture material. Second and most importantly students will be able to go on-line at anytime to interact directly with demonstrations via a link on Blackboard. With The Accessibility for Ontarians with Disabilities Act, AODA , the provincial government has mandated universal accessibility standards in a wide range of fields including education.

Within the Media Foundation Program here at Humber, we are deeply committed to learning how we can make our course content fully inclusive and accessible for all of our students. We firmly believe that Humber has an opportunity to lead the way in universal design, and that looking to the study of media is a great first step.

In our Media Foundation courses, we often look at events and trends as they happen, and we often do so using video content from all over the web. Since this content is new, and tends to be on platforms with unreliable or non-existent captioning such as YouTube and Vimeo , we are currently unable to make it accessible for our students have a hearing impairment or who are Deaf. Since we are aware of the current academic discourse on the importance of multimodal literacy as evidenced above , we have developed an alternative method for teaching WRIT that uses multimodal texts and strategies.

This project investigates the effectiveness of a popular English as a Second Language L2 corrective written feedback approach — reformulation — with a different learner group: Native English speaking L1 college students in a remedial reading-writing course.

We have found that some remedial L1 writing students are unable to notice lexical, grammatical, and discourse errors in their own writing, often because they have difficulty distancing themselves from their own writing and observing it systematically.

This is supported within the field of rhetorical and composition research, especially within the scope of basic writing error analysis for remedial writers see Shaughnessy, M. We are, in essence, trying to determine effective pedagogical strategies for remedial writers that will enhance their ability to notice and correct certain errors in their writing. Canada is among one of the most diverse nations where individuals, regardless of their race, gender, class, age, sexual orientation, ability, country of origin and nationality as well as other socially constructed identities are to be protected under the law, policy and practice.

The commitment towards diversity is considered as one the first platforms for our societal strength and socio-economic and political inclusion. As a result, many academic institutions including Humber College are currently offering diversity courses within their programs in order to contribute towards socio-equitable practices and eliminate discrimination and barriers that might hinder marginalized individuals and communities from reaching their potential.

Despite this effort, recent reports Gaudet, ; Reasons et al. Other studies Hayle, Wortley, and Tanner, ; Scott, ; Henry, Reece and Tator, highlight discrimination within the justice system from the point of entry to exit from the system. This project interviewed faculty who have taught diversity related subjects in SSCS in order to identify gaps and strengths of the existing pedagogical approaches used in teaching diversity courses within the Justice Services Program.

Little has been written about the best learning experiences of students in a community college Hatch et al. This research focuses on courses other than research methods courses. Most of the research is about students in universities taking online courses e. This study addresses the research gap. The current research on best learning experiences for students provides some components of great learning experiences for students at the post-secondary level.

As a result, it can be used to design this study. The purpose of the study was to help students understand course concepts. Students described what their best learning experience has been in the research methods course and rated how they feel about the experiences described in the focus group. Insights gathered can be used to improve RSMT for future cohorts. Educators are integrating increasingly innovative technology into their teaching practices, including in their online educational content.

One such innovation — the Lightboard — is an illuminated clear glass board used for recording video lectures. It allows the educator to face the audience while writing out and diagramming concepts, which creates a more personable and interactive learning experience. This project implemented six Lightboard videos in an Electronic Devices 2nd semester course at Humber College. Engineering lectures usually involve drawings and equations drawn on chalkboards or whiteboards.

This project measured direct GPA performance along with student self-reports on engagement with the videos. There is global interest in content-based instruction Stoller Many instructors are intrigued by the idea of integrating language skills and content. Both can inform one another. Nevertheless, there are more challenges to this approach than in, for example, a language-only course Stoller , Baecher, There is also the worry that the language objectives will suffer when taught alongside content Bigelow This research shifts the focus to the content.

In other words, while most research evaluates content according to whether or not it helps language learning, this project used language learning in the service of content. The rationale for this inversion is threefold. First, it is based on limited utilization of these techniques in our current pedagogy. The hope was that by formalizing these experiences into a research project, it would help clarify and confirm whether or not anecdotal experience maps onto reality.

Second, and more concretely, it is believed that the triadic model Bigelow utilized has multiple access points, which means that one can leverage language structures in order to build content comprehension. The final reason for utilizing language structures in the service of content is the learning objectives of the course. Currently at Humber, HESL is a compulsory content-based course, which means that students are required to take it.

This reality, on its own, restricts the scope of the research project. Content-heavy, foundational Health Science courses are often a challenge for students.

There is evidence, that students perform better on oral as compared to traditional written examinations. TOEs are designed such that students do not know the questions they will be asked before the exam and the examiner has wide latitude in which questions to ask.

SOEs by contrast, are those in which the questions are standardized for all students and they may or may not know the questions ahead of time. Students are also reported to have a positive attitude toward oral assessments, though a drawback of many of these studies is the anecdotal nature of much of this student feedback.

Given the resource-intensive nature of oral assessments, it is important to know objectively whether oral assessments facilitate student learning and knowledge retention; this will allow for informed decisions regarding resource allocation for this type of assessment.

This project evaluates the efficacy of a one-on-one oral assessment called the One2One in student learning of new material and the retention of this new knowledge in both the medium- and long-term. How students experience their learning is also a valuable metric for measuring the efficacy of an assessment method and so the perceived professional value and usefulness of the One2One was evaluated through the solicitation of student perspectives.

In the last 10 years, podcasting pre-recorded audio files that are downloaded by individuals and listened to largely on portable devices has become a wide-spread phenomenon in fields as disparate as entertainment and neuroscience.

However, because they are still a fairly recent medium, little is known so far about their effectiveness in communicating information in the diploma-level college environment.

Research has shown there is great potential to this new area Robinson and Ritzko ; McKinney et al but that there still remains questions regarding what format is the most useful in this setting Middleton Through a survey and focus group, parents identified benefits of participation in a forest nature program including increased time outdoors, play confidence, risk-taking opportunities, improved health, wellness and the developing seeds of environmental stewardship and reciprocity.

CIDA, As such, there is evidence in the literature of how interior design education programs design and deliver courses in interdisciplinary design practice. Seeking to remedy the gap, this research project proposes an exploratory study to identify long-term learning lessons from the Interdisciplinary Practices course in the Bachelor of Interior Design degree at Humber ITAL.

The objective is to help inform and introduce improvements to the course for future offerings. Printing is an integral part of design and advertising — it is both technical and creative and can be the difference between the success or failure of a project. Knowledge of different printing technologies helps students to push their creativity by working with different mediums.

Mixing old and new printing technologies — both tactile and digital media — opens up the potential for new ideas. Students often poorly understand the importance of printing as well as the required depth of information and its creative potential. We believe this topic would connect better with students and create improved understanding when taught in a more hands-on manner through the direct use of printing technology that the students can use themselves.

By furthering the tactile experience of using print technology in the second year BoCA course, Digital Production, we hope that students will be further engaged and better understand how printing works. This research project explored students learning experience in Introduction to Managerial Accounting course, in particular the application of the new concepts introduced to students. The current student population that is enrolled in the course varies and comes from different degree programs offered by the Faculty of Business, so the level of understanding and grasping of accounting concepts varies significantly amongst the students.

Some of our students are non-accounting majors and struggle with this topic managerial accounting. Given the complexity of the subject matter, non-accounting students often fail to appreciate the relevance of the many aspects of the course content. Therefore, we see students struggling with the application of concepts in real case scenarios after it is introduced and discussed in class using traditional classroom techniques.

Case study method has been widely used as a teaching tool in various business disciplines Thomas, L. The case study approach enables students to apply concepts learned to practical business scenarios. Our proposed study was designed to determine a if students perceive mini-cases improve their learning experience; b if students perceive that mini-cases motivate them; c if students perceive they achieved higher outcomes with the mini-case approach.

By , the World Health Organization predicts depression to be the most common health problem in the world Brundland, The focus of this study is to deepen an understanding of how post-secondary institutions can build in preventative measures for student wellness.

Ultimately, such initiatives could improve retention, increase graduation rates and advance student success. Each week, for four weeks, students engaged in three self-selected intentional activities. The experimental group chose from a list of activities that have been reliably shown to increase positive emotions and the comparison group chose from a list of activities that have not been reliably shown to increase positive emotions.

The intent of this project was to discover if regular engagement in positive activities will increase the subjective sense of happiness among students. In their article Abodor and Daneshfar, 1. Abodor and Daneshfar, have referenced Jennings, , Thomson et al. The Principles of Management course BMGT at Humber College in Toronto examines the roles of the manager and the skills needed to plan, organize, lead and control resources to achieve organizational objectives.

The business simulation software Praxar Golf — Introduction to Management introduced in this study offers students an opportunity to make decisions affecting an entire business comprising a golf course, pro-shop and restaurant. Students will then be able to observe the results of their decisions to such measures as EPS, sales and asset values. Ethical decisions are included as an integral part of decision-making. Student engagement levels are linked to satisfaction with learning events.

There is a large amount of research around student engagement and how the learning environment can improve learner engagement and participation levels.

This project hypothesizes that increased student participation and engagement activities as measured by student contributions to class discussions, by questions asked in class, or by participation in group activities in class is positively correlated to academic success. In order to paint a portrait of current entrepreneur teaching strategies at Ontario Colleges, this project will focus on entrepreneurship courses and specifically the entrepreneurial education taught in the Entrepreneurial Enterprise Post Graduate Program and will:.

Students at Humber College, both degree and diploma students, are required to take a prescribed number of Electives in order to graduate from their program. This belief can manifest itself as disengagement.

But if Twitter, a popular social media platform, is incorporated into course work, can it help students to respond to and invest themselves in the learning materials of their courses.

The BAA-CJ program currently does not use the conflict simulator as a teaching tool within its curriculum. This project aimed to get a better sense of the prevalent conflict scenarios happening in current CJ professions and from there develop ecologically valid scenarios to be incorporated into CJ courses. The current project developed useful conflict scenarios for the simulator library based on student and CJ professional experience. A follow-up study will incorporate these scenarios into our conflict management course to: 1.

Determine if this technology enhances student engagement in course material; 2. If can be used as an evaluative tool to capture student learning of specific conflict skills. Professional identity is an important construct as it has been previously associated with retention, attrition, persistence, and knowledge construction.

This study hypothesized that levels of professional identity will increase across subsequent years in the program. The overarching goal is to identify if and when substantial changes to identity occurs, which can also be described as the point when students stop viewing themselves as students and start viewing themselves as professionals.

In particular, the study investigated when professional identity emerges within an accounting program, and whether this differs between the diploma and degree programs at Humber. There is a large active discussion in education regarding teaching programming fundamentals to students in all levels of education including middle school, secondary school and postsecondary school.

The first half of this course continued learning Java but used it to program Lego Mindstorm robotics mindstorms. Does adding a physical element of play to a programming fundamentals course help increase student engagement and result in better learning? In this session we demonstrate how to fix accessibility issues identified by Blackboard Ally. This session will focus specifically on fixing issues with missing ALT text and color contrast in digital course content.

When designing and building your course online, consider the perspectives of all of your learners. In this session, we will look at online courses from the perspective of students with disabilities. We will also share five strategies to make your online course accessible to all students, such as incorporating Universal Design for Learning principles, adapting documents, and modifying assessments. Creating and providing accessible documents is about inclusion, equity, and social responsibility.

This session reviews the WCAG accessibility guidelines and AODA requirements applicable to creating digital content and documents and the fundamentals of creating accessible materials. As well, you will walk away with strategies and a toolbox full of apps and resources to help with making your content accessible. Microsoft PowerPoint has many tools that help to ensure that the documents you share with your students are fully accessible.

In this session, we modify inaccessible content to comply with accessibility standards. You will walk away with strategies to help you make your PowerPoint documents accessible. Microsoft Word has many tools that help to ensure that the documents you share with your students are fully accessible. As well, we look at the following in Word with respect to accessibility: Accessibility Checker , Document Structure , and Tables.

You will walk away with strategies to help you make your Word documents accessible. This session will focus specifically on fixing heading structures in digital course content. Blackboard Ally is a new feature that was installed to your Blackboard site on June 1, It is an accessibility application that helps identify whether your digital course content is accessible and provides tips for remediation. In this session, we tour this new tool and its features and you will learn ways to maximize it in your course.

Are you interested in exploring Infographics as an assignment for your students? Are you already exploring infographics but are unsure where to send your students for tools, resources, and support? The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for Infographic assignments. In addition, the Idea Lab team are here to support your students with workshops, online support, and one-on-one guidance and troubleshooting with digital assignments.

This session will help you explore if there is an appropriate infographic assignment opportunity in your course. Are you interested in exploring website creation as an assignment for your students?

Are you already exploring websites but are unsure where to send your students for tools, resources, and support? The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for website assignments.

Ideas for a website assignment include an online portfolio, a blog, a field placement report, and many more. This session will help you explore if there is an appropriate website assignment opportunity in your course. Start now. Download now. Get started. Get started with Tips. Work together. Check it out. Get now. See all. Watch videos. Take training.

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