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¶ … professional-looking worksheet? Why spend so much time with styles and formats and creating borders? Does it make worksheets and workbooks easier to read and follow, or just clutter them up with unnecessary fluff? Have you ever seen or used a worksheet that had too much formatting or was formatted in a way that was difficult to follow?
Some formatting can be helpful. The use of boldface, bullet points, and especially numbers (as in 'there are five things every employee should remember) can all serve to highlight key points. So can mnemonics like 'remember the 3 ps.' Contrasting fonts can be useful, if used consistently, as can some colored fonts, such as red lettering to highlight something dangerous, or what not to do. But hard-to-read calligraphy scripts, 'pretty' borders that do not serve a purpose, and non-serious, strange or relatively meaningless colors like purple, pale pink, or lilac, can act as a distraction.
Q2. Why is it important to understand your audience and its needs before preparing a presentation? How would a presentation differ if the audience was mostly teenagers as opposed to a presentation to an audience that is mostly adults?
Making a presentation to an audience, even a silent audience, is never a monologue -- rather it is a dialogue, even if the audience members are only responding in their own minds. It is necessary to anticipate the audience's likely internal responses, including the audience's level of interest and possible objections. The presentation must be comprehensible and relevant. The vocabulary must be tailored to the age group of the listeners. This does not just mean simplifying words for a younger audience: it also means making use of familiar pop cultural references so as to be persuasive. This gives the audience a sense the speaker is on 'the same page' as itself, and the speaker understands its concerns. Particularly with a bored or unwilling audience, dynamism and an extra effort is demanded on the part of the speaker, to show why the topic is required knowledge. Finally, the venue is important, too. A large auditorium may require a more formal, projected and structured speech, while a conference room requires a more informal and interactive style.
Evidence-Based Practice Translation of Research in Evidence-Based Practice Nursing involves men and women who are willing to help the patients with their skills like health maintenance, recovery of ill or injured people and the treatment. They develop a care plan for the patient sometimes in collaboration with the physicists or therapists. This paper discusses the current nursing practice in which I am involved and needs to be changed. Identification of a Current Nursing
Students then move to advisory to discuss what they learned from the principal, then begins first period science class. Science is tutorial based, but often broken up into groups of four for lab and experimentation work. Math lab includes a number of different activities that change out regularly. Following math, the students meet for Art class, which varies daily in activities, social and spatial development. Lunch and a brief recess follows. First class after
Summary of work completed To help ensure that affected personnel had an opportunity to communicate their needs for the solution, a telephonic interview with a work coordinator at Ames Central Travel Office was conducted recently; in addition, this telephonic interview was followed by a personal visit to the Ames Research Center in order gain a clearer understanding of the current workflow process. The end users of the solution provided very insightful
, 2005). In addition, the workload on clinicians is often increased past the point of reasonable because it is too intrusive and time consuming to document patient encounters during clinic time (Grabenbauer, Skinner, and Windle, 2011). The amount of information that can accumulate in a patient's record from multiple sources can be daunting and lead to information overload. CDS alerts can be so common that clinicians begin to ignore them.
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the