Anatomy Essay Example | Topics and Well Written Essays - 1000 words - 1

Life systems - Essay Example , in any case, they don't inactivate histamine An: is right since eosinophils fundamentally manage parasitic contaminations. They likewise engaged with provocative cells in hypersensitive responses. 3. B: I picked versatile invulnerability, its a right choise in spite of the fact that not the best decision among those given. E: versatile resistance additionally called gained insusceptibility is insurance against infective specialists that is absent during childbirth, however comes about sometime down the road. Versatile invulnerability is related with memory and protection from disease is improved and upgraded through ensuing normal contamination of comparative sort and is likewise connected with acknowledgment and particularity. 8. B: injury was an off base decision since aggravation cause by injury don't imprint in when applied weight and are excruciating. C: the right decision was edema since it is an irregular assortment of liquid in a particular piece of the body, which may prompt expanding and agony, edema is additionally described by pitting/scratching when weight is applied. 9. A: was the erroneous choise in light of the fact that basophil are not produced using the white mash of the spleen, in spite of the fact that they may develop in the spleen. B: lymphocytes might be inadequate this is on the grounds that the white mash of the spleen is engaged with explicitly making and development of the lymphocyte cells. 10. C: gained invulnerability was the inaccurate choise in light of the fact that it comes further down the road when the body is cleaned to various malady causing pathogens. A: natural none

How Potato Chips Are Made

The Manufacturing Process * 1 When the potatoes show up at the plant, they are analyzed and tasted for quality. About six or so cans are haphazardly filled. Some are punctured their centers so they can be followed through the cooking procedure. The potatoes are analyzed for green edges and imperfections. The heap of blemished potatoes is gauged; if the weight surpasses an organization's preset recompense, the whole truckload can be dismissed. * 2 The potatoes move along aâ conveyer beltâ to the different phases of manufacturing.The transport lines are controlled by delicate vibrations to downplay breakage. Destoning and stripping * 3 The potatoes are stacked into a vertical helical screw transport which permits stones to tumble to the base and pushes the potatoes up to a transport line to the programmed stripping machine. After they have been stripped, the potatoes are washed with cold water. Cutting * 4 The potatoes go through a spinning impaler/presser that cuts them into paper-f limsy cuts, between 0. 066-0. 072 in (1. 7-1. 85 mm) in thickness. Straight sharp edges produce normal chips while undulated cutting edges produce furrowed potato chips. 5 The cuts fall into a subsequent cold-water wash that expels theâ starchâ released when the potatoes are cut. A few producers, who advertise their chips as normal, don't wash the starch off the potatoes. Shading treatment * 6 If the potatoes should be synthetically treated to upgrade their shading, it is done at this stage. The potato cuts are drenched in an answer that has been balanced for pH, hardness, and mineral substance. Browning and salting * 7 The cuts go under air flies that expel abundance water as they stream into 40-75 ft (12. 2-23 m) troughs loaded up with oil.The oil temperature is kept at 350-375Â °F (176. 6-190. 5Â °C). Oars delicately push the cuts along. As the cuts tumble, salt is sprinkled from containers situated over the trough at the pace of around 1. 75 lb (0. 79 kg) of salt to every 10 0 lb (45. 4 kg) of chips. The Manufacturing Process * 1 When the potatoes show up at the plant, they are inspected and tasted for quality. About six or so containers are haphazardly filled. Some are perforated their centers so they can be followed through the cooking procedure. The potatoes are inspected for green edges and blemishes.The heap of inadequate potatoes is gauged; if the weight surpasses an organization's preset stipend, the whole truckload can be dismissed. * 2 The potatoes move along aâ conveyer beltâ to the different phases of assembling. The transport lines are fueled by delicate vibrations to downplay breakage. Destoning and stripping * 3 The potatoes are stacked into a vertical helical screw transport which permits stones to tumble to the base and pushes the potatoes up to a transport line to the programmed stripping machine. After they have been stripped, the potatoes are washed with cold water.Slicing * 4 The potatoes go through a spinning impaler/presser that cuts them into paper-flimsy cuts, between 0. 066-0. 072 in (1. 7-1. 85 mm) in thickness. Straight cutting edges produce standard chips while undulated sharp edges produce furrowed potato chips. * 5 The cuts fall into a subsequent cold-water wash that evacuates theâ starchâ released when the potatoes are cut. A few makers, who advertise their chips as regular, don't wash the starch off the potatoes. Shading treatment * 6 If the potatoes should be artificially treated to upgrade their shading, it is done at this stage.The potato cuts are inundated in an answer that has been balanced for pH, hardness, and mineral substance. Searing and salting * 7 The cuts go under air flies that expel overabundance water as they stream into 40-75 ft (12. 2-23 m) troughs loaded up with oil. The oil temperature is kept at 350-375Â °F (176. 6-190. 5Â °C). Oars delicately push the cuts along. As the cuts tumble, salt is sprinkled from containers situated over the trough at the pace of around 1. 75 lb (0. 79 kg) of salt to every 100 lb (45. 4 kg) of chips. Potatoes show up day by day at assembling plants.After they are checked for quality, they are put away at a consistent temperature unfil they are handled into potato chips. A few makers treat the potatoes with synthetic concoctions to improve the shade of the last item. To make the chips, potatoes are singed in either corn oil, cottonseed oil, or a mix of vegetable oils. Drop salt instead of precious stone salt is utilized to season the chips. * 8 Potato chips that are to be enhanced go through a drum loaded up with the ideal powdered seasonings. Cooling and arranging * 9 At the finish of the trough, a wire work belt pulls out the hot chips.As the chips move along the work transport line, abundance oil is depleted off and the chips start to cool. They at that point move under an optical sorter that selects any consumed cuts and expels them with puffs of air. Bundling * 10 The chips are passed on to a bundling machine with a sca le. As the pre-set load of chips is estimated, a metal locator checks the chips again for any outside issue, for example, metal pieces that could have accompanied the potatoes or been gotten in the broiling procedure. * 11 The packs stream down from a roll. A focal handling unit (CPU) code on the pack tells the machine what number of chips ought to be discharged into the bag.As the sack structures, (heat seals the highest point of the filled pack and seals the base of the following pack at the same time) doors open and permit the best possible measure of chips to fall into the pack. * 12 The filling procedure must be practiced without letting anâ overabundanceâ of air into the pack, while likewise keeping the chips from breaking. Numerous producers useâ nitrogenâ to occupy the space in the sacks. The fixed sacks are passed on to a collator and hand-stuffed into containers. * 13 Some organizations pack potato contributes I O jars of different sizes. The chips stream down a chute into the cans.Workers gauge each can, make any vital changes, and join a top to the can. Quality Control Taste tests are produced using each bunch all through the assembling procedure, generally at a pace of once every hour. The testers check the chips for salt, flavoring, dampness, shading, and in general flavor. Shading is contrasted with outlines that show adequate chip hues. Forestalling breakage is an essential objective for potato chip producers. Organizations have introduced shields at different focuses in the assembling procedure to diminish the odds for breakage. The statures that chips tumble from transport lines to fryers have been decreased.Plastic transport lines have been supplanted with wide work treated steel belts. These permit just the bigger chips to go to the fryers and the littler potato bits to fall through the work. Results/Waste Rejected potatoes and peelings are sent to ranches to be utilized as animal feed. The starch that is expelled in the washing procedu re is offered to a starch processor. The Future Potato chips give no indication of declining in fame. In any case, the open's expanded interest for low-fat nourishments has put makers on a most optimized plan of attack to create a diminished calorie chip that satisfies the sense of taste as well.In the late 1990s, Proctor and Gamble presented olestra, a fat substitute that was being test-advertised in an assortment of items, including potato chips. Food experts are utilizing PC projects to structure a crunchier chip. Upper-and lower-wave structures are taken care of into the PC at different amplitudes, frequencies, and stages. The PC at that point lets out the comparing models. Specialists are likewise chipping away at hereditarily designed potatoes with less sugar content since the sugar produces earthy colored spots on chips. Potatoes show up every day at assembling plants.After they are checked for quality, they are put away at a steady temperature unfil they are handled into pot ato chips. A few makers treat the potatoes with synthetics to improve the shade of the last item. To make the chips, potatoes are seared in either corn oil, cottonseed oil, or a mix of vegetable oils. Piece salt as opposed to precious stone salt is utilized to season the chips. * 8 Potato chips that are to be enhanced go through a drum loaded up with the ideal powdered seasonings. Cooling and arranging * 9 At the finish of the trough, a wire work belt pulls out the hot chips.As the chips move along the work transport line, overabundance oil is depleted off and the chips start to cool. They at that point move under an optical sorter that selects any consumed cuts and evacuates them with puffs of air. Bundling * 10 The chips are passed on to a bundling machine with a scale. As the pre-set load of chips is estimated, a metal indicator checks the chips again for any outside issue, for example, metal pieces that could have accompanied the potatoes or been gotten in the searing procedure. * 11 The sacks stream down from a roll. A focal handling unit (CPU) code on the sack tells the machine what number of chips ought to be discharged into the bag.As the pack structures, (heat seals the highest point of the filled pack and seals the base of the following pack all the while) entryways open and permit the best possible measure of chips to fall into the pack. * 12 The filling procedure must be cultivated without letting anâ overabundanceâ of air into the pack, while likewise keeping the chips from breaking. Numerous producers useâ nitrogenâ to occupy the space in the packs. The fixed sacks are passed on to a collator and hand-pressed into containers. * 13 Some organizations pack potato contributes I O jars of different sizes. The chips stream down a chute into the cans.Workers gauge each can, make any vital changes, and join a top to the can. Quality Control Taste tests are produced using each group all through the assembling procedure, typically at a pace of once ev ery hour. The testers check the chips for salt, flavoring, dampness, shading, and generally speaking flavor. Shading is contrasted with outlines that show adequate chip hues. Forestalling breakage is an essential objective for potato chip makers. Organizations have introduced shields at different focuses in the assembling procedure to decrea

Argument Essay Topics For AP US History

Argument Essay Topics For AP US HistoryIf you want to increase your chances of winning the debate in your argument essay topic for AP US History, you should focus on four critical topics that you will encounter. These four critical topics are very crucial to winning the debate. Make sure that you incorporate these four topics into your debate strategy.The first topic is the major issues and controversies in American history. People tend to be less aware of the major issues because they tend to focus more on minor details. To win the debate, you must include the major issues, which is why this topic is so crucial.The second topic is the controversy between the left and right. This is something that has been discussed within the conservative camp. But the debate was never settled as to which side won the debate. So the topic of controversy will be a useful one to draw students' attention.The third topic is subject choices. Since there are different themes in American history, the topic of subject choices will cover various topics. Topics covered in each subject may differ. Students must choose between liberal and conservative themes and write a thesis about how each side does not stand by its position in an objective manner.Finally, there is the liberal theme. The idea behind the liberal theme is that liberals are always talking about their political ideals while conservatives are always talking about the things that have been done in the past and are not interested in thinking about the future. The liberal theme focuses on the present and is concerned with the history of the American people. The conservative theme focuses on the future and is focused on the past.The key to winning the debate is to focus on all of these topic essays in the essay topics for AP US History, but also to make sure that you do not ignore any of these four topics. Make sure that you focus on all of these four topics and that you mention each of these four topics as much as possible.The trick to winning arguments in AP's essay topics for US History is to create a debate that will go over the span of time and deal with the same topics again. Make sure that you do not forget about any of these four topics when you are writing your essay and make sure that you focus on all of these four topics.The reason why I advocate that you include all four of these topics in your essay topics for AP US History is because these topics come up often and sometimes several times in an essay. If you do not include these four topics in your essay, it may not be convincing at all.

Prehistoric Elephants Everyone Should Know

Compare and Contrast the Ways in Which the Theme of...

Compare and contrast the ways in which the theme of isolation is presented and explored by Sebastian Faulks and T.S Eliot in ‘Engleby’ and ‘Selected Poems’. Throughout both ‘Engleby’ and ‘Selected Poems’ there is a prevailing sense of ‘apprehension of the tenuousness of human existence’ which is evident in the protagonists’ confining inability to communicate with the world around them, as seen in Prufrock’s agonised call, ‘so how should I presume?’. ‘The Wasteland’ was written by Eliot to ‘address the fragmentation and alienation characteristic of [contemporary] culture’, questioning mankind’s ability to move forward into cohesiveness despite the ‘more pronounced sense of disillusionment and cynicism’ which came about as a ‘direct†¦show more content†¦This suggests his isolation yet the reader cannot be certain whether this is his own disinterest in involving himself in social life, or whether it had been due to his childhood and conditioning by others ‘I tried to join in the communal joke once. But only on ce.’ The narrative style makes it difficult to find the reason why Engleby only attempted to join in the joke ‘once’. This theme of isolation is continued throughout the novel with his ‘cowboy tie’ at the dinner with Stellings, in contrast to his music obsession: ‘Off the top of my head, I can think of at least ten orchestral tunes.’ Prufrock finds himself in a similar situation, questioning ‘Do I dare/ Disturb the universe?’ the alliteration emphasising his feeling of isolation and uncertainty on what action he should take. It is suggested that Engleby ‘has a tremendous fear of reincarnation which suggests that to some extent he does see death as a form of escape’. This idea has some merit due to his belief that the ‘brief stint in humanity’ is ‘pointless’, and is almost as terrified of the idea of living forever as he is of dying young. This is parallel to Sybil in ‘The Burial of the Dead’: ‘I will show you fear in a handful of dust’, Eliot implying that eternal life is not something to be longed for but to be apprehensive and fearful of due to the isolation and loneliness which would come with outliving relatives and friends. Following the First World War, it is possible

The Differences Between The Arab People Of Arabia And...

Culture in Syria With the United States being involved in Iraq and Afghanistan, we as soldiers learn a completely new type of culture. We also know that in each of the two countries that their way of living is different from each other even though their religion is same. This is true throughout the world and that is what makes it hard for one to understand why there cannot be more cohesion between countries. The same true of Syria. The way they live day to day and worship is different from either of the other two countries, despite that they are an Islamic country. The Syrian people are different in the approach to people, economy, government, and cultural life. Ethnic and Linguistic The people of Syria draw their influence from several origins over a long period. The Greeks and Romans ethnic influence was negligible. The people of Arabia and Mesopotamia left their influence on what we see today. Even though the Turks, Greeks, and Romans influenced the political and economic structures of Syria, they could not change in the dominant Arab character of the Syrian people. Ninety percent of the population speaks the official language, which is Arabic. There three other languages that are spoken in the country and they include Kurdish, Armenian, and Circassian. Some ancient languages are still present today in the country. They include Maalua, Aramaic, and Syriac, also English and French are used, but that is from speaking with tourists. Religion ReligionShow MoreRelatedThe Origins Of Christianity By Najr ï ¿ ½Ã¯ ¿ ½ N1598 Words   |  7 Pagesspread after the time Jesus Christ, preached to Christianity in Arab lands, residents of tents, Yemen and NajrÄ n. 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Course Guide free essay sample

Course Guide School of Computing, Information and Mathematical Science/USP Library Faculty of Science, Technology and Environment The University of the South Pacific ii Produced by the University of the South Pacific, Suva, Fiji, 2013 First produced June 2010 Revised July 2012 Production team for semester 2, 2010 Course writers Colin Ash Paula Jones Deepak Bhartu Dinesh Kumar Kaylash Chaudhary Rajneel Totaram Rinel Ram Ronal Singh Shaveen Singh Sunil Lal Viren Sharma Valentine Hazelman Instructional designer Cover design Marketing, Development and Communications Office Course revision team for Semester 1, 2011 Course writers Shirley Devi Ajeshni Jeet Gavin Khan Salsabil Nusair Sunaina Nair Saleshni Sharma Dennis Sen Krishneel Chaudhary Viren Sharma Shaveen Singh Education technologist Cover design Tevita Ului Jitoko Marketing, Development and Communications Office This material has been prepared by the University of the South Pacific for use by students enrolled in the course for which it was developed. It may contain copyright material copied under the provisions of the Fiji Copyright Act 1999 or under license from rights holders or their agents. PART A 3 4 What is this course about? This course covers fundamental concepts of computers and their applications, including the use of software for word processing, spreadsheets, presentations and graphics. It also addresses the broader imperative for you to develop the capacity to effectively locate; access; evaluate; and use information in different formats. You will develop the learning skills needed for success in your studies and in modern workplaces. This course forms the basis of an overall effort to infuse computer and information literacy throughout the university curriculum. What are my learning outcomes? Upon successful completion of this course, you should be able to: 1. Access and use USP’s ICT resources available on-campus and off-campus. 2. Identify and use different features of a computer system. 3. Use standard applications for creating documents, presentations and spreadsheets. 4. Recognise the structure of information, that is, how it is produced, organised and disseminated. 5. Apply appropriate techniques in formulating effective search strategies to locate relevant information resources. 6. Navigate and utilise the Web, the USP Library website, the USP Library catalogue, and an online database subscribed by the USP Library to locate relevant and scholarly information resources. 7. Use appropriate referencing software and tools. 8. Critically evaluate information resources and synthesise information in academic writings. 9. Use emerging web-based technologies for educational and social purposes. 10. Recognise the legal, socio-economic and ethical issues regarding access to and use of information technology and information resources. What is my study schedule? Below is a study schedule that includes assessment activities and an assessment plan. The course guides your learning through a series of mandatory practical computer laboratory activities each day: ? ? ? Pre-lab activities to orientate you on the what and how of the week’s topic; A two hours lab session to complete the lab exercises with a facilitator present or online; Post lab activities to discuss, review, demonstrate and document the lessons learnt. 5 Topics *Pre Lab Activity Read Course Guide (Part A and B) Create ePortfolio Profile 1–2 1 1–3 1–2 1–2 1 1–2 1–2 1–2 1–2 1–2 1 Lab Activity Lab and Course Orientation 1–4 1–3 1–2 1–5 1–3 1–3 1 1–3 1–4 1–3 1–4 1–4 1–2 *Post Lab Activity Orientation and Lab Introduction 1. ICT Tools @USP Discussion Forum Netiquette Online Quiz 1 2. 3. Basic Computing Skills Hardware Fundamentals Com puter Procurement Simple Text-based Reports Fundamentals of Information Search Strategies Sourcing Information Online Presentation Reports The Library Website Searching Databases Effectively 4. 5. 6. Online Quiz 2 1–2 1 1 Online Quiz 3 1 Online Quiz 4 1 Online Quiz 5 Discussion Forum 7. 8. 9. 10. Evaluating Information 11. Web 2. Tools for Educational and Social Purposes 12. Analytical Reports 13. Social and Ethical Issues Assessment Name Assignment 1 Assignment 2 ePortfolio Activity 1-6 Final ePortfolio Submission Due Date 7th April, 2013 19th May, 2013 TBA 9th June, 2013 6 What are my learning resources? ? ? Course Guide: This booklet material that you are reading. MOODLE: The website hosting all resources in electronic format. URL: http://elearn. usp. ac. fj NB: Moodle is an integral part of the course for all students. Participating in the Discussion Forum (a kind of chat-room) is useful and at times even fun. The site is the main interface between you and your course coordinator/tutors—when were not in class or tutorial, important information about class events and other relevant notices will be posted on the UU100 MOODLE site. Some features that you will find on your UU100 MOODLE site includes: ? News and Announcement forum: The course coordinator or facilitator will be using this forum to communicate any important information in regards to UU100. Note: This is a one way forum and you will not be able to make postings on this or reply to the posts. Forums: Block for each topic on Moodle will have a Forum discussion link for students to discuss their experiences and learning for the topic. No student is allowed to post answers for prelab, inlab or post lab activities (including quizzes). The forum discussion is only to encourage students to share their knowledge and experience in regards to UU100. Additional forum discussions will be made available for assignments and eportfolio as well. Course guide: (this booklet) is available online at the relevant link. You should consult this document for all questions relating to course structure. Assessment materials: This link provides all you need to know about assessment in the course, including due dates, marking criteria and submission requirements. Assignment submission boxes: All assignments need to be submitted online through the relevant drop box. Hard copy of the assignments will not be accepted/required. ? ? ? ? IMPORTANT: Having problems with Moodle? Site not found? If you have any difficulties with accessing Moodle, email [emailprotected] ac. fj or talk to your tutor. ? In addition to the Materials available via Moodle, online Library resources are available via the Library website http://www. sp. ac. fj/library/. You may also visit the Information Literacy Program link on the Library website. 7 MOODLE MOODLE is USP’s learning management system and will be used to support learning in some of your courses. To access MOODLE, you need a computer connected to the Internet. MOODLE works best and is most compatible with Mozilla Firefox, thus students are recomme nded to use Mozilla Firefox to access Moodle if any issue is faced with any other browser. Moodle can be accessed from any PC connected to LAN at USP or any PC elsewhere connected to Internet. To login, you will need a username and password which must have been given to you by your local USP Campus or Centre. How to login to MOODLE Step 1: Accessing MOODLE ? ? ? Open your browser: Recommended browser to access MOODLE is Mozilla Firefox. Type the following URL at the address bar: http://elearn. usp. ac. fj/ Press Enter. ? Alternatively, you can go to the USP website: http://www. usp. ac. fj/ and use the Quick Links drop down menu on the left of the page and select MOODLE. Step 2: Username and Password ? ? ? ? You will come to a Login screen. Type your Student ID number in the Username box. Type your student email password in the Password box. Click on Login. (webmail) ********* Step 3: Accessing your course ? You should now see a list of your courses. Click the Course Code UU100 e. g. Lost or forgotten password? Please contact your USP ITS student helpdesk. 8 How do I study this course? There are 13 by 2 hour assessed lab sessions during the semester. You are required to attend the practical session on a weekly basis. Some of these sessions (at least 6) will be delivered and assessed online. You should anticipate spending an additional 3 hours per week on the subject engaged in reading, reflection and research and undertaking assessment tasks and reporting on your learning progress. Attendance in tutorials is assessed (see assessment plan). For this reason class rolls will be taken in each lab session. Learning consists of a number of computer laboratory activities which allows you to demonstrate the level at which you learn and understand the essential knowledge for the course. The prescribed activities will be designed to suit the needs of all first year students. How am I assessed in this course? Rationale for assessment Assessment tasks are designed to provide you with an opportunity to develop and demonstrate specific academic abilities as stated in the learning outcomes. The rationale for each piece of assessment is as follows: ? ? ? ? Lab attendance and participation: This assessment requires you to develop your skills on various parts of the course content and to engage in practical activities. Quizzes: This assessment component allows you to measure your learning on topics. Assignments: These assessments develop your research, analytical and writing skills. Portfolio Report: An ePortfolio can be seen as a type of learning record that provides actual evidence of achievement. Your own ePortfolio is used to track your learning journey and achievement of course outcomes. Assessment is based on learning-by-doing, and not on memorising course notes. To successfully complete this course you must achieve a satisfactory mark in each of the four assessment items and an overall mark of at least 50%. 9 Assessment Plan ** Participation requires attendance to a minimum of 10 assessed lab sessions and completion of all online activities. Six (6) of the practical sessions will be delivered and assessed online, so F2F attendance is not required for this.. How do I submit my assignments? Original w or k versus plagiarism Always keep a copy of your written work! A handy way to back-up is to email yourself at an alternative email account like Gmail, Yahoo or Hotmail. Course materials on MOODLE, lecture notes and course notes are not citable authorities so you are not allowed to cite them in your essay, footnotes, or bibliography. This requires you to be creative and original in your work, and not plagiarize. Be careful about how you cite online resources. Copying materials from other sources without proper referencing and acknowledgement to the source is a serious offence and will be dealt with severely. In the USP Calendar, the Plagiarism and Dishonest Practice Regulations defines plagiarism as ‘taking and using another person’s thoughts, writings, inventions or other work as one’s own. If the lecturer/tutor is satisfied that plagiarism has occurred then the students at fault will be subject to disciplinary action. See http://www. fste. usp. ac. fj/index. php? id=6868 10 If any assistance is required in understanding plagiarism, please speak to your tutor or lecturer. . Student Responsibilities – you are expected to: ? ? ? ? Read the materials provided; Read the assigned work; Carry out any research required for any work; and Attempt and submit the relevant pieces of assessments required. 2. Lab/classroom Rules – To maintain a classroom environment that is conducive to optimal learning, please follow these simple rules: ? ? ? ? ? Arrive on time; Turn off your mobile phones (or keep them on silent mode); Do not do any other personal work, including visiting social networking sites such as Facebook; Do not chat with your neighbors unnecessarily; and Avoid any disruptive behavior. Submission of assignments, m a r king time and collection Assignments are to be handed in or posted electronically through MOODLE (see Submission of assignments online) on or before the due date. Under no circumstances must they be left in the office when no staff member is present or handed in by someone else (unless authorized otherwise). Before submitting your assignment you should check that you have a copy and that you have complied with all instructions given. It is the normal practice to attempt to mark course assessments within three weeks after due date. If this is not possible, the class will be notified of the revised marking time line. All grades will be made available for students via Moodle Grade book. Remember: on every assignment you should also include a cover sheet with your assignment which indicates your Name, Student ID No. , Assignment No. , Lecturer or Tutor, Lab Session, Due Day and Date. Submission of assignments online To submit assignments online, you should click on the relevant assignment drop box in the assessment section of the UU100 MOODLE site. At the bottom of the main assignment page you will see a â€Å"Browse† button which will enable you to upload your assignment from any storage media, select the file/assignment and click on â€Å"Upload this file† button to upload your assignment. It is important that you are logged in to your own account before uploading the file as the uploaded file will be stored under the logged in account. Once you submit an assignment, you will be redirected to the main assignment page where you will be able to see the details of your submission. Note: If you have submitted your assignment online and have not had any marks or feedback within three weeks of submission, please contact your course coordinator or tutor. 11 Course evaluation Online surveys/evaluations will be available in MOODLE for you to provide feedback for UU100. Your responses will remain strictly confidential and will only be used to further enhance the course. 12 PART B 13 Orientation Lab Introduction Introduction In this first session, students are introduced to all the different components of UU100. Students are informed about the aims, objectives and assessment requirements of the course. Furthermore, students are also introduced to some key ICT Tools that will be used by the students for the rest of their academic life at USP. Learning outcomes After the completion of this week’s topic, students should be able to:? ? ? Learn the aims and objectives of UU100 Understand the assessment plan for UU100 Familiarize themselves with the key ICT tools used at USP. Readings Students are to complete the following readings prior to attending their respective lab session. Note that all readings are available under the Orientation Tools link in Moodle. ? ? ? ? ? ? ? ? StudeNet SOLS Accessing personal share (Only for Laucala Campus Student) Google Apps Moodle Guide Assessment Breakdown NComputing Introduction to ePortfolio Post Lab ? Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † 14 Topic 1: ICT Tools @USP Introduction In this topic, you will familiarize yourself with a computer system, the Windows Operating System environment and other computer lab resources at USP. You will learn the basics of managing your course materials (files) using MOODLE; how to download the files, upload assignments, join a group and participate in the discussion forum. MOODLE is the learning management system adopted by USP. You will be able to find all the course related information about UU100 on Moodle. MOODLE stands for Modular Object Oriented Dynamic Learning Environment. You will also learn how to create a portfolio using MAHARA, an ePortfolio system. An eportfolio can be seen as a type of learning record that provides actual evidence of achievement. With your ePortfolio, you can capture and store evidence of your learning; reflect on them; give and receive feedback; plan and set goals, collaborate with others and publish your information to a chosen group of audience. Finally, you will use TURNITIN to check your assignment content for any sign of plagiarism. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Familiarise yourself with the Windows environment and other computer lab resources. Get Started with MOODLE – download and upload files, use groups and forums. Create your own ePortfolio profile using MAHARA. Check your assignment for plagiarism using TURNITIN before submission Readings ? ? ePortfolio Guide Creating and Viewing your Profile TURNITIN Student Guide. Activities and practical ? Pre-Lab Activity: 1. Access Mahara and update your profile information. Lab Activity: 1. Familiarise yourself with a computer system and the lab resources available in USP’s computer lab. 2. Get Started with MOODLE – download course materials, upload a sample assignment and participate in the discussion forums. 3. Create a View using Mahara. 4. Check your sample Assignment document for plagiarism using TURNITIN – before submission. 5. Attempt Lab Activity questions. ? Post Lab Activity: 1. Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † ? 15 Topic 2: Basic Computing Skills Introduction In this topic, you will familiarise yourself with the different types of computer software available namely system software and application software. You will also learn to manage files using My Computer, create, save and close files and folders and practice using file compression utilities. Furthermore, you will also learn how to convert files to different formats and practice typing using the keyboard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? Learn about the different types of software. Type proficiently using the keyboard. Work with files and folders. Zip and unzip files and folders using the WinRAR utility. Convert files to different file formats. Readings ? Read Topic 2 notes posted on Moodle. Activities and practical ? Pre-Lab Activity: 1. You are required to research on the following topics before you attend this week’s lab session: a. Operating Systems. b. Keyboards and Shortcut keys. c. Files and file types. d. Different File compression and conversion tools 2. Practice and improve your typing skills using the recommended Touch Type Tutoring program. ? Lab Activity: 1. Learn about different types of software 2. Discuss FOSS 3. Working with Files and Folders. 4. Using WinZip to Compress/Decompress Files and Folders. 5. Converting files to different file formats. Post Lab Activity: 1. Review Quiz 1 ? 16 Topic 3: Hardware Fundamentals and Computer Procurement Introduction In this topic, you will familiarise yourself with basic computer lab technology; hardware, software and networks. As this course is based on information communication technology and information literacy, it is important that you acquire the necessary computer-related skills which are seen as essential tools for communication of information. At some point in time, you may consider investing in a computer system. There are many factors ranging from budget to performance indices that you need to consider in buying a computer. This topic will also guide you in making an informed decision in this regard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? ? ? ? Describe the categories of computers. Describe and identify the various components of a computer. Distinguish between system software and application software. Identify and procure a computer system which meet the needs of the buyer Recognize and discuss the purpose of computer networks. Understand the client-server model. Access network resources. Work with web-based e-mail. Readings ? Read Topic 3 notes from Moodle. Activities and practical ? Pre-Lab Activity: 1. Computer Specifications – familiarising yourself with the components of a computer. 2. Watch the Video on â€Å"Understanding the parts of a computer† Lab Activity: 1. Identify essential hardware component specifications. 2. Attempt the Case study about a student’s choice of a computer. Post Lab Activity: 1. Complete ePortfolio Learning Objective 1. 2. Begin work on Assignment 1. ? ? 17 Topic 4: Simple Text-Based Reports Introduction Computers can offer us valuable insights into our writing style simply because they can process text quickly and thoroughly. This topic provides hands-on experience of basic word processing techniques and functions. It is designed for you to be able to demonstrate a working knowledge of word processing terminology and identify functions and procedures utilised in word processing. Presented in this topic are a few writing tools and techniques that will be of some help as you use them for your professional writing. Learning outcomes Upon successful completion of this topic, you should be able to: Use computers to create electronic documents. ? Change the look of a document using formatting. ? Use templates and styles for creating professional looking documents and reports. Readings ? ? ? ? Pre Lab Activity Notes Lab Activity Notes ePortfolio Guide-Creating Folder and Uploading Files PDF document ePortfolio Guide Journals Activities and practical: ? Pre-Lab Activity: 1. Create a Cover Page and a Birthday card using MSWORD 2010 2. Lab Activity Notes. Lab Activity: 1. Editing Documents. 2. Formatting Text, Paragraphs and Pages. 3. Adding tables and graphics to documents. 4. Spell Checking a Document. 5. Styles 6. Table of Contents. 7. Bibliography. Post Lab Activity: 1. Review Quiz 2 2. Complete EPortfolio Learning Objective 2 ? ? 18 Topic 5: Fundamentals of Information Introduction We live in what is often called ‘The Information Age’ – an era which is â€Å"marked by the increased production, transmission, consumption of and reliance on information. Many consider the new role of information to be changing our social and economic behavior as dramatically as did the Industrial Revolution† (Readiness for the Networked World: A Guide for Developing Countries. Glossary of Terms’ http://cyber. law. harvard. edu/readinessguide/glossary. html). Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Describe the roles of data, information, knowledge and wisdom in decision-making; Describe the competencies of an information literate individual; Describe the structure of information, that is, how it is produced, organised and disseminated; Discuss legal, ethical and socio-economic issues surrounding information; Readings ? Read Topic 5 notes Activities and practical ? Pre-Lab Activity: 1. Identify and analyse information needed for decision making in given scenarios. Lab Activity: 1. Browse and identify features of selected web-based primary, secondary and tertiary sources of information. 2. Discuss the impact of technological advances on primary, secondary and tertiary sources of information. 3. Discuss the reasons and implications of digital divide and suggest recommendations to bridge the divide in Pacific Island countries. ? Post Lab Activity: ? 1. Analyse scenarios of legal and illegal as well as ethical and unethical uses of information resources. 19 Topic 6: Search Strategies and Searching Information Online Introduction The Internet has changed the way people use computers and communicate information. In Part A of this topic, you will be introduced to various techniques for searching information. In Part B, you will use selected search engines, meta-search engines and subject directories to find web-based information to support your studies. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Construct effective search strategies using appropriate search terms and search techniques; 2. Identify features of selected search engines, meta-search engines and subject directories; 3. Use selected search engines, meta-search engines and subject directories to locate relevant and scholarly information resources. Readings ? Read Topic 6 notes Activities and practical ? Pre-Lab Activity: 1. Quiz ? Lab Activity: 1. Construct search strategies, on given topics, using appropriate search terms and search techniques. 2. Use Google Web advanced search mode and Google Scholar advanced search mode to conduct searches, on given topics, and analyse the results retrieved. Use an academic subject directory to conduct searches, on given topics, and analyse the results retrieved. 3. ? Post Lab Activity: 1. Use the basic and advanced search modes of a selected meta-search engine to conduct searches, on a given topic, and analyse the results retrieved. 20 Topic 7: Presentation Introduction In this topic you will learn how to make use of presentation software that will aid you in delivering effective, targeted, interesting and captivating presentations suitable to the target audience. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? Identify different presentation tools. Use design templates. Create visually appealing presentations. Readings ? Topic 7 notes from MOODLE. Activities and practical ? ? Pre-Lab Activity: 1. Create a PowerPoint presentation in a group using MS PowerPoint 2010. Lab Activity: 1. Students to do a group presentation on slides created during Pre Lab. 2. Students will be introduced to Prezi  œ a Flash based presentation software. ? Post Lab Activity: 1. Students to upload a Prezi presentation onto ePortfolio as Post Lab activity for the week. 1 Topic 8: The Library Website and the Library Catalogue Introduction In Part A of this topic, you will explore the range of useful information the USP Library website has to offer. The USP Library website is very often the most suitable way to find the information you need. It contains links to information and can direct you to the best sites, particularly relevant Pacific/Oceania sites. If you know your way around the Library website, you will find a treasure trove of information that will help you get ahead in your studies. In Part B of this topic, you will be introduced to the Library catalogue, which is the key to finding a huge range of information resources about subjects you will study at USP. Part B explores the various search modes of the library catalogue which you can use to search and find library resources efficiently. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Navigate the main USP Library website as well as Emalus and Alafua Library websites and identify relevant links for undergraduate students; 2. Construct search strategies and use the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources on given topics; 3. Interpret citations and construct search strategies using the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources for given citations. Readings ? Read Topic 8 notes Activities and practical ? Pre-Lab Activity: 1. Navigate the main USP Laucala Library website as well as Alafua and Emalus Library websites and identify types of library services and resources available for undergraduate students. Lab Activity: 1. For given topics and citations, construct search strategies and conduct searches using the following search modes and options on the USP Library catalogue: i. Quick Search using Keywords option; ii. Title Search using Browse, Phrase, and Exact Match options; iii. Advanced Search; iv. Subject Search. 2. For given topics and citations, construct search strategies and conduct searches using Quick Search and Advanced Search modes on Alafua, Emalus and regional libraries catalogues. ? 22 ? Post Lab Activity: 1. Use the advanced and subject search modes of the USP Library catalogue to conduct searches, on a given topic, and analyse the esults retrieved. 2. Review Quiz 3 23 Topic 9: Searching Databases and Managing References Introduction During your academic studies at The University of the South Pacific you will need to access and read many articles. The USP Library offers a wide range of online databases and many of these provide entire articles, called fulltext articles. You can find a list of these databases trough the USP Library homepage: http://www. usp. ac. fj/library. Under the heading eResources select Databases. In Part A of this topic you will explore ProQuest databases to find fulltext articles. In Part B of this topic, you will learn how to create, save and organise your references using referencing software called EndNote. Learning outcomes Upon successful completion of this topic, you should be able to: 1. 2. 3. 4. Access, navigate and identify features of ProQuest database; Construct search strategies, search and retrieve articles using ProQuest; Import references from online databases like ProQuest to EndNote Create and organise references and bibliographies using EndNote. Readings Read Topic 9 notes and PowerPoint tutorials. Activities and practical Pre-Lab Activity: 1. Register for EndNote account. 2. Create References manually using EndNote. ? Lab Activity: Part A 1. For given topics and citations, construct search strategies and conduct searches using the following search modes on the ProQuest database i. basic search; ii. advanced search; iii. topic search; iv. publications search. Part B 1. Create records in EndNote by manually entering references and importing re ferences from ProQuest database. 2. Organise references by creating groups and formatting in selected citation style. ? Post Lab Activity: 1. Formulate a search strategy for a given research topic, conduct the search on ProQuest, select and import records into EndNote and format into selected citation style. 24 Topic 10: Evaluating Information Introduction The quality and relevance of the information you use in your tertiary studies is of the utmost importance. It is easy to find information on most topics – but is it the best information? In this topic you will look at evaluating information in any format. In particular, you will learn how to apply the START evaluation criteria to critically evaluate the various types of information resources. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Discuss the importance of evaluating information resources; 2. Identify criteria used for the evaluation of sources of information; 3. Apply evaluative criteria to a range of information resources. Readings ? Read Topic 10 notes. Activities and practical ? ? Pre-Lab Activity: 1. Categorise Bad and Good Information Lab Activities: 1. Evaluate websites, on a given topic, using START evaluation criteria. 2. Evaluate journal articles, on a given topic, using START evaluation criteria. ? Post Lab Activity: 1. Use Google Web advanced search mode to conduct search on a given topic, select and evaluate a website using START criteria. 2. Review Quiz 4 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes Introduction This topic looks at the ways people use the latest developments in online communication, to create communities and share information, often near instantaneously. We encourage you to explore and find out more about this exciting development that has revolutionised communications and how people relate to each other in the 21st century. Learning outcomes Upon successful completion of this topic, you should be able to: ? Identify and navigate various content collaboration, media sharing and social networking Web 2. 0 tools; Discuss the advantages and limitations of the different types of Web 2. 0 tools; Use selected Web 2. 0 tools. ? ? Readings ? Read Topic 11 notes. Activities and practical ? Pre-Lab Activity: 1. Browse and analyse blogs on a given topic. ? Lab Activity: 1. Browse a Facebook account of an organization and discuss the advantages and disadvantages of social networking tools. 2. Browse a selected Wikipedia article and discuss the advantages and disadvantages of content collaboration tools. 3. Browse the code of conduct of Flicker and discuss the advantages and disadvantages of media sharing tools. ? Post Lab Activity: 1. Use Google Docs to create and publish a document on a given topic. 26 Topic 12: Analytical Reports Introduction This topic will develop your skills at using Microsoft Excel. You will learn how to calculate using formulas and functions, create charts and Pivot Table, a data mining tool provided with Microsoft Excel. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Work with formulas and functions in Microsoft Excel. Identify the appropriate type of chart for your report. Produce charts in Microsoft Excel. Use Pivot Tables to analyse and present data in Microsoft Excel. Readings ? Topic 12 notes from MOODLE. Activities and practical ? Pre-Lab Activity: 1. Create a spreadsheet as given in the pre lab activity using Microsoft Excel 2010 and answer the questions that follow. Lab Activity: 1. Create a Chart in Excel 2010. 2. Use formulas and functions to perform calculations 3. Add a PivotTable in Excel 2010. Post Lab Activity: 1. Review Quiz 5 ? ? 27 Topic 13: Social and Ethical Issues