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exploring-digital-marketing · 5 months

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Unlocking Opportunities: Exploring Top 10 Digital Marketing Courses in Bandra, Mumbai

Are you looking for digital marketing courses in Bandra? Is it hard for you to choose the best one from the plethora of digital marketing institutes in Bandra? If so, you've landed in the perfect place.

With the ever-evolving digital landscape, mastering the art of online marketing has become the prime importance. Let's explore the top 10 digital marketing courses in this buzzing city to help you make an informed choice.

Top 10 Digital Marketing Courses in Bandra:

AADME is Asia’s 1st AI-enabled and Lifetime Mentorship digital marketing course in Bandra. They provide a dynamic learning platform for digital marketing classes in Mumbai with an affordable fee structure.

It is the best institute for digital marketing courses in Mumbai. Recently, it was awarded the Most Trusted Digital Marketing Learning Platform in 2023.

Aadme has trained 50k+ learners. They help students, working professionals, housewives, or agency owners who want to scale their businesses.

Course highlights

Guaranteed Internship: Assurance of practical experience through a hands-on internship at the end of the course

100% Job Assistance: Commitment to supporting graduates in securing employment opportunities.

Work Experience Letter: Upon completion of internship you will be granted a work experience letter.

100+ Tools Training: You will learn more than 100 plus automation tools increasing productivity.

7+ International Certifications: Attainment of globally recognized certifications for professional credibility.

Build Your Agency in 90 Days: Empower individuals to establish their digital marketing agencies within a three-month timeframe.

Lifetime Mentorship: Continuous guidance and support from experienced mentors throughout one's career.

Nations’ Best Trainer: Learning from a recognized and esteemed expert Alok Badatia

Personalized Training: Tailoring education to individual needs for a customized learning experience.

Easy EMI Options are Available: Providing flexibility with convenient and manageable EMI payment options.

2. IIDE – the digital school: Known for its industry-aligned syllabus and experienced faculty, IIDE stands out for its focus on practical learning, ensuring students are job-ready.

3. DMTI is another well-known digital marketing course in Bandra. DMTI SOFTPRO was established in 2009. They provide a range of courses, including both online and classroom training. They have trained more than 29,729+ students in digital marketing.

4. upGrad is an online higher education platform providing rigorous industry-relevant programs designed and delivered in collaboration with world-class faculty and industry. Merging the latest technology, pedagogy, and services, upGrad is creating an immersive learning experience – anytime and anywhere.

5. Compufield is also one of the best digital marketing training institutes in Mumbai. It offers customized learning solutions to students, working professionals, and entrepreneurs. The Digital Marketing Training program is designed keeping in mind the latest industry trends and techniques.

6. ICIT Computer Institute is one of the leading software training companies in India, offering comprehensive IT courses and cutting-edge training programs to IT aspirants [students & individuals], working professionals, corporates, institutions and government entities.

7. EduPristine is one of India’s leading training providers in Analytics, Accounting, Finance, Healthcare, and Marketing. Founded in 2008, EduPristine has a strong online platform and network of classrooms across India and caters to self-paced learning and online learning, in addition to classroom learning.

8. IIM Skills is another institute providing digital marketing courses in Bandra that provides online courses in different digital domains.

They provided real-time projects to ensure that they became well-trained for the digital industry. The institute offers a comprehensive course in digital marketing

9. Digital Vidya- The Digital Marketing Online Course at Digital Vidya offers a valuable learning experience through its hands-on assignments. These assignments are divided into module and case study tasks, which make the course more practical and engaging.

10. IDCM is India’s top-ranked vocational Training Institute, skilling 2 Lakh+ students annually. This course is designed for both freshers and working professionals who want to excel in their digital marketing careers. It is a classroom-based training program.

Exploring the Digital Marketing Course Fees in Mumbai:

Understanding the financial aspect is crucial. The digital marketing course fees in Mumbai vary across institutes. However, institutes like AADME offer value-driven courses without compromising quality.

Finding the Best Digital Marketing Institute in Mumbai with Placement:

Securing a placement after completing a course is a priority for many. Institutes like DMTI and AADME boast excellent placement records, forging lucrative career paths for their graduates.

Unveiling the Best Institute for Digital Marketing Course in Mumbai:

While each institute has its unique offerings, the 'best' institute depends on individual preferences. Factors like curriculum, faculty, industry connections, and alumni success stories play pivotal roles.

Empowering Your Digital Marketing Journey:

Now that you're equipped with insights into the top digital marketing courses in Bandra, Mumbai, it's time to leap! Choosing the right course can transform your career trajectory in the digital sphere.

Ready to delve deeper into the world of digital marketing in Bandra, Mumbai?

Explore our comprehensive guide to choosing the best digital marketing courses in Bandra tailored to your needs!

#digital marketing #best digital marketing courses in Mumbai #digital marketing courses in Bandra #digital marketing course fees Mumbai #digital marketing classes in Mumbai #best digital marketing institute in Mumbai with placement #best digital marketing training institute in Mumbai #best institute for digital marketing course in Mumbai

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thetalentedmrkashyap · 1 year

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B-8 : Sixty Years of The Beatles - The Memories of A Fan

As I write this article, I've started watching the Disney+ Series called The Beatles: Get Back. It was about the recording of Let It Be, their final album. It talked about the tension and differences among the Fab Four (John Lennon, Paul McCartney, George Harrison, and Ringo Starr) and the end of an era of music.

What you're going to read is not a theoretical research paper about the history of the four Liverpool lads. It's not about their early stint as The Quarrymen, their original lineup with bassist Stuart Sutcliffe & drummer Pete Best, or their early gigs in Hamburg (Germany). It's not even about how manager Brian Epstein discovered the young talent, or for that matter - how Ringo replaced Pete Best as the drummer. It's about how a fan feels about it and its place in the fan's heart - as the band celebrated sixty years of its first album, Please Please Me (1963) - in March this year.

Talking a bit about myself, I first heard about the Beatles in a childhood story of John Lennon (1940-1980) that got published in Scharda Dubey's book The Best Days of Our Lives. I read it in September 2012. More than three years later (December 9, 2015), I came across a news story about the Beatles Ashram reopening at Rishikesh, Uttarakhand. I know the exact date because the previous day was the 35th death anniversary of Lennon. After reading it, I searched for them on YouTube - and that's when I heard the first ever song of The Beatles - We Can Work It Out. I kept to it for days before exploring the other musical gems. I was fourteen - and in ninth grade back then.

Every teenager faces adolescence-related problems (physical & emotional changes, insecurities, mental health, peer pressure, etcetera). For rescue comes a solution that proves to be life-changing. In my case, it was the music of the four lads from the unknown coastal city of Liverpool (not to mention that it became famous because of the band). Many of their contemporaries came along the way.

My personal Beatles souvenir Collection (Which I have maintained since 2016)

Coming back to The Beatles, my favorite Beatle was Lennon. Seeing them in live performances and music videos, I began practicing their songs on my keyboard - and eventually bought a guitar to match them. Like an ordinary obsessed fan, I bought souvenirs - guitar pics, music CDs, T-shirts, books, phone covers, etcetera online. I don't think any Indian fan could get such stuff in here that easily - even during the band's popularity years. They would get in the USA and UK - where such things would sell like hotcakes. I even made a poster at 15 about the band - which I pasted in my room.

Thanks to the band, I had quite a reputation as a music performer in school, college, and my locality. I would perform their covers at parties and musical events. Although, I couldn't play their songs in school. But thanks to them, I could look beneath myself to find the skills I possess. Hence, I decided to pursue entertainment journalism/writing. I often write similar songs - and try looking for a music producer to record them. When people suggest music software for completing the songs, I politely respond, "They won't have the same fun as the Beatles - and I want to keep that element in my songs."

As their first single, Love Me Do (1962), celebrated its diamond jubilee on October 5 last year - and their debut album on March 22, I can only say that the boys with the mop-tops are immortal and irreplaceable. Even today, I listen to the entire album the way I did seven years ago. I'm sure there are similar fans like me in different parts of the world - who admire the boys and express their admiration and obsession through various methods. With this, I put my pen down.

#the beatles #beatles #john lennon #paul mccartney #george harrison #ringo starr #brian epstein #george martin #pete best #stuart sutcliffe #billy preston #love me do #please please me #sixty years #diamond jubilee

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jules-has-notes · 6 months

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Intacct Advantage 2014 keynote — VoicePlay live performance

youtube

Since most specialized industry events aren't open to the general public, it's unusual for their activities to be recorded and posted publicly. Fortunately for us, a financial management software company did just that at their annual customer and partner conference. The camera was clearly set up to capture more static presentations, but the sound quality is good.

Details:

title: Advantage 2014 Keynote: VoicePlay performance

original songs / performers: [0:52] "Don't Stop Me Now" by Queen; [3:45] "Be Our Guest" from Disney's Beauty and the Beast (1994); [4:20] "You Can't Hurry Love" by The Supremes; [4:55] "Bust A Move" by Young MC; [5:38] "Stayin' Alive" by The BeeGees

written by: "Don't Stop Me Now" by Freddie Mercury; "Be Our Guest" by Howard Ashman & Alan Menken; "You Can't Hurry Love" by Lamont Dozier, Brian Holland, & Eddie Holland; "Bust A Move" by Marvin "Young MC" Young, Matt Dike, & Michael Ross; "Stayin' Alive" by Barry, Robin, & Maurice Gibb

arranged by: VoicePlay

performance date: 11 November 2014

My favorite bits:

starting with the ruse of being the sound techs

♫ "CHEEEEECK" ♫ ::happy little bow::

the whole pantomime of Eli and Tony apologetically trying to herd Earl off stage, then giving in, Layne and Geoff starting to cut them off, then finally dropping the bit entirely

enhancing their crescendos through mic movements

Geoff bopping along to his bouncy bass line in "Be Our Guest"

Eli's counterpoint moments in "Bust A Move"

Tony busting out a lowkey Hustle during "Stayin' Alive"

that final breakdown section

Trivia:

"Be Our Guest" is one of the earliest music videos available on VoicePlay's YouTube channel.

They later included "Bust A Move" in their "Aca Top 10 — Old School Rap" countdown video.

A fully produced version of "Stayin' Alive" appeared on 4:2:Five's 2004 album "Unstoppable", and won a 2005 CARA for Best Contemporary Pop/Rock Cover in the professional division.

After kicking off this conference in the morning, the guys packed up and made their way to an afternoon soundcheck for a second corporate gig in the evening.

#VoicePlay #live performance #a cappella #corporate gig #private events #music #music medley #video

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strathoa · 1 year

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Some thoughts on institutional research software management and persistent identification

Pablo de Castro, Open Access Advocacy Librarian at U Strathclyde (with thanks to Alan Morrison, Research Data Management Officer, for the explanation on institutional workflows around research software at Strathclyde Uni)

See also this previous StrathOA blog post by Alan Morrison "Depositing, distributing & citing software and code (A Zenodo – GitHub integration)"

A webinar on "DOIs for research software" will be organised by DataCite on Wed May 24th (in two weeks at the time of writing). This forthcoming event provides a good opportunity to share some thoughts on research software and the attempts to persistently identify it. These thoughts address the way institutions may or may not be specifically supporting research software management, with some specific considerations on persistent identifiers thrown on top. These latter thoughts are driven by one of the questions immediately raised by the event title: why is it called "DOIs for software" instead of "persistent identifiers for software"?

a. On research software management and its support from institutions

1. Research software is a key part of the gradually-developing European Open Science Cloud (EOSC). Moreover, research software is also a critical element when discussing research reproducibility

Slide from presentation “Software – a different kind of research object?” delivered by Neil Chue-Hong (Software Sustainability Institute) within the U Lancaster 3rd Data Conversation linked below (click on the image to access the full deck of slides)

2. While data repositories have also been collecting software for quite some time, this tends to be a researcher-led task. Proactive institutions are definitely able to support their academics for this specific purpose, usually within a wider conversation on Research Data Management – see for instance this inspiring 3rd Data Conversation "Software as data" held by colleagues at Lancaster University on Oct 3rd, 2017.

3. It's not that frequent however for institutions to independently address research software management as a separate area with its specific workflows and resources, but rather as part of the RDM-related work. RDM policies are quite widespread – including a recently issued RDMS policy at Strathclyde – but they tend not to include specific sections devoted to research software management.

4. When discussing general worklines like persistent identifiers for research software, the perspective of the institution is very relevant. Members of an institutional Open Research team are arguably best placed to deliver the sort of advice on Open Research implementation that would ensure that research software is always persistently identified. Critically, institutional Open Research teams are able to provide this advice in a discipline-agnostic way. This places them at the forefront of any specific dissemination activity around PIDs, not just for software but for any other entity too (including datasets but also projects or research equipment and facilities).

5. The intersection between persistent identification and institutional advocacy offers Open Research implementation teams a potential way into a more holistic support for the adequate management of the various research outputs produced by research groups, departments and schools.

b. On persistent identifiers for research software (or for any other entity in the area of "emerging PIDs" such as geosamples, conferences or research equipment and facilities)

A prominent research information management workflow modeller made the following remark during a discussion on PIDs at a recent euroCRIS event: "After extensively discussing the issue within the team, we decided not to implement a PID-issuing feature for all sorts of entities in [specific commercial CRIS solution] – which we could easily do from a technical perspective – because we could add to the confusion by enabling a mechanism to inadvertently create duplicate unique persistent identifiers for those entities".

An interesting example for this risk of duplication is provided by the VasoTracker software developed by researchers at the Universities of Strathclyde and Durham within the 'Optical Cannula' Wellcome-funded project, persistent grant ID https://doi.org/10.35802/202924 (among other acknowledged funding sources). As described on the VasoTracker website, this is a collection of open source tools for studying vascular physiology. The motivation for its development is also explained in the homepage:

This VasoTracker software not having been deposited in the system [Pure] that Strathclyde uses as a data repository, it has no DOI. The reasons why it hasn't been deposited probably come down to (i) the frequent misconception by researchers that datasets only apply to supplementary data underpinning publications and (ii) the probable wish to avoid the need to keep what has quickly become a live software package updated in several places at the same time – which may have led to choosing the website (and its associated github repository) as the default 'containers' for the code.

So would Strathclyde researchers developing code and their institutional Open Research support teams learn any new tricks at a webinar on "DOIs for research software"? Presumably yes, even if it were just on how Zenodo can help with the deposit of code, its maintenance and versioning. Plus perhaps DataCite will soon start supporting the issuing of DOIs for research software via Fabrica like it's already doing for geosamples and might one day do for research instruments and facilities.

There is however one interesting aspect regarding this VasoTracker software in line with the remark above on the risk of "inadvertently creating duplicates for unique PIDs". VasoTracker already has a PID. It's a RRID and not a DOI, granted (hence the nuanced title for the DataCite webinar?) but still a persistent identifier. How this RRID: SCR_017233 came to be assigned is not easy to tell. It's highly unlikely that this was a result of the outreach effort from the researchers involved in its development – it looks rather as if it had been automatically identified by some algorithm searching all across the Internet, including all github repositories.

In fact, AI-driven PID cross-linking routines could quite quickly get the PID Graph displayed that we are so painstakingly building these days. The SciCrunch portal that hosts all these RRIDs is in fact able to crawl the references to a specific 'identified entity' (a software package in this case, but also a research instrument or facility or an antibody) in the published research literature (with the caveat that it needs to be available Open Access, otherwise even the super-clever modern algorithm will crash into the old-fashioned profit-driven paywalls).

The SciCrunch identification of the research publications that cite this RRID-tagged piece of software is not perfect, or not yet: the list on the RRID webpage only includes two of the seven references shown on the VasoTracker webpage (as identified by the software creators themselves). The fact that these references appear at all on the very same SciCrunch page where this RRID: SCR_017233 is described is a huge progress anyway and a hint at what we will be able to achieve in the not-so-distant future.

The risks of duplication highlighted by the research information management colleague at the euroCRIS meeting should however be kept in mind during the process of expanding the DOI coverage. While duplication is not necessarily an issue per se, it would make sense for the different PID initiatives to enable some (reasonably simple) mechanism to map duplicate entries to each other.

#research software #research data management #persistent identifiers #PIDs #DataCite #PID graph #VasoTracker

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hellyeahydkj · 2 years

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got into some ohio library website by pressing random numbers and i dunno where else to find these reviews on that’s a fact jack so

https://www.limalibrary.com/ stuff is from here

Authors: Hartle, Anna

SOURCE: Technology Connection. Nov96, Vol. 3 Issue 7, p44. 2p.

That's a Fact, Jack!

Follett, 1995. Initial 5-title package, $750; additional title discs, $39. Macintosh- 8MB RAM. Grades 5-8.

This program, intended to be a motivational reading and writing program, was quick to install, thanks to the easy-to-follow instructions in the user's manual. This version was used on a standalone Mac LC 575 with 8MB RAM and System 7.1, but can be installed for multiusers on a network with or without a file server. The snazzy introduction, with its hip characters explaining "logon" from Quick-Time film clips, welcomes players into a television studio to be participants on a Jeopardy-style game show. Clear graphics and sound entice the player to stick around to see what happens next. When I first loaded the disc, I was momentarily stymied because I couldn't find the sound control panel. This program relies heavily on its sound, yet there is no entry for this in the index or in the troubleshooting section of the manual. In fact, other than the installation directions, I found the manual a little difficult to maneuver. I finally found the volume control panel under the section called Control Room Options (referring to the control room of a TV studio). If this program is to be used in a quiet library or classroom, and especially if it's networked within the same room, headphones are a must.

To play this game, players must follow three simple steps: register by signing on, pick out a book that corresponds to the available titles in the collection and read it, and then return to the computer and play a game that asks questions about the book they've just read. Don't miss that one big prerequisite for using this program! In fact, in the detailed instructions in the manual under playing the game, Step 2 is "Read a book"! The titles that are included in the starter kit are all well-known contemporary classic novels for the middle school by such authors as Lloyd Alexander, Avi, Robert Cormier, Katherine Paterson, Beverly Cleary, and Lois Lowry. Questions pertaining to each of the books are accessed by loading one of five discs. The material sent with the software offers 15 more discs (five titles per disc) available for purchase, covering the major young adult fiction for this age group.

After the player chooses a book and grade level, the game show host, Jack Patterson, pops out on video and leads the contestant through several questions that quiz the player on her/his knowledge of the story. Each game randomly uses 36 possible questions. Correct answers are cheered. If a student answers incorrectly, the right answer is given and explained. Players have the option to compete against themselves or other students. At the end of a game, a final score is tallied. High scorers can add their names to a top ten list.

Once a student has registered onto the program, all scores will be stored and tallied. The program is set up so that only the software administrator (called the Station Manager) has access to all student records and game settings. Different teachers (called Producers) can be signed onto the program and both have access to the Control Room, which provides for various customizing features and preferences of the program, such as review of questions, students' average scores, and setting grade level. There is a pause feature so that questions can be discussed at length by teachers and students.

For players, the game is fairly easy to use. There are clear directions on how the questions, both printed and read aloud, are to be answered. Players have the option to earn bonus points by answering a fill-in-the-blank question instead of multiple choice. There are several types of questions (literal, inferential, hypothetical, dialog, and writing technique) covering several categories including details about the plot, characters, setting, theme and tone. Students who don't read the book carefully or for detail will have that reflected in their scores.

The promotional material claims that this program motivates reading through fun, riveting activity, promotes student reflection, fosters whole language methodology, and promotes higher-order thinking skills. The type of questions asked, the inviting format and game show enticement will achieve the goals to some extent, but the student will still have to make that giant first step to read the book. Reading enrichment, remedial education teachers, and tutors will find this a useful program, too, in designing an individual learning plan.

The toll-free number offers a voice-mail menu of options for connections, one of which is a separate technical support number. One attempt at this number provided cheerful, courteous responses; the next time it was busy. When I had a serious technical question, I was on hold for 15 minutes but had my questions answered easily and quickly. An inquiry about information on this product resulted in an almost overnight delivery of more promotional material. I was also informed that the software is only available for the Macintosh platform for the time being. Recommended. Anna Hartle, Cincinnati (Ohio) Country Day School

Authors: Hartle, Anna

Source: Book Report. Jan/Feb97, Vol. 15 Issue 4, p56. 2p.

That's a Fact, Jack! 1995. 5-CD-ROM package, $750; additional discs, $39 each, for Macintosh. Follett. Grades 5-8.

This program, intended to be a motivational reading and writing program, was quickly installed by following the user's manual. This version was used on a standalone Mac LC 575 with 8MB RAM and System 7.1, but can be installed for multiusers on a network with or without a file server. The snazzy introduction, with its hip characters, welcomes players into a television studio to be participants on a Jeopardy-style game show. Clear graphics and sound entice the player to stick around to see what happens next. When I first loaded the disc, I was momentarily stymied because I couldn't find the sound control panel. This program relies heavily on its sound, yet there is no entry for this in the index or in the troubleshooting section of the manual. In fact, other than the installation directions, I found the manual a little difficult to maneuver. I finally found the volume control panel under the section called Control Room Options (referring to the control room of a TV studio). If this program is to be used in a quiet library or classroom, and especially if it's networked within the same room, headphones are a must. To play this game, players must follow three simple steps: register by signing on, pick out a book that corresponds to the available titles in the collection, read the book and return to the computer for the game show. The books included in the starter kit are all wellknown contemporary classic novels for the middle school by such authors as Lloyd Alexander, AVI, Robert Cormlet, Katherine Paterson, Beverly Cleary, and Lois Lowry. Questions are accessed by loading one of the five discs. Each disc contains questions for five books (15 more discs are available for purchase). After the player chooses a book and grade level, the game show host pops out on video and leads the contestant through randomly selected questions from a base of 36. Correct answers are cheered. If a student answers incorrectly, the right answer is given and explained. Players have the option to compete against themselves or other students. At the end of a game, a final score is tallied. High scorers can add their names to a top ten list. Once a student has registered onto the program, all scores will be stored and tallied. The program is set up so that only the program administrator (called the Station Manager) has access to all student records and game settings. Different teachers (called Producers) can be signed onto the program and both have access to the Control Room, which provides for various customizing features and preferences of the program, such as review of questions, students' average scores, and setting grade level. There is a pause feature so that questions can be discussed at length by teachers and students. For players, the game is fairly easy to use. There are clear directions on how the questions, both printed and read aloud, are to be answered. Players have the option to earn bonus points by answering a question fillin-the-blank instead of multiple choice. There are several types of questions (literal, inferential, hypothetical, dialog, and writing technique) covering several categories including details about the plot, characters, setting, theme and tone. Students who don't read the book carefully or for detail will have that reflected in their scores. Reading enrichment, remedial education teachers, and tutors will find this a useful program, too, in designing an individual learning plan. Recommended.

Authors: Buckleitner, Warren

Source: Instructor. Oct2000, Vol. 110 Issue 3, p74. 3p.

Middle School: Literary Quiz Show

That's A Fact, Jack! Read is a new series of 45 CD-ROMS designed to quiz kids on classic books typically covered in upper elementary and middle school reading curricula. Each CD covers ten titles pertaining to a common theme, tailored to a given grade level. For example, "Discrimination and Prejudice in America" (Disc 33), for grades 6-8, explores such novels as The Witch of Blackbird Pond and Roll of Thunder, Hear My Cry. Students first read one of the books individually (the books are not included) and then take one of the fast-paced quizzes at the computer. A noisy narrator reads all the questions and answers aloud--both a strength and a weakness, depending on what your students' needs are. Although the questions are all multiple choice, they often do require some higher order thinking skills, and the text is clear and easy to read. Feed-back is instant:

When students make an error, explanations of the correct response are offered. Also, progress reports can be printed out.

The presentation is right on target for upper elementary and middle school kids, and there are single- and multiple-player options. You can modify the quizzes, but you can't add your own questions; and you can adjust the timer, but you can't turn it off completely. Other weaknesses include a lack of detail on error analysis and some non-interruptible introductions. Still, the price is right and the quality is high. The individual purchasing options make this a viable choice for even single classrooms. Note that there are over 450 quizzes available in the entire series.

[++++ 1/2] Rating: 4.3

That's A Fact, Jack! Read, Tom Snyder Productions, Win/Mac, $59.95 per disc; www.tomsnyder.com Grades 2-8

~~~~~~~~

By Warren Buckleitner

Authors: Lindroth, Linda

Source: Teaching Pre K-8. Nov/Dec2000, Vol. 31 Issue 3, p25. 3p.

Section:

TECHNOLOGY IN YOUR CLASSROOM

EDITOR'S CHOICE

Whether your focus is to inspire a joy of reading, motivate students in sustained silent reading or strengthen reading comprehension, software can help you meet the needs of your students.

That's a 'Fact Jack! Read

That's a Fact Jack/Read is a CD-ROM quiz program for grades 3-10 to help access the reading comprehension of literature books students have read. The series, from Tom Snyder Productions, is made up of 45 CD-ROM programs covering 450 of the literature books teachers and students often choose for classroom reading. Each CD-ROM addresses a specific theme with review questions for 10 books that reflect the theme. Some of the themes include: Mystery and Adventure, Survival, Loyalty and Honor, Examining Values, Animal Stories, American History, The American Civil War, Discrimination and Prejudice and others. The Mystery and Adventure CD-ROM for grades 3-5 includes such classroom favorites as Tuck Everlasting, Stuart Little and The Whipping Boy.

Interactive game show. That's a Fact Jack/Read uses a game show format to review reading comprehension. An audio M.C. reads the questions and answers during play. All questions in the basic quiz mode are multiple choice and cover literal, inferential, hypothetical, dialogue and writing technique types. In the Bonus Round, students play Use It or Lose It which gives students a statement from the book selected and five points of evidence, or events in the story and students must decide if the evidence supports the main idea in the statement.

Game play can be individual, small group, or classroom mode. One, two or three players can compete in individual mode. I like the discussions that occur when I let students play against each other. Individual scores can be recorded, but the discussion is much livelier!

One of the components that sets this program apart from others that offer quizzes on books students read is the Classroom Mode. I love the possibilities this quiz mode offers for motivating student reading and reinforcing Read Aloud books. Classroom Mode lets you go through the Multiple Choice Quiz game or the Use It or Lose It game with a book the whole class has read to stimulate discussion and go over ideas in the book. The pace is quick and the teacher has control of the questions selected.

My favorite-and the favorite of my students-is Use It or Lose It. My students use more critical thinking and are motivated to analyze a book as they try to figure out points of evidence. As each point is brought up, the teacher can click on the Why? button after each class response to get an audio explanation of why the point of evidence supports the main idea or does not support the main idea. The same feature is also available for the multiple choice game format.

I also love the features of the quiz format that allows students to select a game time of 10, 20, 30 or 40 minutes. This makes it possible for all students to finish a game in the scheduled time. Another positive feature is the immediate feedback; as each question is answered, an explanation is given for why it is correct or incorrect which relates directly to the content and events in the book.

Administration tools. Selecting play options is easy. The teacher can set up classes, divide classes into teams, read and print student reports with scores, and review the questions and answers, or even omit a question from a quiz. Game Play options can be set to keep records, allow student replay, pause, or lengthen time for answering questions from 15 to 25 seconds.

Extensions.

A supplemental guide gives writing and discussion extensions for each book. Opinionnaires are statements of belief that relate to the themes in the book. These can be used to spark discussion or writing activities. Personals are open-ended questions for getting students to do reflective writing or relate the story events to their own lives.

For more information, visit www. tomsnyder.com or call 800-342-0236. Mac/Win95/98; $59.95 per CD.

Authors: Veccia, Susan | Scroggs, Sandy

Source: Multimedia Schools. Mar/Apr98, Vol. 5 Issue 2, p62. 2p. 1 Black and White Photograph, 1 Chart.

Section:

Product Reviews-In-Brief

Electronic Resources for Schools

This section provides concise, original reviews of new or important CD-ROMs, videodiscs, magnetic media, and Web sites that relate to the K-12 curriculum. All reviews are written by practicing educators who, in most cases, have used the software in a school environment. While grouped into broad, age-appropriate categories, these categories should not be viewed as prescriptive. To facilitate "comparison shopping," these reviews are highly structured. Reviewers prepare a "report card" based on the five-star scale.

That's a Fact, Jack!

Company: Produced by Learn Television, distributed by Follett Software Company, 1391 Corporate Drive, McHenry, IL 60050-7041; Customer Service and Technical Support: 800/323-3397; Fax: 815/344-8774; http://tfj.fsc.follett.com

Price: $349--Macintosh Deluxe Kit includes program engine disc and choice of five title discs; $99--Macintosh Starter Kit includes program engine disc and choice of one title disc; check Web site for special pricing offers; Windows version due in Fall 1998

Audience: Producer recommends grades 4-10; reviewer suggests grades 3-10

Format: CD-ROM: graphics, sound, video

System Requirements: Minimum requirements are a Macintosh computer with a 68LC040 processor running System 7.1 or later, 8 MB RAM, 30 MB free hard disk space, double-speed CD-ROM drive, and monitor with 256+ colors. It is recommended that no other applications be running, that file sharing be turned off (except on networking this database in a multi-user environment), that virtual memory be turned off, and that you not use RAM Doubler.

Description: That's a Fact, Jack! is a motivational reading program that tests higher-order thinking skills in a television-game show environment. After reading a specific book, students can test their reading comprehension and understanding by playing against the computer or against multiple contestants. There are 60 different title discs, and each one features five award-winning or notable books that share a common theme. For example, the theme of title disc #5 has to do with how people adjust to life's big changes and challenges, and the books that illustrate this theme are Cages, Mr. Henshaw, Cracker Jackson, Strider, and Number the Stars. The theme of title disc #3 is about traveling into new and uncertain worlds, and the books chosen for this disc are A Wrinkle in Time, Maniac Magee, The Indian in the Cupboard, The Whipping Boy, and The Lion, the Witch, and the Wardrobe. The recommended reading levels for the books on any one disc may have a range of 2.5 grades.

Reviewer Comments: Installation: I tested the program on a Mac 575 with 8 MB of memory and on a Power Macintosh 7600/120 with 16 MB of memory. You will need to read the instructions in the manual before trying to install the program. I also tried running the program without limiting the extensions on the PowerMac and did not have any problems. There are three options for installing: single-user, multi-user without a file server, and multi-user with a file server.Installation Rating: A

Content/Features: Similar to the familiar Family Feud program, That's a Fact, Jack! is hosted by the animated and appealing Jack Patterson. Each game show covers material from one book and is intended to serve as a measure of reading comprehension. After using their password to gain entry to the program, students select a book title and indicate whether they would like to have fill-in-the-blank questions, which offer more points, or multiple-choice questions. The questions cover a range of categories, and their level of difficulty increases with the proportion of correct answers. And, while points will be subtracted from a team's score if they select the wrong answer, their total can never go into negative numbers. If they do not complete the game successfully, they have two other chances to do so. Depending upon how the teacher has set up the program, students retaking the test may or may not have the same questions.

To get the most from this program, you should take the time to read the manual cover to cover and to experiment with the program. In keeping with the format of a television studio, teachers can use the station manager and the producers to control the settings of the program; you can limit the number of times students can retake the test, set the maximum time limit for completing a test, control the number of questions, select the questions, or establish the number of points required to play in the bonus round. You may customize each of these options or select from among the four templates that the program provides. Whatever your choice, you make these selections before introducing the program to your class. When students sit down to log in with their assigned password, they will need to know which television producer is their teacher's alter-ego and will take them to the game show that has been customized for their use.

Teachers will like the format and nature of the questions. Each game show contains 36 questions that cover four themes within the book. The types of questions fall into five categories: literal, inferential, hypothetical, dialog, and writing technique. The report form for each student will include the test date, book title, reading level, sophistication level, number of questions, types of questions, score in the bonus round, and final score. The statistics can be presented in ratio format or percentage format and printed. Content/Features Rating: A

Ease of Use: This program is easy to use if you read through the manual ahead of time and impossible to use it you don't; I have a colleague who will testify to that. The only part of the program I found to be a little awkward involved the printing options; although you can print out all of your students' scores, each one will be on a separate page. Ease of Use Rating: A[-]

Product Support: The easy-to-read manual has large print, many illustrations, and three main parts: Getting Started, Playing the Game, and Control Room Options. There is also a trouble-shooting section and an index. If necessary, you can call the toll-free telephone number for technical support. I connected very quickly each time. Product Support Rating: A

Recommendation: At first, I thought the price for this program was too high, especially when compared to programs such as Electronic Bookshelf or Accelerated Reader (a program my school currently uses). However, I have changed my mind. Although there are fewer titles per disc, the presentation style and types of questions make this program shine. The game show format was very popular with our students, and even led to a highly-motivating rivalry between two of our classrooms. Such team play would be further enhanced by Follett's Sidekeys ($395), a device that allows students to buzz in from their desks rather than crowding around one computer. If your budget will allow it, I think this is an excellent reading-motivation tool that is well worth the money. Outstanding--a "must" buy!

Reviewer: Sandy Scroggs, Librarian, Kate Schenck Elementary School, 101 Kate Schenck Avenue, San Antonio, TX 78223; [email protected] or [email protected].

Report

Overall Rating *****

Installation A

Content/Features A

Ease of Use A-

Product Support A

Maximum rating: 5 stars

PHOTO (BLACK & WHITE): That's a Fact, Jack!

~~~~~~~~

compiled by Susan Veccia, Editor, MultiMedia Schools

Authors: Harper, Naomi | Parmigiani, Rosemary | Svec, Debbie

Source: Media & Methods. Jan/Feb98, Vol. 34 Issue 3, p16. 2p. 1 Black and White Photograph.

That's a Fact Jack is a motivational CD-ROM reading series featuring a variety of CD-ROM discs, each with five stories. Jack Patterson is the friendly video game-show host who guides students through the stories in a highly interactive format. Patterson tells students the category for questions that are asked. Students accrue points throughout the game for correct answers.

That's a Fact Jack does not just ask yes or no questions. Students must understand the context of the stow and use creative thinking to answer the questions. Using the "side keys," or buzzers, classes can also play in teams. Each team has a captain and only the captain can buzz in with an answer. This CDROM is challenging and fun, promoting creativity and teamwork.

THE FOLLETT SOFTWARE COMPANY;, 1391 Corporate Dr., McHenry, IL 60050-7041; 800/3233397. System requirements: MAC: System 7.1 or higher, 256 color monitor, 8MB, 30 MB free space, CD-ROM drive. Cost: $99-starter kit, $349-deluxe kit. c1996. Circle No. 212 on the Reader Action Card.

PHOTO (BLACK & WHITE): That's a Fact Jack is a motivational CD-ROM reading series featuring a variety of discs, each with five stories.

~~~~~~~~

Naomi Harper; Rosemary Parmigiani and Debbie Svec

#long post #TFJ #that's a fact jack! read

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wysax · 2 days

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samphireitsolutions · 1 month

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Discover the pinnacle of efficiency with the top 5 School Management Software solutions, catering to educational institutions in Noida and beyond. Seamlessly integrating school and college ERP software in Noida, these solutions redefine administrative excellence. As leading ERP companies in Delhi NCR offer tailored College ERP Software, institutions benefit from streamlined operations and enhanced productivity. Experience the transformative power of College ERP Software in Delhi NCR, optimizing educational management for success in the digital age.

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jimskj12 · 6 days

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JIMS KALKAJI

25 years of Academic excellence with multiple management & technical colleges in Delhi- NCR and UCG approved universities. Consistently ranked as top B-School in India by 15 + Business Magazines All programs are NBA accredited. Equivalence to MBA by the Association of Indian University National and International Conferences/seminars/guest lectures by expert Academicians and leading Industry professionals are organised regularly. Placement enhancement training. Global Orientation through International study tour in Singapore, foreign university collaborations, faculty-student exchange programs & foreign languages-French, German & Chinese. Top placements for last 5 years with more than 135 companies visiting every year. Book bank facility. World Class Campus with Rich Library with Journals, Magazines, E Books and Online databases Smart Class rooms with Wifi Advanced Computer Labs with latest software Plush Conference, GD/PI room and Auditorium with latest Audio Visual aids Fully secure with CCTV cameras. Situated in the heart of South Delhi. Nearest Metro stations KalkajiMandir& Nehru Enclave Prestigious Tie Ups with DU colleges such as Jesus & Mary College, CBS and Ramanujan for National Level Quiz and Debate.

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educationtech · 6 days

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Why Get an MBA: Benefits & Advantages 2024

An MBA degree can significantly aid in career advancement by offering a range of benefits that enhance professional growth and opportunities. Here is a more detailed explanation of how an MBA degree can help with career advancement:

1. Develop Key Business Skills: Pursuing an MBA provides the opportunity to develop essential business skills such as finance, marketing, operations, and strategy, which are highly sought after by employers across various industries. These skills are vital for advancing to senior management roles and leading organizations to success. MBA programs offer a comprehensive curriculum focusing on developing strategic thinking, problem-solving, and decision-making abilities.

2. Increase Your Earning Potential: An MBA can lead to higher earning potential as many organizations offer higher salaries to individuals with an MBA degree. According to a 2022 survey from the Graduate Management Admissions Council, the average MBA graduate earns $115,000 per year, which is over $40,000 more than the average starting salary for a bachelor's degree. MBA graduates also enjoy higher salary growth rates over time compared to individuals without an MBA.

3. Enhance Career Opportunities: Obtaining an MBA can open up a wide range of career opportunities as MBA graduates are highly sought after by employers in various industries. The knowledge and skills acquired through an MBA program can qualify individuals for senior and leadership roles such as general manager, director, or vice president. Many MBA programs offer specialized tracks or concentrations to help develop expertise in specific industries or functions.

4. Build Leadership Abilities: Pursuing an MBA can help individuals build essential leadership skills like communication, problem-solving, and decision-making. MBA programs typically offer courses and experiences to develop these skills, including case studies, simulations, and consulting projects to apply knowledge in real-world situations. By enhancing leadership abilities, MBA graduates can become more effective and influential leaders capable of driving growth and success within organizations.

5. Expand Your Professional Network: An MBA program provides the opportunity to expand one's professional network by engaging with classmates, faculty members, and industry experts from diverse backgrounds. Building valuable connections can benefit individuals throughout their careers by providing insights into new trends, job opportunities, and business contacts. Many universities and business schools have active alumni communities that offer ongoing support and connections.

6. Develop Managerial Skills: An MBA education focuses on developing crucial managerial skills considered essential in the business world. While theoretical learning offers in-depth management knowledge, practical learning experiences inculcate strong managerial skills in MBA graduates. Some of the remarkable managerial skills developed through an MBA include communication, leadership, critical thinking, problem-solving, decision-making, team management, organizational skills, analytical thinking, stress handling, and solution designing.

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Overall, an MBA degree at Arya College of Engineering & IT, Jaipur equips individuals with the necessary skills, knowledge, leadership abilities, and professional networks to advance their careers, increase earning potential, and take on leadership roles within organizations across various industries. It is a valuable investment in one's career development and growth.

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saanvi1992 · 16 days

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revit mep course in banglore

Building Information Modeling (BIM) has revolutionized the architecture, engineering, and construction (AEC) industry, and Revit MEP (Mechanical, Electrical, and Plumbing) stands at the forefront of this transformation. In Bangalore, a city synonymous with technological advancement and innovation, the demand for skilled Revit MEP professionals is soaring. A Revit MEP course in Bangalore is not just a career enhancer but a gateway to cutting-edge projects and global opportunities.

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The Scope of Revit MEP in Bangalore Bangalore, often referred to as the Silicon Valley of India, is a hub for technological innovation and construction. The city’s skyline is ever-evolving, with numerous residential, commercial, and industrial projects underway. This growth fuels the need for advanced BIM solutions and skilled Revit MEP professionals who can manage complex building systems with precision.

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hinescvzholdt · 16 days

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Tailor made CMS Web Design and style Budget

Consider our expert custom CMS internet design budget suggestions when asking for a new quote on a new custom CMS website or the renovate of an existing site. A tailor made CMS content administration system is a new good choice to be able to keep down future costs because you or perhaps a staff fellow member may manage new site content without technical skills or paying each moment for changes. Internet Design Price, Top quality, and Value As opposed Our CMS Design and style Tip #1: Spending budget funds for mainly because much quality as possible afford for the particular initial development and launch of your custom CMS website design. Like any kind of consumer product, having to pay more for top quality that lasts offers affordability spent. This specific is true to get a custom CMS website design, also. To set up a design budget our advice regarding analyzing web style prices may help a person avoid the errors others make. 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#web design

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q-academy-online-course · 28 days

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How to overcome Challenges while pursuing online courses

The challenges faced by students and professionals in wanting to learn from online courses with certificates are various and may get tough from time to time. However, it doesn’t mean that online courses are not the best suited for students and professionals wanting to learn and use skills to get a good career opportunity.

You can turn these typical obstacles into stepping stones toward success in upskilling by being aware of them and implementing practical solutions.

Nine Obstacles to Avoid When Pursuing Online Certificate Programs

Challenge 1: Maze of Time Management

It might be difficult to balance online school, personal obligations, and employment at the same time. Setting up a committed study routine is crucial.

To divide up big jobs into smaller ones, make use of scheduling tools and make to-do lists. Recall that consistency is essential. Maintaining your schedule can help you stay on track and prevent last-minute cramming, even in small spurts.

Challenge 2: Distraction Dragon's Lair

Distractions abound in the modern world, like pinging emails, social media updates, and that constant TV screaming your name. To defeat this dragon, determine who your top offenders are.

Do you find yourself scrolling endlessly? Use internet blockers or turn off phone notifications when studying. Is your inability to multitask? Locate a peaceful, distraction-free area and close any open tabs to concentrate. Reclaim your focus and commit it to learning because, as you always remember, every minute matters.

Challenge 3: Motivation Mirage

It's simple to lose sight of your objectives, particularly when faced with difficulties. Rekindle your motivation by remembering your "why." Remember your motivations for starting this journey: finding a new passion, advancing your job, or achieving personal fulfillment. Celebrate little victories along the journey and envision your final destination.

Joining online forums or finding study partners can also help you exchange experiences and hold each other accountable. Shared experiences and encouragement can build a strong network of support.

Challenge 4: Information Overload Avalanche

The abundance of material that online courses with certificates frequently offer might occasionally feel overwhelming. Use active learning techniques to prevent getting lost in a knowledge avalanche. To efficiently arrange information, take notes, synthesize important ideas, and make mental maps.

Engage with the content through practice problems, debates, and practical applications rather than just consuming it passively. Never forget that learning is more than just memorizing facts—it's also about comprehending and using them.

Challenge 5: The Isolation Labyrinth

Online learning might occasionally like navigating a lonely maze. Look for possibilities for interaction to counteract feelings of loneliness. Engage in online debates, forums, and Q&A sessions with teachers and other students.

Make the most of technology by participating in online study groups or coworking spaces. Recall that creating a learning community can improve your comprehension, offer insightful criticism, and make the process more pleasurable.

Challenge 6: Technical Hiccups

Despite being an incredibly useful tool, technology occasionally throws unanticipated curveballs. Be ready for platform problems, software bugs, and internet disruptions.

Make backup plans, such as downloading the online courses with certificates materials ahead of time or keeping a backup internet connection available. Never be afraid to ask for help from the support personnel. Recall that technological difficulties are only transient roadblocks that you can get beyond with perseverance.

Challenge 7: Fear of Failure Impasse

Consider each obstacle you face as a training ground for mastery. Never be scared to seek clarification, try out various teaching strategies, and ask questions. Recall that failure is a necessary component of learning; it is not the opposite of success.

Challenge 8: Comparison Cliffhanger

Making comparisons with others can be discouraging, particularly in the wide world of online learning. Keep in mind that every person learns differently.

While looking to your peers for inspiration, resist the urge to compare. One step at a time, concentrate on your personal route to achievement.

Challenge 9: Self-Doubt Swamp

You can easily become mired in self-doubt when you engage in negative self-talk. Face these thoughts head-on when they start to creep in. Pay attention to your past successes and your strengths.

Remind yourself of your potential and the motivation for your initial endeavor. Ask your online learning group, family, and friends for supportive words and encouragement.

FAQs:

I'm not very adept at postponing things. Which strategies work best?

One of the main causes of procrastination is fear of overload or failure. Set more achievable goals for yourself, treat yourself when you hit significant points, and break large undertakings down into smaller, more manageable tasks. You can use the Pomodoro Technique app to promote focused work sessions punctuated by short pauses.

I feel isolated when I'm learning online. Which social media platforms may I use?

Participate in online forums, Q&A sessions, and discussions. Utilize platforms like Zoom or Slack to arrange virtual study sessions or collaborative work sessions. Online communities are a great way to share experiences, get feedback, and create a sense of community. Don't undervalue their power.

Read for more info: https://q-academy-tech.blogspot.com/2024/05/how-to-overcome-challenges-while.html

#online courses #education

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