...Corporation in the United States and/or other countries. All other trademarks are the property of their respective owners. Mention of third party products is for informational purposes only and constitutes neither an endorsement nor recommendation. iii Creating Accessible Adobe® PDF Files Contents Introduction Section One: Checking PDF Documents for Accessibility Checking the reflow order of a document Additional accessibility tests . . . . . . . . . . . . . . . . . . . . . .10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Section Two: Accessibility Basics Tagged PDF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Section Three: Accessible PDF documents from Native Applications Creating accessible PDF documents using Adobe InDesign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 InDesign accessibility tips Exporting to PDF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Creating accessible PDF documents using Adobe FrameMaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...MPEG-7 multimedia description standard qualifies as an appropriate general-purpose description standard and is compliant with the requirements of such a standard is a discussion beyond the scope of this thesis. MPEG-7 is an ISO/IEC (International Standards Organization/International Electro-technical Committee) approved standard developed by MPEG (Moving Picture Expert Group), a working group developing international standards for compression, decompression, processing, and coded representation of audio-visual data. The standard was initialised in 1996 and it represents a continuously evolving framework for standardising multimedia content description. In the context of this thesis the proposed MPEG-7 standard represents an assessment and basis for evaluation of a general MIRS’ ability to adequately, according to the standard, describe image-media content applied in a digital museum context. The following review of the MPEG-7 standard is based on MPEG-7 documentation (2003) and is merely intended to provide an overview of the standard and to emphasise the image- media specific descriptive...
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...Corporation in the United States and/or other countries. All other trademarks are the property of their respective owners. Mention of third party products is for informational purposes only and constitutes neither an endorsement nor recommendation. iii Creating Accessible Adobe® PDF Files Contents Introduction Section One: Checking PDF Documents for Accessibility Checking the reflow order of a document Additional accessibility tests . . . . . . . . . . . . . . . . . . . . . .10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Section Two: Accessibility Basics Tagged PDF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Section Three: Accessible PDF documents from Native Applications Creating accessible PDF documents using Adobe InDesign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 InDesign accessibility tips Exporting to PDF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Creating accessible PDF documents using Adobe FrameMaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...the main tool for information searching, releasing, interaction and collecting. With the rapid increase increase in the amount of information which is available on the net, there is an immense need of how to automatically find extract and obtain data for our requirement. Web data mining is a process in which knowledge and information is extracted from the web content resources will be basically it is a data mining process or technigue to crawl through different web pages to get the required information. One of the biggest problem on the web is the data on the web is semi-structure, irregular and it always keeps on changing and there is no unified fixed pattern for the data on the web. If the data on the web is considered on the database point of view the, each site has its own highly complex data source and also the information is not organized in the same way which makes the web a very big heterogenous environment. Since all most all the information on the current Web is still described in HTML format which can only be displayed in the browser rather than the one which is described with the web data meaning and data structure information, which makes it a bit difficult to mine the data from web efficiently and accurately....
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...Corporate Finance Fundamentals [FN1] Examination Blueprint 2010–2011 Purpose The Corporate Finance Fundamentals [FN1] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Students should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course outline; however, students are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide students with a greater depth of understanding of finance concepts. Examination Objectives The objectives of this 3-hour, comprehensive examination are to test CGA students on the prerequisite knowledge required for the completion of Accounting Business Case [BC1] and advancement into Financial Accounting Consolidations and Advanced Issues [FA4], Accounting Theory and Contemporary...
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...Advanced Corporate Finance [FN2] Examination Blueprint 2013/2014 Purpose The Advanced Corporate Finance [FN2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of finance concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in finance needed to function properly in the association’s...
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...of a web presence, or your choice. • Suggested in Week Two: CheckPoint: Website Plan, Part One Begin a professionally written website plan consistent with APA guidelines. This plan must include the following: • A title page • The site purpose: a short paragraph to describe the purpose of the website • The target audience: bulleted list of your target audience • A message: Create a slogan for the site. It must be 10 words or fewer, but must drive the site’s purpose to the audience. Write two to three sentences explaining how the slogan will drive the website content. Examples include “Drivers Wantedsm” by Volkswagen®, “Just do it™” by Nike®, “They're gr-r-reat!®” by Kellogg's Frosted Flakes®, or “Breakfast of champions™” by Wheaties®. Assignment: Project Proposal: Site Structure Submit the second section of a website plan illustrating the site structure to define the page content, file names, and relationships...
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...M5.27 Making a Professional Presentation Contents Page • Be able to plan a professional presentation o Aims and objectives of the presentation are identified o The intended audience for the presentation is identified and their level of understanding of the presentation topic is assessed o Information of the presentation topic of researched, evaluated and selected o The content and structure of the presentation is planned o Visual aids and other materials required for the presentation are prepared o The location and any equipment for the presentation is prepared • Be able to deliver a professional presentation o Your Subject matter is presented at an appropriate level of understanding for the audience and is supported by facts o Question from the audience are responded to appropriately • Be able to evaluate own ability to make a professional presentations o Feedback from the audience is used to evaluate own ability to plan and structure a professional presentation o Feedback from the audience is used to evaluate own ability to deliver a professional presentation o Improvements to own professional presentations are implemented • Be able to plan a professional presentation Firstly I choose a subject that I found of some interest, once I was happy with my choice I then was able to identify the aims and objectives of my presentation. The topic I choose was Organisational Structures. The aims and objectives were to deliver a professional presentation...
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... | | |Web Design I | Copyright © 2012, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces effective Web design principles and the essential role of the Web designer in today's business environment. Topics covered include site architecture, page layout, navigation, content, functionality, and usability. Students will evaluate existing Web sites and apply best practices to prototype a unique design using a Web authoring application. During this class you will develop the skills to plan a Web site by creating a Project Proposal for a five-seven page Web site. Refer to Appendix A for details on the sections submitted in Week 2, Week 3, and Week 7. During Weeks 3, 4, 5, 6, and 8 you will complete the Toolwire Labs and Exercises to create HTML Pages using Dreamweaver. These Exercises/Labs are submitted to the Assignment Section of the Classroom. During Weeks 4, 5, 6, and 8 you will apply what you learned in the Labs/Exercises by building a two page Web site. The Web site will consist of the index.html and one additional html page based on the Web site you are planning in the project proposal. You will complete portions of the Web Site each week. The complete project is completed in Week 8 with the Web Site Prototyping...
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...PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE PLAAFP AND GOAL TEMPLATE 9/20/2012 The following material is taken from the presentation: The ABC's of IEP's - September 2012. It has been retyped in a template format to assist teachers in the completion of their PLAAFP'S AND Goals. The print in BLACK FONT contains the required headings of the PLAAFP. The print in color font represents instructions and samples. Select and adapt what is appropriate for your student then delete any color font and the result should be a one page PLAAFP. Hope this helps! Pat King Cut and paste the finished product below into the PLAAFP text box in Success Ed - the Manager. DISABILITY IMPACT STATEMENT Adapt one of the following. Potential handicapping conditions are noted in all caps. Do not include in the HANDICAPPING CONDITION (i.e. LEARNING DISABLED) in the statement: • Student’s (Student's name) eligibility condition in the area of basic reading affects her ability to read and understand words and passages in reading. LEARNING DISABILITY • Student’s eligibility condition in math calculations affects his ability to solve math computation assignments. LEARNING DISABILITY • Student’s eligibility condition in the area of reading comprehension impacts his ability to read and understand math word problems. ...
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...Site Collection. The user will always want to share data with their team and broadcast information to consumers. You need to know what those business goals are so they can be broadcasted. Additionally, this information is useful to Taxonomy (essentially the categorization of information using Tagging, – see the section Taxonomy later in this chapter) since you may wish to tag the information so that individuals can find the site using keywords defined using SharePoint Metadata features. | | | 2. What are the Deadlines? | When do they need SharePoint? Do they have any content that would work better in SharePoint, and if so, when do they need that to happen? You will need to collate this information so that you can list the priority in the development of certain sites. Some users will indicate they need their sites immediately, when in fact the goals of the site do not marry up with their business importance. This information is useful to the client so they can help you manage relevant schedules. | | | 3. Who is the Audience(s)? | Who are the customers likely to visit the site? Who are the individuals who are likely to work in the site? Do you allow global access to your content? Are the user’s country specific? Languages? | | | 4. What do you want the consumer to think after they see your site? | What key features do you want visitors of the site to be impressed...
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...management. The new division included NYTimes.com, Boston.com, NYToday.com, GolfDigest.com, WineToday.com, and Abuzz. The new division had a decentralized structure and different organizational structures but still with similar roles as a common newspaper. The different websites were combined in the new organization to be able to learn from each other. A lot of effort was then put into creating a culture of team-work and openness, and the NYTD moved into a new building. This separated unit, first organizationally and then physically, led to tensions between the original Company and the new division. The new culture and employees hired from outside the Company created a very competitive internal environment. In 2001 the company owned several broadcast media properties, and the New York Times brand was believed to be the company’s most valuable asset, built through years of topnotch reporting and analysis, plus marketing and promotion. By September of 2001, NYTD had developed and was operating two websites: NYTimes.com and Boston.com. The websites included Internet access to the complete contents of The New York Times and Boston Globe newspapers, regularly updated breaking news, and a variety of enhanced interactive features. NYTD was also responsible for managing the Company’s Digital Archive Distribution business, which provided content for research news retrieval services. There is a Sophisticated Information Technology systems automated significant portion of the...
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...memoryLexical and syntactic skillsOverall languagePhonological awarenessOral Vocabulary | Reading readinessLetter identificationConcepts of printPhonemic awareness | Family history of reading difficultiesHome literacy environmentOpportunities for verbal interactionHome language other than EnglishUse of a nonstandard dialect of English in the homeSocioeconomic status | Environmental risksLow performing schoolsLow expectationsLack of resourcesConflicting community valuesNegative peer pressure | http://faculty.scf.edu/sharric/lesson2/lesson2topic4.htmWhile in Example A you may struggle to seek out the inner meaning, in Example B you are probably only interested in one or two details (or perhaps it's the other way around). Either way, you are using two very different...
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...information in oral form supporting it with visual aids such as Power Point slides, posters, etc. The presentations will take place in TW 12-13 of semester one. Each presentation will last 5-6 minutes. It will consist of an introduction, the main body and a conclusion and will be followed by questions from the audience. You will be assessed on 1. quality of the content, 2. ability to structure the material, 3. interaction with the audience using body language and eye contact and dealing with questions appropriately 4. quality of visual aids. Prepare a presentation which is based on the topic “My personal learning from research on Mass Media in Uzbekistan” You need to follow the steps below: 1 Westminster International University in Tashkent, Academic year 2013-14, Semester 1 Before you start your preparation think of skills you wish to develop during your research project plan your actions to accomplish your goals While preparing for the presentation keep a diary noting your accomplishments and failures, if any, during the research project analyze the information which you have received prepare a presentation using Power Point slides to present your...
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...|Axia College/ College of Information Systems & Technology | | |IT/236 Version 4 | | |Web Design I | Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces effective Web design principles and the essential role of the Web designer in today's business environment. Topics covered include site architecture, page layout, navigation, content, functionality, and usability. Students will evaluate existing Web sites and apply best practices to prototype a unique design using a Web authoring application. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials ...
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