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Display: 20

    • Page 98

    • Page 98
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    • CTI IDENT LIFE Sleeping beauty — mostly sleeping. Seaman and Bullock Inc. Say man— Hold it. What a romance. Have a bite? A handful. From left to right—nut, nut, etc. Once upon a time— Come on, Rosie, smile. 97
    • Page 16

    • Page 16
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    • 12 When teachers inaccurately or inadvertently give assignments that do not reach the intended learning, there is a chance of doing more harm than good for a student’s attitude towards the subject (Michael, 2007). Math homework is assigned to...
    • Page 49

    • Page 49
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    • apron and said I would just need to call her a week before the event to get them and we would need to either set up an account with them or have someone go there to get them and then bring them back. I talked to Byron about the bowtie prices and he...
    • Page 57

    • Page 57
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    • After talking to Byron, we decided we need to have another table for the dinner, so 14 instead of 13. I am calling May to ask her about getting another set of napkins, another linen, and 8 more chairs. Byron said along with him, myself and Danny,...
    • Learning by doing: an event internship at the Cedar City offices

    • Learning by doing: an event internship at the Cedar City offices

    • Internship programs; Special events--Marketing; Advertising--Research; Communication in organizations; Associations, institutions, etc.

    • A capstone internship portfolio presented to the faculty of the Communication Department at Southern Utah University in partial fulfillment of the requirement for the degree of Master of Art in Professional Communication.
    • Page 11

    • Page 11
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    • THE WEB 12 interaction and teacher-student immediacy. Without meeting several hours per week with the class and instructor in person, students can feel disconnected and grades suffer (Hutchins, 2003). Conaway, Easton & Schmidt (2005) found that if...
    • Page 13

    • Page 13
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    • THE WEB 14 decade. Using the Minasian-Batmanian model, once the instructor has a good understanding of the target group, course development begins using five stages: analysis, design, development, testing and evaluation. In the analysis phase, the...
    • Page 82

    • Page 82
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    • THE WEB 83 Writing for the Web 23 2. Pick one of those actors. 3. Define what that actor wants to do on the site. Each thing the actor does on the site becomes a use case. 4. For each use case, decide on the normal course of events when that actor...
    • Page 89

    • Page 89
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    • THE WEB 90 30 sense out of its usual context. As we mentioned in the accessibility overview, many people who have vi􀀍􀵳 sion problems use screen readers to navigate web pages. Instead of having an entire web page read to them, these users can...
    • Page 94

    • Page 94
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    • THE WEB 95 Information Architecture 35 The hospital hired a digital strategy firm to help them improve content archi􀀍􀴀 􀁔􅐀􀁅􄔀􀁃􄌀􀁔􅐀􀁕􅔀􀁒􅈀􀁅􄔀 􀁏􄼀􀁎􄸀 􀁔􅐀􀁈􄠀􀁅􄔀􀁉􄤀􀁒􅈀...
    • Page 95

    • Page 95
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    • THE WEB 96 36 Research Research is a vital part of any web design project. Methods differ but tools commonly used by information architects include client interviews, creative briefs, and competitive...
    • Page 98

    • Page 98
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    • THE WEB 99 Information Architecture 39 a daily basis? 􀁳􇌀 􀀷􃜀􀁈􄠀􀁏􄼀 􀁉􄤀􀁓􅌀 􀁔􅐀􀁈􄠀􀁅􄔀 􀁔􅐀􀁁􄄀􀁒􅈀􀁇􄜀􀁅􄔀􀁔􅐀...
    • Page 107

    • Page 107
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    • THE WEB 108 48 􀁳􇌀 􀀣􂌀􀁏􄼀􀁎􄸀􀁔􅐀􀁅􄔀􀁎􄸀􀁔􅐀 􀁓􅌀􀁔􅐀􀁒􅈀􀁕􅔀􀁃􄌀􀁔􅐀􀁕􅔀􀁒􅈀􀁅􄔀 􀁁􄄀􀁎􄸀􀁄􄐀...
    • Page 144

    • Page 144
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    • THE WEB 145 Tools 85 In fact, most people are unaware that they use FTP every time they download a file from the Internet. Accessing a server through FTP is similar to HTTP be􀀍􀵣 cause it is accessed at an address. FTP uses the prefix ftp://...
    • Page 161

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    • THE WEB 162 102 Localization 􀀳􃌀􀁉􄤀􀁍􄴀􀁉􄤀􀁌􄰀􀁁􄄀􀁒􅈀 􀁔􅐀􀁏􄼀 􀁍􄴀􀁁􄄀􀁎􄸀􀁁􄄀􀁇􄜀􀁉􄤀􀁎􄸀􀁇􄜀 􀁍􄴀􀁕􅔀􀁌􄰀􀁔􅐀􀁉􄤀􀁐􅀀􀁌􄰀􀁅􄔀...
    • Page 171

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    • THE WEB 172 112 􀀜􁰀􀀣􂌀􀀯􂼀􀀤􂐀􀀥􂔀􀀞􁹄 Defines an extract of code 􀀮􂸀􀁏􄼀􀁔􅐀 􀁃􄌀􀁏􄼀􀁍􄴀􀁍􄴀􀁏􄼀􀁎􄸀􀁌􄰀􀁙􅤀 􀁕􅔀􀁓􅌀􀁅􄔀􀁄􄐀􀀎􀸀...

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