- #Exploring microsoft office 2016 pdf how to
- #Exploring microsoft office 2016 pdf pdf
- #Exploring microsoft office 2016 pdf Offline
Its persistence also makes it difficult to be removed once a device has been infected, making it the perfect tool in a cybercriminal’s arsenal. This malware is an agile malware proving profitable due to its ability to remain undetected. This rare way to spread malware is proving to be quite effective as some people perceive PDFs to be inherently safer than other file types.Įmotet, is impacting 8% of organizations worldwide, a slight increase from last month. This could be due in part to Microsoft blocking by default internet macros in Office, meaning cybercriminals have had to become more creative, exploring new file types such as PDFs.
#Exploring microsoft office 2016 pdf pdf
Snake Keylogger is usually spread through emails that include docx or xlsx attachments with malicious macros, however this month researchers reported that SnakeKey Logger has been spread via PDF files. Snake’s main functionality is to record users keystrokes and transmit collected data to threat actors. This month, Snake Keylogger has jumped into eighth place after a long absence from the index. Researchers report that Emotet, an advanced, self-propagating and modular Trojan, is still the most prevalent as a result of multiple widespread campaigns. In M.Check Point Research (CPR) has published its latest Global Threat Index for May 2022. Academic failure: A retrospective view from non-completeing students. International Journal on E-Learning, 7(2), 311–329. Efficacy of instructor feedback on written work in an online program. Journal of Second Language Writing, 13(3), 173–201. Tutoring and revision: Second language writers in the writing center. Journal of English for Academic Purposes, 17, 24–36. The role of asynchronous computer mediated communication in the instruction and development of writing: A data based model. Rubrics and corrective feedback in ESL writing: A longitudinal case study of an L2 writer. Journal of English for Academic Purposes, 11(1), 38–51.Įne, E., & Kosobucki, V.
Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university. Journal of Teaching English for Specific and Academic Purposes, 2(4), 559–571.Ĭoffin, C., Hewings, A., & North, S.
#Exploring microsoft office 2016 pdf Offline
Blending offline and online feedback on EAP writing. The Association of Business Schools Annual Learning and Teaching Conference.Ĭloete, R. Using Turnitin/Grademark for effective feedback with business and management students. Ĭarruthers, C., Wightman, C., McPeake, S., Farley, H., & McMahon-Beattie, U. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. The development of student feedback literacy: Enabling uptake of feedback. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. IT-literacy for language teachers: Should it include computer programming? System, 28(1), 77–84.
#Exploring microsoft office 2016 pdf how to
Considering the variation of practices of giving feedback among teachers observed and a set of issues frequently raised by students, the chapter then critically reviews the two online feedback platforms, TurnItIn Feedback Studio and Google Classroom, and introduce a new online platform for giving feedback developed by the authors while exploring how to standardize the workflow of giving feedback while allowing room for personalization.Īmiri, F. The survey results inform the subsequent in-depth interviews with 6 students and 3 teachers with an aim to better understand their experience of receiving or giving feedback. It reports the results of a survey of about 100 students taking the courses in Fall 2019 and Spring 2020 focusing on their experience of receiving teachers’ feedback on their written assignments. This book chapter explores the various practices of English language teachers giving feedback and investigates how to develop an eLearning platform to engage students more effectively in the context of two Freshman English courses in a publicly-funded university in Hong Kong. Due to political unrest in late 2019 and coronavirus outbreak in early 2020, university teachers in Hong Kong had to switch to online teaching and provide digital feedback on students’ written assignments. Though e-learning has been in practice for decades in Hong Kong tertiary institutions, from the very early CALL (computer-aided language learning), thanks to the widespread use of the computers, to now much more accessible and ever growing online learning, empowered by the Internet, the vast majority of university courses are still delivered face-to-face.
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