The brand will.i.am

May 12, 2015Download as PPTX, PDF1 like1,203 views

Will.i.am is a musician, producer, and technology entrepreneur best known as a founding member of the Black Eyed Peas. He has developed technology products like smart watches and headphones under his brand i.am+ and has invested in startups working in areas like artificial intelligence. He also plays the mutant character John Wraith in X-Men films and has worked as a coach on singing competition shows like The Voice.

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A1 visual resume storyboard cesar_vargascvargas1027

Cesar Vargas was born in Colombia and raised in Miami, Florida. He majored in broadcasting and moved to Tampa in 2008 where he started working at Busch Gardens Tampa. In 2009, he became a lighting technician for the Busch Gardens show Katonga and in 2010 designed and programmed lights for the show Kinetix. In 2011, he designed and programmed lighting for Cirque Dreams Jungle Fantasy at Busch Gardens and began studying at Fullsail University for a bachelor's degree in entertainment business.

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Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Pr...Hazel Owen

This was a paper presented at the eFest meets Teaching & Learning conference, UCOL 2009. To access the accompanying handout: http://www.scribd.com/full/20133056?access_key=key-2kh798rentwwpywxfd9l Abstract: Plagiarism is a global issue that needs to be addressed by all educators and learners. This paper considers a simple definition of plagiarism, and then briefly considers reasons why students plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation (TPA:CTLI) is working closely with faculty, managers, student support services and library personnel to introduce strategies and tools that can be integrated into programmes and curricula whilst remaining flexible enough to be tailored for specific learners. The authors therefore provide an overview of one of the tools available to check student work for plagiarism - Turnitin - and describe the academic Professional Development (PD) approaches that have been put in place to share existing expertise, as well as help staff at Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its use. Evaluation and results are considered, before concluding with some recommendations. It goes on to theorise how blended programmes that fully integrate academic literacy skills and conventions might be used to positively scaffold students in the avoidance of plagiarism. Conference participants will be asked to comment on and discuss their institutions' approach to supporting the avoidance of plagiarism (including the utilisation of PDS and other deterrents), describe their own personal experiences, and relate the strategies they employ in their teaching practice and assessment design to help their learners avoid plagiarism. It is planned to record the session so that the audience's narratives can be shared with other practitioners. Please cite as: Owen, H., & Narayan, V. (2009, 29 Sept - 01 Oct). Pedagogy, Policing or Preventing Plagiarism? Experiences with facilitating Professional Development and Turnitin. Paper presented at the Teaching excellence - excellence in teaching: Teaching and Learning Conference Meets eFest 2009, Universal College of Learning (UCOL), Palmerston North.

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