December 24, 2021 / Rating: 4.5 / Views: 765 Gallery of Images "Volume booster for mac" (28 pics):
Volume booster for mac
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・H24/01/02 Microsoft MVPを受賞しました ・H23/11/18 MCTの憂鬱さんと相互リンクを張っていただきました^^ ・H23/09/10 プログラミング生放送でスピーカーさせていただきました^^ ・H22/12/18 わんくま同盟でスピーカしました^^さて、来年はどんな年になるかな。予想が当たるといいなぁ。 ・H22/07/17 わんくま同盟でスピーカしました^^技術系のセッションは久しぶり。VB! ・H22/03/13 Tech FieldersでLTのスピーカしました^^ ・H21/12/12 わんくま同盟でスピーカしました^^最近はずっとLT担当だったので、ちょっと新鮮でした^^ ・H20/11/18 Tech Fielders セミナー 大阪の Lightning Talkで優勝しました＾＾ ・H20/8/23 わんくま同盟で２回目のスピーカしちゃいました WCFと戯れてみました＾＾ ・H20/5/17 わんくま同盟でスピーカしちゃいました＾＾ ちゃんとスピーカー持参しましたよんｗ ・H20/2/22 なめ猫の参加証もらいました＾＾ ・H20/1/22 テンプレートを変えてみました＾＾ ・H19/7/23 ACEプログラムで、ナップサックをもらった上、工具セットももらえることになりました＾＾ ・H19/1/11 1が並ぶ縁起の良い日に投稿開始！。今後ともお付き合いよろしくお願いします ・H18/10/29 参加させていただきました^^ ド・初心者ですがどうぞよろしくお願いします。↓うーん、仕事しろ^^; Chukiの脳内メーター 個人的には、いつものVBで書くところを今回はPower Shellで。なぜか？それは、これに参加してみたからです。 「Power Shell Advent Calendar 2011」 さて、イベントログを取得するだけでしたら、Get-Eventlogで楽々のPower Shellです。ご参考「Power Shellでイベント・ログの内容を参照する － ＠IT」。 ところが、ログオン監査で必要なLogon Typeのフィルタリングが、詳細メッセージ中に含まれるため、ちょこっと工夫が必要です。とくに、サーバーとかドメコンですと で、今欲しいのは、上記のXMLより以下の項目です。1)Event→System→Provider Name ‘Microsoft-Windows-Security-Auditing'2)Event→System→Event ID 4624 or 46343)Event→Event Data→Data Name ‘Logon Type’ 2 or 10 ☆Get-Help Get-Win Event ? full と格闘してみましょう^^; 1) Event[System[Provider[@Name='Microsoft-Windows-Security-Auditing']2) Event[System[Event ID=’4624’ or Event ID=’4634’]]3) Event[Event Data[(Data[@Name='Logon Type']='2' or Data[@Name='Logon Type']='10')]] ☆1から３が同時に成立すればよいのでANDでくっつけます Event[System[Provider[@Name='Microsoft-Windows-Security-Auditing']]] and Event[System[Event ID='4624' or Event ID='4634']] and Event[Event Data[(Data[@Name='Logon Type']='2' or Data[@Name='Logon Type']='10')]] 〇数学が大好きな人は、さらにくっつけることもできます（業務でこんなことやったらぶっちょめすｗ（ Event[System[Provider[@Name='Microsoft-Windows-Security-Auditing'] and (Event ID='4624' or Event ID='4634')] and Event Data[(Data[@Name='Logon Type']='2' or Data[@Name='Logon Type']='10')]] ということで、完成。管理者さんならちゃんと見やすく バッククォートしときませう。もうね、見やすくないコードは死んでいいよ？ $obj Sec Log =Get-Win Event -Filter XPath `"Event[System[Provider[@Name='Microsoft-Windows-Security-Auditing'] `and (Event ID='4624' or Event ID='4634')] `and Event Data[(Data[@Name='Logon Type']='2' or Data[@Name='Logon Type']='10')]]" Power ShellのCSVで遊んでみる。 Power ShellのCSVで遊んでみる。 MFTn3f Wow! 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Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards. Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart. Give feedback to keep students “on target” for achievement. The student will look forward to having the attention and allows the opportunity to ask necessary questions. Regular ‘check-ins’ with students lets them know where they stand in the classroom and with you. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting. As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes. Student feedback can be given verbally, non-verbally or in written form. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. Utilize this strategy when grading papers or tests. This means that when you hand back that English paper, it is best not to scowl. For example, when I taught Writer’s Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. This strategy allows you the necessary time to provide quality, written feedback. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference. Educate students on how to give feedback to each other. Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this ‘peer conferencing’. Train students to give each other constructive feedback in a way that is positive and helpful. The principal at the school I taught at would often volunteer to grade history tests or read student’s writing pieces. Write daily or weekly, dated comments about each student as necessary. Encourage students to use post-it notes to record the given feedback. You can imagine how the student’s quality of work increased tenfold! During a conference over a test, paper or a general ‘check in’, have the student do the writing while you do the talking. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique work. The student can use a notebook to jot down notes as you provide the verbal feedback. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go. Return tests, papers or comment cards at the beginning of class. Sometimes seeing a comment written out is more effective than just hearing it aloud. Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class. He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Students are quick to figure out which teachers use meaningless praise to win approval. Although it was not the most effective use of my time, it really worked for him. If you are constantly telling your students “Good Job” or “Nice Work” then, over time, these words become meaningless. Make a big deal out of a student’s A on that vocabulary test. If you are thrilled with a student’s recent on-task behaviors, go above and beyond with the encouragement and praise. Make a phone call home to let mom or dad know how thrilled you are with the student’s behavior. Comments and suggestions within genuine student feedback should also be ‘focused, practical and based on an assessment of what the student can do and is capable of achieving’ (Dinham). “I noticed….” Make an effort to notice a student’s behavior or effort at a task. Communicate with your students the purpose for an assessment and/or student feedback. Remember when you finished a class in college and you were given the chance to ‘grade’ the professor? If they were teaching the class, what would they do differently? For example; “I noticed when you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you arrived on time to class this entire week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance. Demonstrate to students what you are looking for by giving them an example of what an A paper looks like. This is especially important at the upper learning levels. How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? What did they learn the most from you as a teacher? Why not let students give you feedback on how you are doing as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers. Learn more about how to progress in your teaching career with an online Certificate in Education Support today. Laura Reynolds is a former fourth grade teacher with a Masters degree in Education from Drake University and a BA degree in Psychology from the University of Iowa. She currently works as an education consultant and curriculum writer. Jakob Nielsen (yes, the usability guru) confirms this in tests. Are 1% of clicks worth it for something that takes up (more than) half the page? They ran a usability study where they gave users the following task: “Does Siemens have any special deals on washing machines? Product design guru Luke Wroblweski summed it up like this: Almost all of the testing I’ve managed has proven content delivered via carousels to be missed by users. ” The information was on the most prominent slide, but the users didn’t see it—totally hit by banner blindness. Few interact with them and many comment that they look like adverts and so we’ve witnessed the banner blindness concept in full effect. Nielsen concluded that image carousels get ignored. In terms of space saving and content promotion a lot of competing messages get delivered in a single position that can lead to focus being lost. Carousels are effective at being able to tell people in Marketing/Senior Management that their latest idea is now on the Home Page. They are next to useless for users and often “skipped” because they look like advertisements. Hence they are a good technique for getting useless information on a Home Page (see first sentence of this post). In summary, use them to put content that users will ignore on your Home Page. these views are not my own, but are based upon observing thousands of tests with users. In all the testing I have done, home page carousels are completely ineffective. For one, anything beyond the initial view has a huge decrease in visitor interaction. And two, the chances that the information being displayed in the carousel matches what the visitor is looking for is slim. So in that case the carousel becomes a very large banner that gets ignored. A sudden change on the horizon could be a matter of life and death. The slider takes attention away from everything else—the stuff that actually matters, like your value proposition, the content of your site, products, etc. In test after test the first thing the visitor does when coming to a page with a large carousel is scroll right past it and start looking for triggers that will move them forward with their task. Hence, the human eye reacts to movement—including constantly moving image sliders and carousels. Image carousels fall victim to banner blindness, and most people won’t pay attention to them, but even those who can’t really get the message. They see a message on the carousel and start reading: “This fall you get to…” Bam! Often, the carousels move so fast that people can’t finish reading them, even if they want to. Here are two main reasons why carousels and sliders don’t work. 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