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Learn PowerPoint 2010 keyboard shortcuts. Find out how to access nearly every command or button while using the ALT key. And, learn handy shortcuts which use the CTRL key.
Define the 2 main kinds of keyboard shortcuts available: access keys and key combinations.
Access tabs, buttons, options, and commands while using ALT key.
Directly perform tasks by utilizing the CTRL key.
Perform a range of tasks while using keyboard: from opening and dealing with files, to starting and stopping a slide show.
See more courses on Microsoft Office Training.A visual, interactive reference secrets and techniques for help you find commands in PowerPoint 2010.
Use this interactive tutorial to get commands in PowerPoint 2010. The guide simulates that this old PowerPoint 2003 menus and toolbars map towards the new ribbon commands. Click a command in the secrets and techniques for learn its new location in PowerPoint 2010.
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Microsoft PowerPoint 2010 14.0
Microsoft PowerPoint 2010 trial offer gives you more different options to create and share dynamic presentations using your audience than ever.
OS Support Windows XP, Windows Vista, Windows 7, Windows 8
Microsofts PowerPoint 2010 free trial version rings several changes around the 2007 version. In particular, the ribbon interface may be given a whole new look thats nearer to 2003s menu bar. The File menu returns to PowerPoint 2010, while it now walks you to a separate screen.
The consist of the menu bar for the ribbon in 2007 failed to play especially well with many different users. Those who discovered that ribbon a lot less than intuitive may even see 2010s updated ribbon to be a return to form.
The File menu button was replaced because of the Windows orb in 2007, but this time its back with a brand new twist. Instead of opening a menu, it now transports you on the Backstage view - - a complete screen of controls. Backstage is to try and access each of the save controls, the options for printing and sharing, plus some features like exporting your presentation like a HD video file. Sharing hasn't been easier, while using option to upload your presentations onto Skydrive, Windows Lives free file hosting service.
Other innovations that stood out add some much-improved multimedia media functionality, with additional and better effects, animations and transitions. You can embed videos from YouTube, bookmark specific scenes, and trim videos without needing to look at the video editing tool.
Pros: Improved interface, updated multimedia features, free cloud hosting.
Cons: Extra features create a more complicated program, while very advanced user.
Conclusion: A cleaned-up interface and many extra features. For new or occasional users it might be bewildering, while advanced multi-media fans might find it lacking. Download PowerPoint 2010 to see for yourself.
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Microsoft PowerPoint 2010 free trial version gives you alternative ideas to create and share dynamic presentations along with your audience than in the past. Exciting new audio and visual capabilities assist you tell a crisp, cinematic story that s as easy to make as
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Service Pack 3 offers the latest updates on the 2007 Microsoft Office Suite. This update will also be relevant to Microsoft Office Project, Microsoft Office SharePoint Designer, Microsoft Office Visio, and Visual Web Developer.
Microsoft Office Compatibility Pack for Word, Excel, and PowerPoint File Formats
Install this compatibility pack if you would like to look at, edit, and save documents, workbooks, and presentations which were created within the newer versions of Word, Excel, and PowerPoint.
View, print and copy Word documents, in case you dont have Word installed.
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Microsoft PowerPoint Viewer allows you to view full-featured presentations created in PowerPoint 97 and later on versions.
PowerPoint Viewer permits you to view full-featured presentations created in PowerPoint 97 and then versions with full fidelity. This viewer also supports opening password-protected Microsoft PowerPoint presentations. You can view and print presentations, however you cannot edit them from the PowerPoint Viewer.
You are able to use the fonts that accompanies the PowerPoint Viewer just to display and print content from the device building a Microsoft Windows computer. Additionally, chances are you'll do the following:
When printing content, temporarily download the fonts with a printer or any other output device
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Note: If a vast selection user license agreement is presented during installation and the first run of PowerPoint Viewer, by downloading quite sure you agree the software is subject for the terms of the user license agreement that you just already accepted with the previous installing of PowerPoint Viewer, with Microsoft as being the licensor.
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Windows 7, Windows Server 2003 R2 32-Bit x86, Windows Server 2003 R2 x64 editions, Windows Server 2008, Windows Vista Service Pack 1, Windows Vista Service Pack 2, Windows XP Service Pack 3
Additional: Graphics hardware acceleration needs a DirectX 9.0c graphics card with 64 MB or higher video memory. Product functionality and graphics are different based in your system configuration.
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Please enter all 25 characters with the Office 2010 Product Key ; the prior entry wouldn't include all characters. Select the product language which you would like. Please re-type the characters just like shown; the characters entered don't match the characters from the picture. Please try again.I ran across this hyperlink to Paul Krugman being insightful and thoughtful concerning the general question of What is really a Model and What do we utilize them for in Science? It s about economics and specifically styles of development economics, though the general questions of methodology pertain to social sciences more broadly. It is within a
The following ad should appear inside Cognitive Neuroscience Newsletter soon: Postdoctoral Positions at Northwestern University Memory Systems, Intuition and Modeling Department of Psychology Laboratories of Paul Reber Ken Paller Multiple postdoctoral openings available on two new projects directed at accelerating expertise development from training using memory systems theory. One project will establish
I got another request to inquire into yet another media declare that technology is not good for our brains. It s actually additionally a good demonstration of really poor science reporting inside media, so I won t link it, even so the topic seems generally interesting and it appears to be dependant on a curious underlying folk
I was inspired to answer some questions at a middle school student carrying out a research project on game titles. Since I am interested from the topic generally, I should probably work out how to answer these varieties of questions in an age-appropriate level. My attempt: Jose asks: 1. Do games affect the mind?
This can be a very interesting piece within the philosophy of science and popular understandings of science: How our botched idea of science ruins everything /article/index/268360/how-our-botched-understanding-of-science-ruins-everything As an exercise on the reader, explain what's wrong with his complaint that what many people think of science is really the opposite of science. Some helpful ideas
How and where memory occurs inside the brain, particularly memory acquired through practice
How experience shapes action, perception and considered pervasive mechanisms of plasticity through the human brain
Investigating memory system interactions and intuitive making decisions using visual category learning.
Check the Presentations link about the right side bar to discover the most recent ideas and reports as presented as posters and talks at recent conferences.
I ran across this hyperlink to Paul Krugman being insightful and thoughtful concerning the general question of What is often a Model and What do we use them commercially in Science?
It s about economics and specifically designs of development economics, however the general questions of methodology affect social sciences more broadly.
It is within a way unfortunate that for several of us the style of a successful field of scientific endeavor is basic physics. The objective on the most basic physics is usually a complete description of the items happens. In principle and apparently used, quantum mechanics offers a complete account products goes on inside, say, a hydrogen atom. But most things we desire to analyze, even physical science, can not be dealt with at this level of completeness. The only exact model in the global weather technique is that system itself. Any type of that product is therefore to varying degrees a falsification: it leaves out some many areas of reality.
How, then, does the meteorological researcher decide things know about put into his model? And how does he decide whether his model is often a good one? The answer towards the first question is which the choice of model represents a blend of judgement and compromise. The model has to be something you are aware how to make that may be, you happen to be constrained by the modeling techniques. And the model has to be something it is possible to construct given your resources time, money, and patience aren't unlimited. There could be a wide variety of models possible given those constraints; what type or ones you decide on actually to develop depends on educated guessing.
And how can you know which the model is a great one? It will not be right within the way that quantum electrodynamics is proper. At a certain point chances are you'll be sufficiently good at predicting that the results may be put to repeated practical use, such as the giant weather-forecasting models that run on today s supercomputers; if that's the case predictive success might be measured when it comes to dollars and cents, as well as the improvement of models gets to be a quantifiable matter. In the early stages of your complex science, however, the criterion to get a good model is a lot more subjective: it is usually a good model if this succeeds in explaining or rationalizing some products you see inside the world in a very way that you simply might not have expected.
There is another nice description of an Dishpan model by David Fultz as an instance of a hyper-simplified model that illustrated some emergent properties helpful for meteorology.
What resonates by himself about Krugman s description is really a common desire for building the easiest, descriptive models that individuals hope illuminate underlying principles in complex processes. In Economics, particularly Macro, the scientific goal is usually to understand systems of unmanageable complexity interactions among every one of the people and institutions that produce economic activity. In Neuroscience and Psychology, we try and understand the mental faculties, and a system of unmanageable complexity.
I also prefer simple models having a small couple of parameters as an instance concepts, while sporting a great deal of admiration and respect for modelers who take within the complexity to construct up from individual neurons each themselves having nearly unmanageable complexity, fwiw. The simple models also can't be right inside same sense Krugman describes above, but they also can are the reason for some useful fraction in the variance we seek to explain and hopefully expose some deeper principles that will even eventually direct neural-level modeling.
There s a fantastic question for the other end on the complexity spectrum also, about why it's worth even building simple models that has a few parameters above simply making theoretical statements like changing x leads to a change in y. Such theoretical statements will be the bread and butter of ordinary approaches to Psychological Science, especially experimental work, but I ll leave a better solution as a physical exercise, perhaps to get tackled during my graduate seminar the next time I teach modeling hints: quantification and prediction are crucial.
Memory Systems, Intuition and Modeling
Multiple postdoctoral openings now available on two new projects aimed towards accelerating expertise development from training using memory systems theory. One project will build up methods to help the use of intuition in making decisions. The second project use targeted memory reactivation to boost consolidation processes and speed learning. Both projects reflect collaborative research between laboratories of Professor Paul Reber and Professor Ken Paller /. Also see additional information for the local cognitive neuroscience environment.
We are seeking postdoctoral candidates having a strong involvement in human memory research along with expertise in some from the following areas: memory systems research, experimental behavioral methods, computational simulation modeling, multivariate pattern analysis, EEG recording and analysis.
Interested candidates can send inquiries and application materials to Susan Florczak. Applications is going to be evaluated when received and hiring decisions made on the rolling basis. Multiple two-year appointments are available. Applications should will include a cover letter, CV, and names that is at least three references.
We can also be looking to hire a different Research Assistant for your lab. Applications for your RA position runs through NU Human Resources.
I got another request to discuss yet another media state that technology isn't good for our brains. It s actually another good instance of really poor science reporting inside the media, so I won t link it, nevertheless the topic seems generally interesting and it appears to be dependant on a curious underlying folk kind of cognition worth planning on.
How would this work? How could technology make us less smart? The core idea is be looking things up, we memorize less and so we are less smart than we will be otherwise. But this misses the problem of substitution. If you aren t memorizing something you'll be able to look up, will you learn something different instead?
To me, the interesting underlying idea is: Memory doesn t offer an off switch
We are constantly recording experiences from my environment. Of course, not everything gets remembered, so maybe we focus too much for the memory failures. But we aren t consciously turning our memories off and on through the day. So if we're also trying to memorize arbitrary facts we could lookup on google instead, during that time we aren t doing something else entirely that could have gone a useful memory trace. Note that I m describing this just as one attention/perception bottleneck, nevertheless it could be considered a memory consolidation level bottleneck too which is likely the actual constraint that keeps us from remembering everything we go through.
The only technique for this argument to essentially make sense is usually to have a strong theory that everything we will have memorized as an alternative to relying on google is a bit more valuable to your internal knowledge state than everything we learn instead. I think which is going being a hard case for making. And it won t actually be about technology.
There s another way to create a possible technology hurts mental performance case dependant on skill learning/strengthening. If memory is really a skill that might be improved by intensive practice, then concentrated tries to memorize arbitrary information could theoretically cause you to be better at remembering as well as over time, you d just get smarter. But there is no evidence anywhere that long-term memory is usually strengthened by doing this and many individuals have tried to accomplish this.
Working memory looks for being trainable, however, if anything, technology which makes you hold something in mind while putting inside search terms to seem it up will probably expand your WM as an alternative to causing it to atrophy.
So no, technology is just not going to produce us less smart. It s almost certain to become overwhelmingly inside other direction the access provided through the internet to incredibly rich and diverse forms of information means the normal knowledge content with the average human brain from the 21st century can be a lot more compared to 20th or another prior time.
I was inspired to answer some questions from your middle school student conducting a research project on games. Since I am interested from the topic generally, I should probably discover how to answer these varieties of questions in an age-appropriate level. My attempt:
1. Do video gaming affect the brain? Do games affect the state of mind? Do games damage the thinking part in the brain?
Yes, games can affect the human brain, like anything else which you do many. However, these changes can sometimes be with the better. There is recent proof improvements in visuospatial attention how you will see the world following video gaming play. There may also be changes for that worse, like increasing aggression, but these are certainly not yet well understood.
2. Can video gaming improve people s knowledge? Can they help people s grades progress in school? Or can they get bad grades?
Video games probably won t assist you in school greatly. They can lead to further problems in schoolwork when kids play way too many games and don t get caught up with homework and assignments. If you happen to be getting your homework done, playing video games won t hurt and will actually help slightly.
3. Can games make people lose time? With family? Time outside?
If you spend excessive time on games and tend not to make time for friends, family, proper exercise and sleep, then that could very likely behave badly.
4. Can game titles make people sick? Gain weight? Headaches or possibly a tumor?
Some people report dizziness and nausea upset stomach from games that offer you first person perspective. This can be quite likely related on the kind of motion sickness you may get when riding in a very car. In rare cases, a number of people may react badly to flashing lights/sounds in video gaming. In general, games won t allow you to be sick. If you eat within an unhealthy way when playing videogames, that could lead to fat gain and other health conditions.
5. Can video gaming make people hooked on what their mainly about? How do they accomplish this? Why do people get addicted?
Gaming addiction isn't well understood. Games aren t addictive the best way other things resemble cigarettes. However, you will discover certainly some individuals who have problems as with 2 and 3 above. They seem to experience so much it messes up a great deal of other things later on in life. That looks nearly the same as being addicted. It also look like a great deal of other problems that teenagers often run across mood swings, depression, difficulty in associated with others. I will not think it can be well known whether games could potentially cause those problems or whether kids having those forms of problems for one other reason sometimes wish to play many videogames.
Thank you quite definitely for your help.
As an exercise towards the reader, explain what's wrong with his complaint that what many people think of science is definitely the opposite of science.
Seems being a topic we should be discussing in 205. I think it s the right degree of meta to get a class on experimental design.
Rapid learning of higher-order statistics in implicit sequence learning K. R. Thompson P. J. Reber Implicit learning involves extracting experienced regularities and statistical variation from your environment to be able to improve behavior. Because expertise in environmental structure is acquired over and above awareness, it really is challenging to determine the particular nature from the information that
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