computer competency

if ur good at microsoft word making indexes and table of contents i have an assignment on blackboard due in the next 7 hours online submitted

 1. Download the Microsoft word and Eng 1112. Follow the instructions in the documents to complete this portion of the workshop.3. Download the Records retention document and create a Table of contents and Index 4. Upload all completed work back on Blackboard.Attached Files: Microsoft Word  (131.896 KB) Eng 111  (31 KB) Records Retention  (62 KB) Tribune  (22.5 KB) 

Assignment Week 1

MicrosoftWord

1. Download the Tribune and then save the file as Tribune Test.

2. Correct any spelling or grammar errors. Make sure the right correction is selected in the

Suggestions list box before you click Change. Please check for other errors, such as words

spelled correctly, but are used out of context.

3. In the second to last sentence, replace “the BRT Advertising Office” with your name.

4. Change the right margin to 1.5 inches and the left margin to 2 inches.

5. Format the entire document to 12-point Times New Roman font.

6. Format the four paragraphs below “Did you know?” as a

bulleted list.

7. Drag the third bullet (which begins “You can include…”) up to make it the first bullet in the

bulleted list.

8. Format the first line of the document using a font, font size, and alignment of your choice. Use

bold or italic for emphasis.

9. Format the entire document using 1.5 line spacing.

10. Save the document.

11. Change the page orientation to landscape. Tribune Test Landscape (Use “Save As”).

12. Open the file Tribune Test. Save as Tribune Test 2.

13. Insert a section break after the telephone number in the last paragraph of the document.

14. Create a header for section 2 that aligns your name and the page number at the right margin.

Close the Header and Footer toolbar and save your work.

Create the table shown below:

Column 1 Column 2 Column 3
Troubleshooting Option Explanation Cost

Cable Checker 3 devices for each office, @225 a piece $675.00

Onsite Troubleshooting 40 hours of troubleshooting @ $120/hr $4, 800.00

Cable Tester 1 device to be shared among 3 offices $1, 400.00

15. Select the Heading row and Bold and Center the headings.

16. Save the document as Tribune Test 3.

17. Start Word, then open the MusicLetter document, then save the document as Test

Letter .

ENG 111 Computer Competency Assignment

Directions: Modify the following five-paragraph essay as follows:

1. Copy the text of the following essay, including the title, into a blank document.

2. Save the document on the hard drive of your computer. Note: If you are using a computer in one of the English and Humanities Department’s classrooms, save your document on your flash drive. Be sure that you place your document in your own folder in your class folder. For the file name, use CCA, followed by your last name and then your first name.

3. Set the page margins to one inch.

4. Change the font size to 12-point Times New Roman.

5. Create an automatic header for each page with your last name followed by the page number. This paragraph must be aligned on the top right margin of each page.

6. On the first page, place the following at the top of the page above the title, with each item on a separate line: your name, the name of your instructor, your course number and section, today’s date.

7. Center the title of the essay.

8. Change the line spacing of each paragraph of the essay after the title to double spacing and make sure these paragraphs are aligned on the left margin.

9. Indent the first line of each paragraph of the essay after the title.

10. Use the spelling checker to locate the five misspelled words in your document and choose the correctly spelled word from the list give you by the spelling checker.

11. Add bold facing to each word that you have corrected.

12. After you have modified the essay, create a page break. On the new page, create a bold heading with the title “Essay Components.” Be sure that you modify the paragraph format so that this heading is aligned on the left margin. Under the heading, also on the left margin, create an automatically bulleted list of each component of the five-paragraph essay: body or development paragraphs, conclusion, thesis, introduction, and title.

13. On this same new page, create a new bold heading titled “Order,” also aligned on the left margin. Under that heading, create an automatically numbered list on the left margin that shows the order in which each of those essay components would be presented in an essay.

14. Be sure that you save your changes on your flash drive.

The Legacy of the Family Trip

When I was twelve, my father, a member of the Air Force, was stationed on the coast of Southern California for three years. Since my grandparents lived in North Carolina, it became our family’s summer tradition to drive across the United States for a yearly visit. As a child, I viewed the annual summer crossing with dread. Being cooped up in our old pink station wagon – with my parents, sister, and two brothers, for six days of monotonous travel – was not something that I anticipated with enthusiasm. At that time in my life, I was unable to understand the importance of those family trips. In hindsight, I realize they provided six days, which were void of life’s daley distractions, filled with cherished family memories and opportunities to learn about life. Certainly, this was a legacy worth passing on.

Our summer trips always began in the same way. My siblings and I moped around the house whining about the injustice of being subjected to such a boring fate. In the hope of soliciting our interest, my father pulled out maps and brochures depicting an endless array of possible tourist attractions. My mother, choosing a different line of attack, spent a small fortune buying a myriad of snacks, games, and books, which were intended to entertain us for six days. Regardless of their efforts, we spent most of our time endlessly fighting and bickering among ourselves. Usually, by the third day of our journey, even my mother was obliged to join us in this noisy pursute. Today, my sister, brothers, and I laughingly agree one of our fondest trip memories is of our mother, leaning across the back of the front seat, flailing her arms wildly in an effort to smack us, while we cowered in the back of the station wagon. In recent years, my family has spent countless hours happily reminiscing about the once dreaded summer crossings. Amazingly, sometime during the passing decades, like a flower blossoming from a weed, recollections of arguments, boredom, and fighting, have evolved into cherished memories.

My father, who was doggedly determined to make his family enjoy their vacation, never tired of cheering us on. Invariably, he would begin reading the roadside signs for the coming attractions long before we were close to reaching them. I can still clearly picture him looking back over his shoulder, a giddy grin on his face. “Look! There’s another sign. It’s only one hundred miles to the home of the fifteen-foot alligator,” he would declare. At the time, I thought that his unbridled enthusiasm, at the prospect seeing the fifteen-foot alligator, was undoubtedly part of his plot to annoy me. Now, looking back, I have a clearer understanding of my father’s motives. He knew that neither the fifteen-foot alligator nor the two-headed snake, another favored roadside attraction, would have a profound effect on my future. Rather, he was teaching me to embrace the experiences of life, helping me to focus on the excitement of the adventure, instead of the discomfort of my surroundings. He knew then, something I wouldn’t learn until many years later, that a fast-paced world left parents a limited number of chances to interact with their children. To him, those long hours of travel represented an invaluable opportunity to teach me some of life’s most important lessons.

Next summer, when I buckle my headset-wearing, CD-toting, thirteen-year-old daughter into the backseat of the family van, planting her snugly among the snacks, books and games, I will reflect fondly on the memories of my childhood summer trips. When she looks at me with pleading eyes and pitifully whines, “Do I have to go?” I will draw strentgh from knowing how my own memories have enriched my life. As I smile at her and assure her of the boundless excitement that lies ahead, I might take a moment to envision a time in the not so distant future when, if I have been moderatley successful as a parent, she will joyfully inflict a similar fate on her own children. In so doing, she will be insuring that the legacy of the family trip – a chance to create the memories that bond a family, and teach children life’s deeper meaning – is continued.

My family ended up making the long trip across country seven times. The once dreaded summer crossings left me with a cache of cherished memories, broader insights into life, and a stronger connection with my family. Most importantly, they taught me the value of providing my family with an opportunity, free from life’s distractions, to share the gift of each other’s love. Today, living in a stressful, hurried world, where computers allow work to follow us into our homes, and our childeren travel on the information super highway, quiet times of family interaction are needed more than ever. Sometimes, when my husband, daughter and I seem to be pulled in every direction, I find myself wishing that we could squeeze into the back seat of that old pink station wagon, joining my family of the past on their adventurous journey, down a monotonous highway, in a simpler time. Since that isn’t possible, we do the next best thing – pull out the atlas, brochures, and credit card – and begin planning the next family vacation. Its legacy secure, the family summer trip will continue to enhance our lives.

Blue Ridge Tribune

Thanks for continue to advertise in BRT, Long Island University’s student-run weekly newspaper.

Did you know?

Your Web ad will appear at the top of our popular site for one full week.

You can extend your add for a second week for only half the cost of the first week..

You can includes your e-mail address as an active link in your ad. That means you are only one mouse-click away from a host of potential customers.

You can use up to 85 characters to promote your product or service. That’s 10 characters more than most sites offer.

To sign up for your Web ad today, contact the BRT Advertising Office, at 516-299-0000.

Long Island University

Table of Contents

Announcements and Information: Routine
This series consists of information transmitted between parties.  This information does not result in the formulation of policy or contract.  It may be transmitted internally between employees, or externally, and may include but is not limited to notices of seminars, conferences or workshops, queries regarding processes or ideas, electronic journals and general information of programs.

Recommended retention:

A. Retain until obsolete, superseded or administrative value is lost.

administrative policy records

This series is arranged in alphabetical subject files, but may include chronological reading files, bound reports, tape recordings, photographs, and other information types, all of which document the activities of the Provosts, Vice Presidents, Assistant/Associate Vice Presidents, Deans and Assistant/Associate Deans.
Recommended retention:

A. 3 fiscal years.  Prior to destruction, offer to University Archives.
 

administrative support records

This series documents the administrative records that are used to carry out the functions of University offices.
Recommended retention:

A. 3 fiscal years. 
 

Accreditation Records
This series consists of reports and supporting information documenting the process of becoming accredited and/or activities associated with reporting and/or confirming accreditation by professional, licensing and certifying associations.
Recommended retention:

A. Significant correspondence, reports, questionnaires, self study records and reports, guides and related document transmitted between University and TEAC: Permanent

B. Routine correspondence and transmittal records, drafts of guides and reports, and fiscal records: 6 years after accreditation approved or denied.

ballots

This series consists of ballots used by internal departmental or college committees.
Recommended retention:

A. 60 calendar days after ballots counted and results posted.

Certification Records

This series documents the preparation of students earning degrees and/or certification for licenses or certificates to enter a profession and forms the basis of the initial certification. Records may include: applications copies of violence & child abuse seminars proof of other certificates, proof of liberal arts and related correspondence.

Recommended retention:

Record Copy: Departments Retention: 5 years after initial certification.

course and program records

This series consists of internal development and approval for credit, non credit, and continuing education program and courses.
Recommended retention:

A. Curriculum and related records describing course of instruction and course content, including transfer status information and course history records: 7 years

i. Approved internal application for curriculum: 7 years

ii. Denied internal application for curriculum: 1 year

iii. Curriculum planning records: 0 after no longer needed

Prior to destruction, offer to University Archives.

class information

This series consists of grade sheets, class schedules, class syllabi, class bulletins, class record books.
Recommended retention:

A. 1 year.
 

Conference Records

This series consists of but is not limited to registration materials, correspondence, financial reimbursement and public relations materials for conferences.
Recommended retention:

A. 3 fiscal years.
 

Committee Files

This series documents the service of individuals on university committees and boards.
Recommended retention:

A.  Retain until obsolete, superseded or administrative value is lost.  Prior to destruction, offer to University Archives.

Examinations, Tests, Term Papers, & Homework Records

This series documents work of student subject mastery in institution courses not returned to the student. Records may include but are not limited to: examinations and answers; quizzes and answers; homework assignments; course papers; term papers; and essay assignments. This series does not include graduate student qualifying or comprehensive examinations.

Recommended retention:

Retention: (a) 6 months after completion for uncontested grade results; (b) until resolved for contested grade results.

Grade Change Records

This series consists of slips used by departments to change a student’s grade on the official University transcript.  Master record maintained at the Office of the Registrar.
Recommended retention:

A. Duplicates: One calendar year.

Grievance Records
This series consists of department copies of grievance files.
Recommended retention:

A. 6 years

after resolved.

independent study records

This series documents departmental approval for students to enroll in independent study courses. Records may include but are not limited to: permission sheets with students’ names; course names; number of credits; and faculty signatures.

Recommended retention:

Retention: 6 years

Meeting Notices

This series consists of notices of meetings.  Often, this series will act as an avenue to set up meetings by coordinating schedules or acting as a reminder of meetings.  Formal meeting notices along with attendees, agendas, and minutes will be maintained as a separate series scheduled as Committee Files.
Recommended retention:

A.  Retain until obsolete, superseded or administrative value is lost.

 

Memoranda

This series consists of interoffice or interdepartmental communications which do not subsequently result in the formulation of policies.
Recommended retention:

A. Retain until obsolete, superseded or administrative value is lost.

Personnel files – Department/College/Unit copies

This series consists of departmental files, and includes copies of hiring documents etc.  It may also include but is not limited to letters of recommendation or recommendation, disciplinary letters, and other correspondence.
Recommended retention:

A. 7 years after termination of employment provided no litigation is pending.
 

Promotion and Tenure Records

This series consists of documentation for the review process on promotions and tenure.  May contain but is not limited to forms, letters and accompanying data.  The letter granting promotion and/or tenure is kept in the Personnel File at Human Resources.
Recommended retention:

A. Denied: 7 years after termination of employment provided no litigation is pending.

B.  Granted: Maintain until after next review period is complete.
C.  Duplicates: Retain until obsolete, superseded or administrative value is lost.

Scholarship Records

This series consists of Individual scholarship file including but not limited to applicants, list of eligible candidates, list of competition winners and alternates, recommendations, authorization of awards, financial statements, accounting data, reports, and correspondence

Recommended retention:

A. 6 years

B. List of Scholarship awarded students: Permanent

Student Evaluations of Faculty

This series consists of student evaluations of faculty and courses.
Recommended retention:

A. 3 Years.
 

Student Graduation Records

This series may include graduation related correspondence.  Master record maintained by the Office of the Registrar or Graduate School.
Recommended retention:

A.  Graduates: 1 year after graduation.
B.  Non-graduates: Retain 7 years after termination of attendance unless special circumstances are present.
 

Student Payroll Records

This series documents student employment at the department or unit level, and may include but is not limited to copies of employment forms, W-4 cards, payroll records and copies of social security cards.  Master record maintained at Student Employment Services, or Payroll.
Recommended retention:

A. Duplicates: 3 fiscal years after termination of employment.

Student Advising Records

This series is used to provide a record of academic progress. Most of the components in this record series are reference copies of records maintained in the files of the Registrar’s Office and/or the Graduate School and are maintained for the convenience of the student academic advisors. Records may include but are not limited to: admission; notices of admission; grade reports; departmental course waiver forms; advising checklist forms; advisors’ notes; copies of transcripts; Plans of Study; recommendation letters; re-admission notices; comprehensive exam results; and related documentation and correspondence.

Recommended retention:

A. Retention: 1 year after degree completion.

B. Inactive files 2 -3 years

C. Admissions Office: For applicants who are accepted and attend: 6 years after graduation or date of last attendance

Telephone Messages

This series consists of common telephone message books or slips filled out by employees, and may also include electronic phone messages.
Recommended retention:

A.  Retain until obsolete, superseded or administrative value is lost.

Theses and Dissertations Records (Portfolios)

This series documents the completion and academic acceptance of graduate theses/portfolios and dissertations presented to colleges in fulfillment of requirements for graduate degrees. This series includes final and accepted copies of theses and dissertations.

Recommended retention:

Record Copy: University Archives Retention: Permanent (i.e. Library)
Other Copies: Department Units Retention: Until no longer needed.

Workshop Records

This series consists of registration fees, publications and correspondence related to workshops conducted or sponsored by departments or units.
Recommended retention:

A. 3 fiscal years.

Index

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