Смит сообщил: – Мы вели наблюдение из мини-автобуса с расстояния метров в пятьдесят. Вначале все шло гладко. Халохот, по всей видимости, настоящий профессионал.

 
 

( Microsoft office Word, Excel, Power Point ) – PDF Free Download

 

We will examine some of these differences in this section. Age Learners are often described as children, young learners, adolescents, young adults or adults. W ithin education, the term children is generally used for learners between the ages of about 2 to about Students are generally described as young learners between the ages of about 5 to 9, and very young learners are usually between 2 and 5.

At what ages it is safe to call students adolescents is often uncertain, since the onset of adolescence is bound up with physical and emotional changes rather than chronological age.

However, this term tends to refer to students from the ages of about 12 to 17, whereas young adults are generally thought to be between 16 and We will look at three ages: children, adolescents and adults. However, we need to remember that there is a large degree of individual variation in the ways in which different children develop.

The descriptions that follow, therefore, m ust be seen as generalisations only. We are conscious, too, that the abstraction of, say, gram m ar rules, will be less effective the younger the students are. But we also know that children respond well to individual attention from the teacher and are usually pleased to receive teacher approval. Children usually respond well to activities that focus on their lives and experiences.

They forget languages, it seems, with equal ease. This language-acquiring ability is steadily compromised as they head towards adolescence. Adolescents One of the greatest differences between adolescents and young children is that these older children have developed a greater capacity for abstract thought as they have grown up.

In other words, their intellects are kicking in, and they can talk about more abstract ideas, teasing out concepts in a way that younger children find difficult. Many adolescents readily understand and accept the need for learning of a more intellectual type. At their best, adolescent students have a great capacity for learning, enorm ous potential for creative thought and a passionate com m itm ent to things which interest them.

Adolescence is bound up with a search for identity and a need for self-esteem. Adults Older learners often but not always have a wider range of life experiences to draw on, both as individuals and as learners, than younger students do. They are often more disciplined than adolescents and apply themselves to the task of learning even when it seems fairly boring.

They often have a clear understanding of why they are learning things, and can sustain their motivation see pages by perceiving and holding on to long-term learning goals. On the other hand, adult learners come with a lot of previous learning experience which may ham per their progress. Students who have had negative learning experiences in the past may be nervous of new learning. Students used to failure may be consciously or subconsciously prepared for more failure.

Older students who have got out of the habit of study may find classrooms daunting places. They may also have strong views about teaching methods from their past, which the teacher will have to take into account. Because students at different ages have different characteristics, the way we teach them will differ too. With younger children we may offer a greater variety of games, songs and puzzles than we would do with older students. We may want to ensure that there are more frequent changes of activity.

O ur choice of topics will reflect their emerging interests. One of the recurring nightmares for teachers of adolescents, in particular, is that we might lose control of the class.

Yet teenagers are not the only students who sometimes exhibit problem behaviour that is behaviour which causes a problem for the teacher, the student him- or herself, and, perhaps, the others in the classroom.

Younger children can, of course, cause difficulties for the teacher and class, too. Adults can also be disruptive and exhausting. They may arrive late for class or fail to do any homework. And, whatever the causes of this behaviour, a problem is created.

Teachers need to work both to prevent problem behaviour, and to respond to it appropriately if it occurs.

Learning styles All students respond to various stimuli such as pictures, sounds, music, movement, etc , but for most of them and us some things stimulate them into learning more than other things do. The Neuro-Linguistic Programming model often called NLP takes account of this by showing how some students are especially influenced by visual stimuli and are therefore likely to remember things better if they see them.

Some students, on the other hand, are especially affected by auditory input and, as a result, respond very well to things they hear. Kinaesthetic activity is especially effective for other learners, who seem to learn best when they are involved in some kind of physical activity, such as moving around, or rearranging things with their hands. The point is that although we all respond to all of these stimuli, for most of us, one or other of them visual, auditory, kinaesthetic is more powerful than the others in enabling us to learn and remember what we have learnt.

Another way of looking at student variation is offered by the concept of Multiple Intelligences, first articulated by Howard Gardner. In his formulation and that of people who have followed and expanded his theories , we all have a num ber of different intelligences mathematical, musical, interpersonal, spatial, emotional, etc. W hat these two theories tell us from their different standpoints is that in any one classroom we have a num ber of different individuals with different learning styles and preferences.

Experienced teachers know this and try to ensure that different learning styles are catered for as often as is possible. In effect, this means offering a wide range of different activity types in our lessons in order to cater for individual differences and needs. Nevertheless, we need to find out whether there are any generalisations which will help us to encourage habits in students which will help all of them. We might say, for example, that homework is good for everyone and so is reading for pleasure see Chapter 7.

Certain activities – such as many of the speaking activities in Chapter 9 – are good for all the students in the class, though the way we organise them and the precise things we ask students to do may vary for exactly the reasons we have been discussing.

Levels Teachers of English generally make three basic distinctions to categorise the language knowledge of their students: beginner, intermediate and advanced.

However, as we shall see, these are rough and ready labels whose exact meaning can vary from institution to institution. Other descriptive terms are also used in an attem pt to be more specific about exactly what kind of beginner, intermediate or advanced students we are talking about.

Elementary students are no longer beginners and are able to communicate in a basic way. They can string some sentences together, construct a simple story, or take part in simple spoken interactions. Pre-intermediate students have not yet achieved intermediate competence, which involves greater fluency and general comprehension of some general authentic English. However, they have come across most of the basic structures and lexis of the language.

Upper-intermediate students, on the other hand, have the competence of intermediate students plus an extended knowledge of grammatical construction and skill use. However, they may not have achieved the accuracy or depth of knowledge which their advanced colleagues have acquired, and as a result are less able to operate at different levels of subtlety.

In recent years, the Council of Europe and the Association of Language Testers of Europe ALTE have been working to define language competency levels for learners of a num ber of different languages.

If they are at level BI, for example, how can their abilities be described? If we rem ind ourselves that terms such as beginner and intermediate are rough guides only in other words, unlike the ALTE levels, they do not say exactly what the students can do , then we are in a position to make broad generalisations about the different levels: Beginners Success is easy to see at this level, and easy for the teacher to arrange.

But then so is failure! Some adult beginners find that language learning is more stressful than they expected and reluctantly give up. However, if things are going well, teaching beginners can be incredibly stimulating. Intermediate students Success is less obvious at intermediate level.

Intermediate students have already achieved a lot, but they are less likely to be able to recognise an almost daily progress. We often call this the plateau effect, and the teacher has to make strenuous attempts to show students what they still need to learn w ithout being discouraging.

One of the ways of doing this is to make the tasks we give them more challenging, and to get them to analyse language more thoroughly. We need to help them set clear goals for themselves so that they have something to measure their achievement by. Advanced students Students at this level already know a lot of English. There is still the danger of the plateau effect even if the plateau itself is higher up! In these areas, we can enable students to use language with more subtlety.

Although many activities can clearly be used at more than one level designing newspaper front pages, writing radio commercials, etc , others are not so universally appropriate. With beginners, for example, we will not suggest abstract discussions or the writing of discursive essays. For advanced students, a drill where students repeat in chorus and individually – see pages focusing on simple past tense questions will almost certainly be inappropriate. Beginners need to be exposed to fairly simple gram m ar and vocabulary which they can understand.

Intermediate students know all this language already and so we will not ask them to concentrate on it. At beginner levels, the need for us to rough-tune our speech see page 37 is very great: we can exaggerate our voice tone and use gesture to help us to get our meaning across.

But at higher levels, such extreme behaviour is not so important. Indeed, it will probably come across to the students as patronising. At all levels, teachers need to ascertain what students know before deciding what to focus on.

At higher levels, we can use what the students already know as the basis for our work; at lower levels we will, for example, always try to elicit the language that is, try to get the language from the students rather than giving it to them we are going to focus on. That way we know whether to continue with our plan or whether to amend it then and there because students, perhaps, know more than we expected. Educational and cultural background We have already discussed how students at different ages present different characteristics in the classroom.

Some children come from homes where education is highly valued, and where parental help is readily available. Other children, however, may come from less supportive backgrounds where no such backup is on offer. Older students – especially adults – may come from a variety of backgrounds and, as a result, have very different expectations of what teaching and learning involves.

Where students have different cultural backgrounds from the teacher or from each other, they may feel differently from their classmates about topics in the curriculum.

They may have different responses to classroom practices from the ones the teacher expected or the ones which the writers of the coursebook they are using had anticipated. Some educational cultures find learning by rote memorising facts and figures more attractive than learning by doing where students are involved in project work and experimentation in order to arrive at knowledge.

And it is worth remembering that even where students all live in the same town or area, it is often the case that they come from a variety of cultural backgrounds. In many English-speaking countries such as Britain, the US, Australia, etc, multilingual classes classes where students come from different countries and therefore have different mother tongues are the norm, especially in private language schools.

As a result, students are likely to represent a range of educational and cultural backgrounds. As teachers, we need to be sensitive to these different backgrounds.

We need to be able to explain what we are doing and why; we need to use material, offer topics and employ teaching techniques which, even when engaging and challenging, will not offend anyone in the group. Where possible, we need to be able to offer different material, topics and teaching techniques at different times to suit the different individual expectations and tastes. The importance of student motivation A variety of factors can create a desire to learn.

Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like.

Perhaps, as with young children, they just happen to be curious about everything, including learning. This desire to achieve some goal is the bedrock of motivation and, if it is strong enough, it provokes a decision to act. For an adult this may involve enrolling in an English class. For a teenager it may be choosing one subject over another for special study. This kind of motivation – which comes from outside the classroom and may be influenced by a num ber of external factors such as the attitude of society, family and peers to the subject in question – is often referred to as extrinsic motivation, the motivation that students bring into the classroom from outside.

While it may be relatively easy to be extrinsically motivated that is to have a desire to do something , sustaining that motivation can be more problematic. As students we can become bored, or we may find the subject more difficult than we thought it was going to be.

We can do this in a num ber of ways. The activities we ask students to take part in will, if they involve the students or excite their curiosity – and provoke their participation – help them to stay interested in the subject.

We need, as well, to select an appropriate level of challenge so that things are neither too difficult nor too easy. We need to display appropriate teacher qualities so that students can have confidence in our abilities and professionalism see Chapter 2.

Students need to feel that the teacher really cares about them; if students feel supported and valued, they are far more likely to be motivated to learn. If students feel they have some influence over what is happening, rather than always being told exactly what to do, they are often more motivated to take part in the lesson. But however much we do to foster and sustain student motivation, we can only, in the end, encourage by word and deed, offering our support and guidance. Real motivation comes from within each individual, from the students themselves.

Responsibility for learning If giving students agency is seen as a key component in sustaining motivation, then such agency is not just about giving students more decision-making power. It is also about encouraging them to take more responsibility for their own learning.

We need to tell them that unless they are prepared to take some of the strain, their learning is likely to be less successful than if they themselves become active learners rather than passive recipients of teaching.

In such cases, teachers will not be successful if they merely try to impose a pattern of learner autonomy. At first we will expect them, for example, to make their own dialogues after they have listened to a model on an audio track. Such standard practice getting students to try out new language is one small way of encouraging student involvement in learning.

We might go on to try to get individual students to investigate a grammar issue or solve a reading puzzle on their own, rather than having things explained to them by the teacher.

We might get them to look for the meanings of words and how they are used in their dictionaries see below rather than telling them what the words mean. Getting students to do various kinds of homework, such as written exercises, compositions or further study is one of the best ways to encourage student autonomy. W hat is im portant is that teachers should choose the right kind of task for the students.

It should be within their grasp, and not take up too much of their time – or occupy too little of it by being trivial.

Even more im portantly than this, teachers should follow up homework when they say they are going to, imposing the same deadlines upon themselves as they do on their students. Other ways of prom oting student self-reliance include having them read for pleasure in their own time see pages and find their own resources for language practice in books or on the Internet, for example. At earlier stages of learning, good bilingual dictionaries serve the same function and allow the students a large measure of independence from the teacher.

We will help students to be responsible for their learning if we show them where either in books, in self-access centres or online they can continue studying outside the classroom. For example, we can point them in the direction of suitable websites if they have computer access , or recommend good CD or DVD resources.

If students are lucky, their institution will have a self-access centre with a range of resources comprising books including readers – see page , newspapers, magazines, worksheets, listening material, videos and DVDs, and computers with access to the Internet. Students can decide if and when to visit such centres and what they want to do there.

Self-access centres should help students to make appropriate choices by having good cataloguing systems and ensuring that people are on hand to help students find their way around.

However, the object of a self-access centre is that students should themselves take responsibility for what they do and make their own decisions about what is most appropriate for them. O f course, many schools do not have self-access centres, and even where they do, many students do not make full use of them. This is because not all students, as we have said, are equally capable of being or wanting to be autonom ous learners.

Despite this fact, we should do our best to encourage them to have agency without forcing it upon them. But generally they find it quite hard to say why certain teachers struck them as special. Perhaps it was because of their personality. Possibly it was because they had interesting things to say. Sometimes, it seems, it was just because the teacher was a fascinating person! One of the reasons that it is difficult to give general descriptions of good teachers is that different teachers are often successful in different ways.

Some teachers are more extrovert or introvert than others, for example, and different teachers have different strengths and weaknesses. A lot will depend, too, on how students view individual teachers and here again, not all students will share the same opinions.

But there are also others, perhaps, who do not have what appears to be a natural gift but who are still effective and popular teachers. Such teachers learn their craft through a mixture of personality, intelligence, knowledge and experience and how they reflect on it.

It is true that some lessons and students can be difficult and stressful at times, but it is also worth remembering that at its best teaching can also be extremely enjoyable. In this chapter we will look at what is necessary for effective teaching and how that can help to provoke success – so that for both students and teachers learning English can be rewarding and enjoyable.

They take note, either consciously or subconsciously, of whether we are always the same or whether we can be flexible, depending on what is happening at a particular point in the lesson. As we have said, teachers, like any other group of hum an beings, have individual differences.

However, one of the things, perhaps, that differentiates us from some other professions, is that we become different people, in a way, when we are in front of a class from the people we are in other situations, such as at home or at a party.

Everyone switches roles like this in their daily lives to some extent, but for teachers, who we are or appear to be when we are at work is especially important. Personality Some years ago, in preparation for a presentation to colleagues, I recorded interviews with a large num ber of teachers and students. Effective teacher personality is a blend between who we really are, and who we are as teachers. We have to be able to present a professional face to the students which they find both interesting and effective.

When we walk into the classroom, we want them to see someone who looks like a teacher whatever else they look like. This does not mean conforming to some kind of teacher stereotype, but rather finding, each in our own way, a persona that we adopt when we cross the threshold.

We need to ask ourselves what kind of personality we want our students to encounter, and the decisions we take before and during lessons should help to demonstrate that personality. This is not to suggest that we are in any way dishonest about who we are – teaching is not acting, after all – but we do need to think carefully about how we appear. Adaptability W hat often marks one teacher out from another is how they react to different events in the classroom as the lesson proceeds.

This is im portant, because however well we have prepared, the chances are that things will not go exactly to plan. We will discuss such magic moments and unforeseen problems on page This is especially im portant when the learning outcomes we had planned for look as if they may not succeed because of what is happening. We have to be flexible enough to work with this and change our destination accordingly if this has to be done or find some other way to get there.

Or perhaps we have to take a decision to continue what we are doing despite the interruption to the way we imagined things were going to proceed. When students see that they can do this, their confidence in their teachers is greatly enhanced.

If, for example, the teacher always acts as a controller, standing at the front of the class, dictating everything that happens and being the focus of attention, there will be little chance for students to take much responsibility for their own learning, in other words, for them to have agency see page Being a controller may work for grammar explanations and other information presentation, for instance, but it is less effective for activities where students are working together cooperatively on a project, for example.

In such situations we may need to be prompters, encouraging students, pushing them to achieve more, feeding in a bit of information or language to help them proceed. At other times, we may need to act as feedback providers helping students to evaluate their performance or as assessors telling students how well they have done or giving them grades, etc.

We also need to be able to function as a resource for language information, etc when students need to consult us and, at times, as a language tutor that is, an advisor who responds to what the student is doing and advises them on what to do next.

The way we act when we are controlling a class is very different from the listening and advising behaviour we will exhibit when we are tutoring students or responding to a presentation or a piece of writing something that is different, again, from the way we assess a piece of work.

Part of our teacher personality, therefore, is our ability to perform all these roles at different times, but with the same care and ease whichever role we are involved with. This flexibility will help us to facilitate the many different stages and facets of learning. Rapport A significant feature in the intrinsic motivation of students see page 20 will depend on their perception of what the teacher thinks of them, and how they are treated. Rapport means, in essence, the relationship that the students have with the teacher, and vice versa.

In the best lessons we will always see a positive, enjoyable and respectful relationship. Rapport is established in part when students become aware of our professionalism see above , but it also occurs as a result of the way we listen to and treat the students in our classrooms.

In the first place, students want teachers to know their names rather than, say, just pointing at them. But this is extremely difficult for teachers who see eight or nine groups a week. How can they remember all their students? One m ethod is to ask the students at least in the first week or two to put name cards on the desk in front of them or stick name badges on to their sweaters or jackets. We can also draw up a seating plan and ask students always to sit in the same place until we have learnt their names.

Many teachers use the register to make notes about individual students Do they wear glasses? Are they tall? We need, therefore, to find ways of doing this that suit us best. At any age, they will be pleased when they realise that their teacher has remembered things about them, and has some understanding of who they are.

Listening to students Students respond very well to teachers who listen to them. You are commenting using your WordPress. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Disini anda dapat mendapatkan micosoft office profesional yang lengkap dengan semua komponen di antaranya : 1. A few thoughts on work life-balance.

Is vc still a thing final. The GaryVee Content Model. Mammalian Brain Chemistry Explains Everything. Inside Google’s Numbers in Designing Teams for Emerging Challenges. UX, ethnography and possibilities: for Libraries, Museums and Archives. Related Books Free with a 30 day trial from Scribd. Now What? Dry: A Memoir Augusten Burroughs. Related Audiobooks Free with a 30 day trial from Scribd. Materi lengkap tentang power point 1. Selain itu dapat digunakan untuk memberi nomor halaman pada dokumen yang kita kerjakan.

Berikut ini merupakan berbagai fungsi dari tool-tool yang terdapat dalam menu insert 9. Tab Design terdiri dari beberapa tool group, antara lain Page Setup, Themes, dan Background, berfungsi untuk mendesain slide Anda. Melalui tab ini Anda bisa menambahkan berbagai macam bentuk animasi pada slide Anda.

Untuk lebih jelasnya mengenai fungsi menu format, berikut berbagai fungsi dari tool-tool yang terdapat dalam menu format. PowerPoint Anda bisa melihatnya secara normal, slide sorter, notes page, dan slide show. Setiap masing- masing OS mempunyai kelebihan dan kekurangan, namun saat ini OS Windows masih paling banyak digunakan oleh masyarakat karena kemudahan dalam mengoperasikan dan perawatan.

Aplikasi Perkantoran atau Office: untuk menunjang tugas administratif perkantoran. Di antaranya Microsoft Office dan OpenOffice. Microsoft Word banyak dipakai dibandingkan dengan program pengolah kata lainnya seperti WordStar, AmiPro, WordPerfect, OpenOffice dll, hal ini dipengaruhi kemudahan dalam penggunaan, fasilitas yang disediakan dan lain — lain. Microsoft Word merupakan pengembangan dari versi sebelumnya yang mengalami banyak perubahan dan perbaikan sehingga lebih flexible digunakan dimasa kini.

Berbeda dengan versi sebelumnya Microsoft Word tidak lagi menyediakan menu bar dengan pull downnya, tetapi terdiri dari beberapa tab yang terdiri dari beberapa group yang masing-masing group terdiri dari beberapa icon perintah singkat. Pengertian Microsoft excel adalah Program aplikasi pada Microsoft Office yang digunakan dalam pengolahan angka Aritmatika.

Program ini sering digunakan oleh para akutan untuk menuliskan atau mencatat pengeluaran dan pemasukan didalam perusahaan atau suatu lembaga maupun instansi-instansi kecil. Microsoft Excel juga sering digunakan oleh ibu rumah tangga untuk menulis atau mencatat keuangan dalam rumah tangga sepertihalnya pengeluaran atau pemasukan dalam tiap bulan atau minggu. Aplikasi ini menggunakan mesin basis data Microsoft Jet Database Engine, dan juga menggunakan tampilan grafis yang intuitif sehingga memudahkan pengguna.

PowerPoint atau Microsoft Office PowerPoint adalah sebuah program komputer untuk presentasi yang dikembangkan oleh Microsoft di dalam paket aplikasi kantoran mereka, Microsoft Office, selain Microsoft Word, Excel, Access dan beberapa program lainnya.

PowerPoint berjalan di atas komputer PC berbasis sistem operasi Microsoft Windows dan juga Apple Macintosh yang menggunakan sistem operasi Apple Mac OS, meskipun pada awalnya aplikasi ini berjalan di atas sistem operasi Xenix.

Manfaat dan Kegunaan Power Point 1. Membawa lebih banyak energi dan dampak visual presentasi. Mengubah foto menjadi menarik, bersemangat visual dengan menggunakan gambar yang baru dan fitur pengeditan yang lebih baik seperti saturasi warna dan suhu, kecerahan dan kontras, dan alat potong gambar yang maju, bersama dengan filter artistik seperti kabur, kuas, dan cat air. Bekerja dengan orang lain tanpa harus menunggu giliran Anda. Dengan co-authoring,kita dapatmengedit presentasi yang sama dengan individu-individu di lokasi yang berbeda.

Menambah pengalaman video pribadi. Mudah memangkas video untuk menampilkan bagian-bagian yang relevan. Bookmark poin kunci dalam sebuah video untuk akses cepat atau memicu animasi untuk memulai secara otomatis ketika mencapai orang yang ditandai. Anda juga dapat mengatur video yang akan memudar kedalam dan keluar pada interval tertentu dan menerapkan berbagai gaya dan efek video-seperti refleksi, bevels, dan 3-D putaran-untuk membantu dengan cepat menangkap perhatian audiens.

Dan beberapa kegunaan yang lain nya yang akan mempermudah dalam mendesain gambar. Aplikasi Internet: Internet Explorer, Mozilla Firefox, dan Opera yang semuanya berfungsi untuk menjelajah internet atau browsing.

Selain itu ada beberapa software khusus,misalnya mIRC dan Yahoo! Messenger untuk chatting, FileZilla untuk transfer file, dan Outlook untuk mengelola email. Tak hanya handal firefox juga didukung oleh sejumlah Add-ons yang dapat diinstall terpisah yang memungkinkan pengguna melakukan sesuai dengan kegunaan Add-ons tersebut.

Jika anda memerlukan aplikasi browsing yang ngacir dan teruji keamanannya saat travellingdi internet, Software ini wajib di coba dan dijadikan aplikasi browsingutama. Bukan menghapus, jangan salah arti.

Maksudnya, jika anda tanpasengaja mengakses situs yang berbahaya, Kita akan menerima pesan peringatan bahwa situs tersebut berbahaya untuk dibuka. Yahoo Messenger tersedia secara gratis dan dapat diunduh serta diakses menggunakan Yahoo!

ID yang biasa digunakan untuk mengakses layanan Yahoo yang lainnya, seperti Yahoo! Penggunaan ID ini juga mengakibatkan pengguna dapat langsung diberitahu bila mendapat sebuah e-mail. Yahoo telah mengumumkan kerjasama dengan Microsoft untuk bergabung dalam jaringan instant messenger.

 

Microsoft PowerPoint – Recommended

 

We’ve updated our privacy policy. Click here to nicrosoft the details. Tap here to review the details. Activate your 30 day free trial to unlock unlimited reading. The 207 family just got bigger. Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd.

You also get free access to Scribd! Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. It appears that you have an ad-blocker running. By materi microsoft office powerpoint 2007 free SlideShare on your materi microsoft office powerpoint 2007 free, you are supporting our community of content creators. Materi microsoft office powerpoint 2007 free reported this slideshow. Your SlideShare is downloading. Next SlideShares. You are reading a основываясь на этих данных. Activate your 30 day free trial to continue reading.

Continue for Free. Upcoming SlideShare. Embed Size mater. Start on. Show related SlideShares at end. WordPress Shortcode. Share Email. Top clipped slide. Download Now Download Download to read offline.

AhmedLasca Follow. More Related Content Viewers also liked 8. Modul Microsoft Office Powerpoint Recently uploaded Kavyaa Ghosh Class 9th Presentation. PPT 2 Type theories of Personality. You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later. Now customize the name of a clipboard to store your clips. Visibility Others can see my Clipboard.

Cancel Save. Read free for 60 days. Be the maetri to like this. Total views. Unlimited Reading Learn faster and smarter from mivrosoft experts. Unlimited Downloading Download to take your learnings offline and on the go. Read and listen offline with any device. Free access to premium services like Tuneln, Mubi and more. Help us keep SlideShare free It appears that you have an ad-blocker running. Whitelist SlideShare Ссылка на страницу without Whitelisting.

Hate ads? Get SlideShare without ads. You can read the details below. Materi microsoft office powerpoint 2007 free accepting, you agree to the updated privacy policy. Thank you! Accept and continue View poweroint privacy policy.

 
 

Materi microsoft office powerpoint 2007 free

 
 
View Teknik Sipil PPTs online, safely and virus-free! Many are downloadable. Learn new and interesting things. Get ideas for your own presentations. Share yours for free! Apr 17,  · presentasi materi Microsoft powerpoint dheaherinda. Pengenalan Powerpoint (1) Pengertian power point üMicrosoft PowerPoint atau Microsoft Office PowerPoint atau PowerPoint adalah sebuah program komputer untuk presentasi yang dikembangkan oleh Microsoft di dalam paket aplikasi kantoran mereka, Microsoft Office, . Dec 02,  · PowerPoint ご利用にあたって 利用者へのお願い （社）地域医療振興協会ヘルスプロモーション研究センターでは、講演会等で用いているPowerPointをインターネット上で無料公開しています。 ただ、内容の一部は個人的に活用すること以外に用いられる場合は著作権法に抵触するものもあります。.