If I Could Do It All Over Again… 1. Don’t expect your living situation to be perfect 2. You can’t “study” like you did in high school 3. Going out on a Wednesday is cool and fun, but your 8 am lab won’t appreciate it too much. 4. The friends you have in August may notbe around in May 5. Make memories. You will never get your first year back!
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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Replay    QoE measurement  Old way: QoE = Server + Network  Modern way: QoE = Servers + Network + Browser Browsers are smart  Parallelism on multiple connections  JavaScript execution can trigger additional queries  Rendering introduces delays in resource access  Caching and pre-fetching HTTP replay cannot approximate real Web browser access to resources 0.25s 0.25s 0.06s 1.02s 0.67s 0.90s 1.19s 0.14s 0.97s 1.13s 0.70s 0.28s 0.27s 0.12s 3.86s 1.88s Total network time GET /wiki/page 1 Analyze page GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET combined.min.css jquery-ui.css main-ltr.css commonPrint.css shared.css flaggedrevs.css Common.css wikibits.js jquery.min.js ajax.js mwsuggest.js plugins...js Print.css Vector.css raw&gen=css ClickTracking.js Vector...js js&useskin WikiTable.css CommonsTicker.css flaggedrevs.js Infobox.css Messagebox.css Hoverbox.css Autocount.css toc.css Multilingual.css mediawiki_88x31.png 2 Rendering + JavaScript GET GET GET GET GET GET GET GET GET ExtraTools.js Navigation.js NavigationTabs.js Displaytitle.js RandomBook.js Edittools.js EditToolbar.js BookSearch.js MediaWikiCommon.css 3 Rendering + JavaScript GET GET GET GET GET GET GET GET GET GET GET 4 GET GET GET GET GET GET page-base.png page-fade.png border.png 1.png external-link.png bullet-icon.png user-icon.png tab-break.png tab-current.png tab-normal-fade.png search-fade.png Rendering search-ltr.png arrow-down.png wiki.png portal-break.png portal-break.png arrow-right.png generate page send files send files mBenchLab – [email protected] BROWSERS MATTER FOR QOE? send files send files + 2.21s total rendering time 6
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Tuesday Thursday Saturday Friday Sunday Thursday Sunday Sunday Saturday Monday Wednesday Monday Wednesday Friday Monday Saturday Wednesday Tuesday Monday Monday Wednesday Monday Monday Thursday Friday 113 113 Saturday Friday Friday Tuesday Monday Sunday Sunday Friday Saturday Saturday Sunday Monday Tuesday Monday Saturday Saturday Tuesday Sunday Wednesday Monday Sunday Thursday Monday Thursday Tuesday 1336 0718 0803 0111 1138 0118 1317 1916 1032 0632 1458 1957 2131 0237 1308 1536 1516 1715 0150 0823 1717 0549 0340 0759 1532 Saturday Sunday Wednesday Tuesday Thursday Wednesday Sunday Thursday Sunday Tuesday Thursday Thursday Thursday Saturday Sunday Tuesday Thursday Sunday Tuesday Thursday Saturday Friday Thursday Saturday Tuesday 1021 1039 0705 1016 0806 0823 1427 2256 1734 1316 0645 0737 0321 0503 1118 1300 2010 2301 0431 0210 1928 0628 1606 1711 2119 Monday Thursday Sunday Tuesday Saturday Wednesday Sunday Saturday Monday Wednesday Sunday Tuesday Wednesday Friday Saturday Monday Wednesday Wednesday Sunday Tuesday Saturday Friday Friday Friday Thursday 1342 0601 1053 0945 0305 0704 1110 0541 0520 0636 1406 1612 0700 1501 0633 0330 0943 1129 0436 1731 1500 1325 1631 1311 1850 0116 1331 1125 0010 0439 2128 1342 2109 2144 1709 0741 0157 1744 1025 0212 1719 2303 1708 2047 1326 1839 2056 1443 0907 16 17 0634 16 17 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 11 11 ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- SUNDAY: SUNDAY: 112 112 139 139 121 121 127 127 126 126 105 105 104 104 119 119 116 116 124 124 113 113 132 132 119 119 118 118 116 116 105 105 123 123 118 118 131 131 131 131 105 105 102 102 129 129 109 109 134 134 116 116 124 124 116 116 116 116 111 111 118 118 111 111 132 132 134 134 113 113 128 128 108 108 141 141 119 119 108 108 122 122 115 115 106 106 126 126 118 118 138 138 134 134 117 117 121 121 91 91 123 123 118 118 125 125 104 104 142 142 130 130 130 130 101 101 118 118 126 126 127 127 111 111 124 124 111 111 121 121 116 116 135 135 134 134 110 110 90 90 129 129 138 138 117 117 127 127 116 116 105 105 114 114 126 126 126 126 145 145 110 110 106 106 128 128 116 116 113 113 114 114 119 119 120 120 110 110 111 111 138 138 138 138 MONDAY: MONDAY: 110 110 TUESDAY: TUESDAY: 102 102 WEDNESDAY: WEDNESDAY: 136 136 THURSDAY: THURSDAY: 132 132 FRIDAY: FRIDAY: 127 127 SATURDAY: SATURDAY: 107 107 CHAPTER 8 – Multidimensional Arrays 12 12 Saturday Monday Tuesday Thursday Monday Friday Monday Saturday Saturday Saturday Wednesday Saturday Sunday Friday Saturday Saturday Tuesday Sunday Saturday Tuesday Thursday Thursday Wednesday Thursday 13 14 15 13Tuesday 14 15 0 0 23 23 ----- 2100 1116 0159 1339 1602 0156 0446 1816 0829 1414 0414 0310 2001 1201 1008 1830 1911 1921 2055 2354 1640 2359 0603 0801 1557 Friday 1905 Friday 0404 Thursday 2038 Wednesday 0419 Tuesday 1325 Monday 0537 Tuesday 1708 Monday 1503 Monday 2200 Wednesday 2126 Tuesday 2221 Thursday 2048 Monday 1910 Wednesday 0032 Monday 0823 Thursday 2305 Sunday 2216 Saturday 2029 Friday 0800 Monday 0841 Tuesday 0834 Monday 0407 20 21 22 20 21 22 Monday 0439 Tuesday 0737 ----- ----- ----Wednesday 1902 18 18 19 19 ----- ----- ----- 117 117 124 124 117 117 108 108 140 140 112 112 113 113 124 124 127 127 133 133 111 111 126 126 128 128 123 123 105 105 127 127 117 117 117 117 125 125 90 90 103 103 130 130 108 108 97 97 137 137 120 120 120 120 128 128 121 121 124 124 125 125 117 117 111 111 114 114 113 113 120 120 143 143 100 100 127 127 109 109 126 126 108 108 118 118 126 126 107 107 110 110 120 120 117 117 125 125 127 127 133 133 121 121 118 118 130 130 105 105 113 113 108 108 105 105 122 122 130 130 101 101 126 126 108 108 133 133 111 111 133 133 133 133 93 93 92 92 8
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Using Interview Results To Step 7: Designate persona types Construct Personas Jake Parker (Event Cataloger) Jake is a 23-year-old senior in college and is part of the fraternity Sigma Sigma Lambda. He lives with 16 frat brothers in the frat house, and true to reputation, he parties hard on the weekends. However, he mostly focuses on school work and his geography classes (his major) during the week to try and maintain reasonable grades. His social life revolves around parties, meeting new people as well as enjoying the camaraderie of his frat brothers. He was going out with a girl named Mindy for a while but broke up with her a few months ago. Now he’s playing the field. Jake is less computer savvy than many people his age since learning how to use computers was never a high priority for him. He could always find something he’d rather be doing, and for that matter, he usually had people that could help him, so he knows how to use the basics of the operating system, how to browse the Internet, and how to send email, but not too much more. He uses a computer in the common area of the frat house he doesn’t own one himself. His parents gave Jake a digital camera for his birthday but he doesn’t use it much. Shooting pictures of high-quality isn’t too important to him. He sometimes takes the camera along if he is going on an extended outing such as a ski trip, but mostly he just carries a recent-model camera phone. He’s had his current camera phone for about a month and his previous model for about 6 months. He has saved over 500 pictures from them. He finds himself snapping pictures of his friends in “compromising situations” so that he can give them friendly hassles later on. He always takes a few pictures of the fun times with his buddies when he goes to bars, clubs and to parties. He forgets to download the pictures to the computer until his camera gets full every week or two. Then he muddles through downloading. He likes to get pictures posted to the private area of the server for his frat so he can show how much fun he’s having. Jake rarely looks back on photos that are much more than a month old, but he figures he’ll take his photos with him on a CD when he leaves university so he can remember the good times. Goals: • To post his pictures on the Internet so he can increase camaraderie with his new friends, fraternity brothers and social contacts. • To print his pictures as a source of joking and fun for use with his frat brothers who live in his house. CS 321 • To limit access to certain pictures for viewing only by his fraternity brothers. Lesson Six • To easily find more appropriate photos for very occasional emailing to his more casual friends and family. Personas Page 12
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Credit Student Origins High School Graduates GCC Does Regular Outreach to the Following High Schools: Hoover High School Glendale High School La Canada High School Franklin High School Eagle Rock High School Daily High School Crescenta Valley High School Clark Magnet Burroughs High School Burbank Adult School Burbank High School Belmont High School Bell-Jeff High School Los Angeles High School Marshall High School North Hollywood High School Verdugo Hills High School Downtown Magnet Miguel Contreras High School John Francis Poly Taft High School Temple City High School Garfield Campus
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