10 chart and slide design tips for better reportsMichel Guillet
This document provides 10 tips for better chart and slide design for reports and data presentations. The tips include understanding how people interpret different chart types like pie charts and radials; reducing chart junk and increasing the data-to-ink ratio; spending time on typeface selection and using a simple font framework; using color meaningfully and with contrast; avoiding dual-axis charts; considering slope graphs; and using common language. Additional resources for chart templates, design principles, and testing design skills are also provided.
Dr. Shriniwas Janardan Kashalikar discusses his study of the Bhagavad Gita in 4 sentences. Initially, he was put off by references to war in the first chapter but kept reading out of curiosity. Over time, he came to understand that the Gita deals with the individual existence and path to liberation. He realized the Gita's lessons could help rejuvenate society by guiding people to live according to their nature while aiding universal blossoming. His reservations about the Gita decreased as he grasped its holistic view of empowering both individuals and society simultaneously.
T H E S E E D S O F H A P P I N E S S D Rsangh1212
The document summarizes how moods, emotions, and actions arise from the interaction between the body and brain. Metabolic, endocrine, autonomic, and nervous system activities influence the brain, leading to feelings like enthusiasm, anxiety, indolence, and depression. Success and failure also impact the brain. The brain then influences all bodily activities in a feedback loop. While some believe this is governed by God, nature, or randomness, the document argues that chanting the name of the divine (Namasmarn) can reach, liberate and nurture the seeds of happiness within a person.
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This document outlines a 10-day lesson plan using spoken word poetry in a high school classroom. The plan aims to help students conduct self-reflection and character analysis, interpret artistic works, create and analyze text for performance, and respond intelligently to others' work. It begins with students creating "Personal Museums" by selecting meaningful artifacts and creating a video exhibit. Students then analyze themes in their lives and write slam poetry exploring a "thought" they want to convey. The plan involves workshopping poems multiple times and performing them for feedback, with a focus on discovery, community-building, and performance techniques.
10 chart and slide design tips for better reportsMichel Guillet
This document provides 10 tips for better chart and slide design for reports and data presentations. The tips include understanding how people interpret different chart types like pie charts and radials; reducing chart junk and increasing the data-to-ink ratio; spending time on typeface selection and using a simple font framework; using color meaningfully and with contrast; avoiding dual-axis charts; considering slope graphs; and using common language. Additional resources for chart templates, design principles, and testing design skills are also provided.
Dr. Shriniwas Janardan Kashalikar discusses his study of the Bhagavad Gita in 4 sentences. Initially, he was put off by references to war in the first chapter but kept reading out of curiosity. Over time, he came to understand that the Gita deals with the individual existence and path to liberation. He realized the Gita's lessons could help rejuvenate society by guiding people to live according to their nature while aiding universal blossoming. His reservations about the Gita decreased as he grasped its holistic view of empowering both individuals and society simultaneously.
T H E S E E D S O F H A P P I N E S S D Rsangh1212
The document summarizes how moods, emotions, and actions arise from the interaction between the body and brain. Metabolic, endocrine, autonomic, and nervous system activities influence the brain, leading to feelings like enthusiasm, anxiety, indolence, and depression. Success and failure also impact the brain. The brain then influences all bodily activities in a feedback loop. While some believe this is governed by God, nature, or randomness, the document argues that chanting the name of the divine (Namasmarn) can reach, liberate and nurture the seeds of happiness within a person.
This short document appears to be notes for a presentation, mentioning a slide transition to the second slide. However, there is not enough contextual information or details provided in the text to form a meaningful 3 sentence summary.
The document discusses representation of different social groups in thrillers. It notes that females were traditionally represented as victims, weak, and dependent on males in early thrillers but are now often portrayed as stronger, independent, and sometimes the antagonist. It also discusses representation of males, who are usually the protagonist and antagonist, portrayed as strong, powerful, and intelligent problem-solvers. The document then discusses the representation in its own thriller, noting the unconventional female antagonist and weakening male protagonist. It also discusses representation of age and professionalism of the young male protagonist.
This document outlines a 10-day lesson plan using spoken word poetry in a high school classroom. The plan aims to help students conduct self-reflection and character analysis, interpret artistic works, create and analyze text for performance, and respond intelligently to others' work. It begins with students creating "Personal Museums" by selecting meaningful artifacts and creating a video exhibit. Students then analyze themes in their lives and write slam poetry exploring a "thought" they want to convey. The plan involves workshopping poems multiple times and performing them for feedback, with a focus on discovery, community-building, and performance techniques.
1. w זוהר ויגש יום וqZohar Vaygash Vendredi
זָכוֹר אֶת יוֹם הַשּבָּת לְקַדְּשׁוֹ/ רבִּי יִצְחָק אָמַר' כְּתִיב )שמות כ( וַיְבָרְֶך אֱלהִים אֶת יוֹם הַשְּׁבִיעִי' וּכְתִיב בּמָּן
ַ ַ ַׁ
1
''Souviens toi du jour du Shabbat pour le sanctifier'' . Ribbi Isaac a dit; il est écrit:
''Élohim a béni le septième jour '2 et il est écrit à propos de la manne :
) שמות טז( שֵׁשֶׁת יָמִים תִּלְקְטֻהוּ וּבְיוֹם הַשְּׁבִיעִי שַׁבָּת לא יִהְי ֶה בּוֹ/ כֵּיוָן דְּלָא מִשְׁתְּכַח בֵּיהּ מְזוֹנֵי' מַה בִּרְכְתָא
''Six jours vous la récolterez et le septième jour il n'y en aura pas''3. Puisque ne s'y
trouve pas de nourriture quelle bénédiction
אִשְׁתְּכַח בֵּיהּ/ אֶלָּא הָכִי תָּאנָא' כָּל בִּרְכָּאן דִּלְעֵילָּא וְתַתָּא' בְּיוֹמָא שְׁבִיעָאָה תַּלי ָין/ וְתָאנָא' אֲמַאי לָא אִשְׁתּכַח
ְ ְ
4
s'y trouve? Mais on a enseigné ainsi: toutes les bénédictions d'en-haut et d'en-bas
dépendent du septième jour5. Et on a enseigné: pourquoi la manne ne se trouve
מנָּא בְּיוֹמָא שְׁבִיעָאָה' מִשּׁוּם דְּהַהוּא יוֹמָא' מִתְבָּרְכָאן מִינֵּיהּ כָּל שִׁיתָא יוֹמִין עִלָּאִין' וְכָל חַד וְחַד יָהִיב מְזוֹנֵיהּ
ָ
pas le septième jour? Parce que de ce jour sont bénis tous les six jours supérieurs et
chacun donne sa nourriture
'לתַתָּא' כָּל חַד בְּיוֹמוֹי' מֵהַהִיא בְּרָכָה דְּמִתְבָּרְכָאן בְּיוֹמָא שְׁבִיעָאָה/ וּבגִינֵי כְַּך' מַאן דְּאִיהוּ בּדַרְגָּא דִּמְהֵימָנוּתָא
ְ ְ ְ
6
en bas, chacun selon son jour, de cette bénédiction qu'ils bénissent le septième jour .
Et pour cela, celui qui est dans le degré de la Fidélité
בּעֵי לסַדְּרָא פָּתוֹרָא' וּלְאַתְקְנָא סְעוּדָתָא בְּלֵילְי ָא דְּשׁבְּתָא' בְּגִין דְּיִתְבּרְֵך פָּתוֹרֵיהּ' כָּל אִינּוּן שִׁיתָא יוֹמִין' דְּהָא
ָ ַ ְ ָ
doit ordonner sa table et arranger un repas le soir de Shabbat afin que sa table soit
bénie tous les six jours.
בּהַהוּא זִמְנָא' אִזְדָּמַן בְּרָכָה' לאִתְבָּרְכָא כָּל שִׁיתָא יוֹמִין דּשַׁבּתָא' וּברְכָתָא לָא אִשְׁתְּכַח בְּפָתוֹרָא רֵיקָנַיּ ָא/ וְעַל
ִ ְ ְ ְ ְ
Car à ce moment, se présente la bénédiction pour bénir les six jours de la semaine. Et
la bénédiction ne se trouve pas sur une table vide.
/כְַּך' בָּעֵי לְסַדְּרָא פָּתוֹרֵיהּ בְּלֵילְי ָא דְּשׁבְּתָא' בְּנַהֲמֵי וּבִמְזוֹנֵי/ רַבִּי יִצְחָק אָמַר' אֲפִילוּ בְּיוֹמָא דְּשׁבְּתָא נָמֵי
ַ ַ
C'est pourquoi il faut ordonner sa table le soir du Shabbat avec du pain et des mets.
Ribbi Isaac a dit: de même le jour du Shabbat7.
שבת שלום
1 Exode 20, 7
2 Genèse 2, 3
3 Exode 16, 26
4 Puisque la manne ne tombe pas le jour du Shabbat, quelle est donc la bénédiction donnée en ce jour?
5 Le Shabbat est l'essentiel et le centre des bénédictions (Ramac).
6 Celui qui observe le Shabbat prend la bénédiction de l'en-haut et non de l'en-bas (Ramac).
7 La bénédiction du jour du Shabbat est supérieure à celle du soir (Ramac).
