I'm here share with you some of my tips. Upgrades: A lot of my friends see no point in upgrades but they make opening cases a lot easier. Pick ones that fit your play style. Cases:All the cases are good you can get knives from everything, even breakout. Extra cash: If you have a good amount of cash open cases, if you have a huge amount buy some cases you want to open. Jackpot: Don't push your luck if you won a normal with 15%, trust me it won't happen again. If you have 500 bucks in items do low and very low. If you have about 1.5k-2k go in normal. If you have 5k test your luck on high. Don't rely on your % to always win!
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The Chroma 2 case can be purchased in the Shop and Cases tabs in Case Clicker for $3.00 and can be sold for $0.50. The Chroma 2 Case is Pink / Classified in the Case Draw Animation. Note : there are special finishes that can only be found in the chroma cases such as Tiger Tooth, Doppler.etc
Dominus AestasRarityExclusive EffectsNoneSourceFrom the community:TradingBoothsJackpotSell price 1BMarket value 252,869Available copies34Page last updated on May 14, 2023Dominus Aestas is an Exclusive-tier item in Case Clicker. It could have been obtained by being one of the top 100 case openers by value for May 2019.
Keys are used to open Cases. Every key costs $2.50, with the exception of a random key which you can buy for $1.80 or the CS:GO Capsule Key and Community Capsule key which cost $1.00. All keys can only be used on the case/capsule it was bought with (with the exception of the CS:GO Weapon and eSports cases, which share keys respectively).
In Case Clicker, players have to open cases and collect items while earning coins. They start off with a small number of coins and use them for opening cases that can give them anything from rare and valuable items to just coins. Coins can also be purchased with real money, but that is not necessary for winning the game.
If you are unable to use a Case Clicker code, you should look for typos. The ideal strategy is to copy the code and paste it directly from this page so you do not miss out on capitalization or confuse a number for a letter. In case the code does not work even after, chances are that it has become inactive or expired.
Gamers can keep opening cases to see what they will get, trade items with other players, dress up their character, and earn rewards by simply being in the game. Not only is it fun to play, but it also allows players to earn real money, which is quite exciting.
As players open cases and collect more items, they can trade them with others or sell them for coins. The better items they have, the more coins they can earn, which allows them to click and unlock even more cases.
You can also open other cases such as the Phoenix case and have a chance to get a variety of knives.
There is also an option to buy a knife (ranging from $40 to $1000) for around $3.00AUD ($2.20USD)
While Knives are very rare, you can buy upgrades that make them not as rare, and open a lot of breakout cases, look for the gold items, those are butterfly knives, or huntsman cases, same concept with the gold items, except these will give you huntsman knives, which are better than butterfly knives. Hope that helps. :)
The challenges associated with teaching a core introductory management information systems (MIS) course are well known (large class sizes serving a majority of non-MIS majors, sustaining student interests, encouraging class participation, etc.). This study offers a mechanism towards managing these challenges through the use of a simple and effective innovation referred to as classroom response systems (a.k.a. clickers). Although clickers are not necessarily new, recent enhancements in the technology (such as radio-frequency and integration with presentation software) have made them easier to manage, with greater reliability and flexibility. This paper presents a case study of the development, implementation and integration of clickers into an introductory MIS course. The benefits, lessons learned and effective practices of integrating the technology in a large lecture format are provided. The case study findings are supplemented with results from student surveys administered to three sections of the same course based on clicker use levels (high, low and no usage). The study found that the use of clickers significantly improved students' perceived performance in the course and classes with clickers experienced greater attendance levels and higher correlations of student performance and attendance. Furthermore, the greater the volume of clicker usage, the more favorable student perceptions were in terms of active learning, motivation, and providing feedback.
Abstract
As part of a multi-state study on health message development, a group of family researchers, Extension faculty, and a learning technologist used audience-response systems, or "clickers," to display and record focus group participants' responses to questions. This article describes how the authors used clicker technology in focus group settings, clicker training for facilitators, and lessons learned. The clicker technique is useful to collect local and personal data anonymously in group settings for program evaluation purposes. Implications for future research and Extension education are discussed. Keywords:rural health, health literacy, health messages, clicker technology, empowerment theory Amanda C. Ginter
Doctoral Candidate
University of Maryland
College Park, Maryland
aginter@umd.edu
Clickers are a relatively new technology, particularly within the realm of Extension, university classrooms, and other community groups. Officially known as "audience response systems," these handheld devices are linked to Power Point software that allows an audience to "click" an answer to a particular question (e.g., "In general, would you say your health is: 1) Excellent, 2) Very good, 3) Good, 4) Fair, 5) Poor"). All participants' answers are displayed on the screen for everyone to view. Beyond the advantage of audience viewing, this technique preserves the responses as research data for analysis with additional software. In the view of the research team, other benefits of clickers include the ability to track individual responses, poll anonymously, and ensure general understanding of a particular idea. Clickers are becoming popular in classrooms, and scientists have seen advantages to use in research settings as well. This article presents a case study of how clickers were used to engage participants in crafting physical health messages.
To date, clickers have frequently been used in college classrooms, particularly in large freshman survey courses. In part, this is attributable to the recognition that college students belong to a tech-savvy generation (the "Net Generation," Robinson, 2006) and may respond well to an electronic medium for discussion (Bode, Drane, Kolikant, & Schuller, 2009). Using clickers allows all students, whether there are 20 or 500, to make their "voice" heard while maintaining anonymity (Morse, Ruggieri, & Whelan-Berry, 2010). This is especially useful for more reserved students. In fact, the ensured anonymity of clickers may be a large draw for students and may guarantee greater amounts of feedback (Jones, Connolly, Gear, & Read, 2001; Sharma, Khachan, Chan, & O'Byrne, 2005; Beekes, 2006; Freeman, Blayney, & Glinns, 2006) than other methods that require students to speak in front of the class.
Some educators are hesitant to use clickers, wondering whether use will take up valuable instruction time (Morse, Ruggieri, & Whelan-Berry, 2010) or if they truly aid in learning (Lantz, 2010). However, feedback from students is generally positive (Cue, 1998; Graham, 2007; Lantz, 2010), reflecting the belief that clickers actually help them learn in the classroom. One caveat that Morgan (2008) presented was that students might be unaccustomed to this type of interaction with their professors; they may be used to more face-to-face communication.
Clickers are being used to gather data in multiple contexts. Waltz, Maniccia, Bryde, Murphy, Harris, and Waldenmaier (2010) used clickers to train public health professionals in New York State about emergency preparedness following September 11, 2001 and the subsequent anthrax attacks. They pointed out that when participants are coming from diverse professional backgrounds or discussing sensitive material, clickers "can be a mechanism for equalizing the audience by allowing all participants to provide input while protecting their anonymity" (p. 66).
Bird and McClellan (2010) make a case for using clickers, explaining that participants often desire to view others' responses. By seeing other participants' answers, they are more likely to feel involved with the group and are thus encouraged to participate further. Moreover, the authors note that by using clickers, participants can engage in rich discussion about their answers. In the case of our study, we wanted participants to see, discuss, and understand the differences or similarities of their viewpoints before they engaged in the creation of physical health messages. Participants noted when they had similar or varying responses to specific questions, and they often discussed their reasons for a particular response.
The use of clickers in focus groups provides an opportunity for discussion, once everyone has cast their vote. Also appealing, votes are kept anonymous, which is especially attractive if there is a personal question being asked (Gustafson & Crane, 2005). In its effort to enhance educational programs, Extension relies on local information, which is often personal. For example, in our study, focus group facilitators asked about participants' level of confidence in filling out medical and dental forms. This could be perceived as private or embarrassing. Therefore, it was useful to have a method of gathering data in a group setting that was both anonymous and that displayed the information to everyone and elicited further discussion. 006ab0faaa
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