Literally, ‘mise-en-scene’ means “placing on stage.” But in film, mise-en-scene encompasses everything …
Literally, ‘mise-en-scene’ means “placing on stage.” But in film, mise-en-scene encompasses everything the camera is capturing. The artists and crafts-people who work in Production Design, Wardrobe, and Hair and Makeup are responsible for setting the stage of a film and making sure the characters fit on that stage. In this episode of Crash Course Film Production, Lily Gladstone talks us through the roles involved in designing the world of a film.
This course covers the design, construction, and testing of field robotic systems, …
This course covers the design, construction, and testing of field robotic systems, through team projects with each student responsible for a specific subsystem. Projects focus on electronics, instrumentation, and machine elements. Design for operation in uncertain conditions is a focus point, with ocean waves and marine structures as a central theme. Topics include basic statistics, linear systems, Fourier transforms, random processes, spectra, ethics in engineering practice, and extreme events with applications in design.
A short guide dedicated to every car detailer. It is about detailing …
A short guide dedicated to every car detailer. It is about detailing car tires using tire degreaser and tire dressing. With this you will be able to achieve a wet black look.
This is a three-week lab sequence aimed at determining the approximate amount …
This is a three-week lab sequence aimed at determining the approximate amount of carbon stored in a local bog and teaching skills for solving complex problems through collaborative work.
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Introduction to selecting the proper punch and die for air bending or …
Introduction to selecting the proper punch and die for air bending or bottoming when forming on a press brake. Includes charts and methods for selection.
Innovative Practices for Sustainability Leadership Short Description: Developing Change Agents examines the …
Innovative Practices for Sustainability Leadership
Short Description: Developing Change Agents examines the role of academia in creating the next generation of sustainability leaders. Delving into strategies to transform higher education, this volume empowers universities to develop change agents who can scale solutions to meet the wicked environmental, social, and political challenges of the present and future. Developing Change Agents advances a revolutionary perspective on the way academia functions from the administrative hierarchies to faculty, and the classroom and to deep engagement in the communities where the solutions must be co-created. This book works to find a transdisciplinary, effective method of tackling the world’s issues with reference to emotional intelligence, diversity, community, and reward structures and supports a tailored, reflexive approach based upon each university’s diverse and unique students, faculty, programs, and communities. From the ANGLES NETWORK: A Network for Graduate Leadership in Sustainability
Word Count: 75528
ISBN: 978-1-946135-57-5
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Innovative Practices for Sustainability Leadership Short Description: Developing Change Agents examines the …
Innovative Practices for Sustainability Leadership
Short Description: Developing Change Agents examines the role of academia in creating the next generation of sustainability leaders. Delving into strategies to transform higher education, this volume empowers universities to develop change agents who can scale solutions to meet the wicked environmental, social, and political challenges of the present and future. Developing Change Agents advances a revolutionary perspective on the way academia functions from the administrative hierarchies to faculty, and the classroom and to deep engagement in the communities where the solutions must be co-created. This book works to find a transdisciplinary, effective method of tackling the world’s issues with reference to emotional intelligence, diversity, community, and reward structures and supports a tailored, reflexive approach based upon each university’s diverse and unique students, faculty, programs, and communities. From the ANGLES NETWORK: A Network for Graduate Leadership in Sustainability
Word Count: 75528
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Are we teaching what we think we are teaching?""Are students learning what …
Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.
Are we teaching what we think we are teaching?""Are students learning what …
Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.
As a culminating assignment in Natural Hazards Planning, students work in teams …
As a culminating assignment in Natural Hazards Planning, students work in teams to create 15-year mitigation strategy for a selected jurisdiction using the FEMA 386 methodology for prioritizing mitigation options.
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Through this activity, students in a liberal arts mathematics class will develop …
Through this activity, students in a liberal arts mathematics class will develop experience with real-world statistical concepts through the context of sustainability: estimation, survey writing, sampling techniques, and data analysis.
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Students spend the semester developing a stream restoration proposal for a local …
Students spend the semester developing a stream restoration proposal for a local watershed. Students are asked to collect geomorphic field data and use these data to design a restoration plan.
In this guided research and critical thinking activity, students prepare a research …
In this guided research and critical thinking activity, students prepare a research paper comprised of two parts: 1) a "state-of-the-science" review and synthesis of selected literature from risk and resilience research (provided) and 2) a brief critical appraisal of how current knowledge is (or could be) applied to building disaster resilience in a real-world scenario. Part 2 will be set in a student-selected hazard context (coastal hazards, flooding, or earthquake), employment sector (academia, government, private industry, services, non-profit), and geopolitical sphere of influence (e.g., Resilience to earthquake disaster in the student population at Universidad de Lima, Peru).
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This lesson introduces the concept of developmental domains. They are separate concepts …
This lesson introduces the concept of developmental domains. They are separate concepts but work together to achieve individual growth and development. This lesson is inquiry-based and will take between 40 and 50 minutes.
Watch “Bright Eyes” video and introduce Shirley Temple using some of the …
Watch “Bright Eyes” video and introduce Shirley Temple using some of the information contained in the Who is Shirley Temple document.Have students arrange the provided pictures, youngest to oldest. They should note what features or characteristics they are using to make the age determination.Have students complete the Jamboard, Determine Age.
We introduced a new required course "EnSc 210: Issues in Environmental Science" …
We introduced a new required course "EnSc 210: Issues in Environmental Science" for our majors about three years ago. When I was assigned to teach this course for the first time, I struggled with developing a syllabus and recommending a text for the course. Since we also offer classes in "Environmental Geology" and an introductory course "EnSc 110 Understanding the Earth," the challenge was to avoid duplication while developing an appropriate syllabus. What I finally decided to do was to have students provide ideas. So, on the first day of class I announced that we don't have a syllabus for this course (many sighs of disappointment) and, after a brief remark on some current environmental issues, invited each student to suggest at least one topic for inclusion in the course. After some hesitation (as expected) hands went up and I began writing each topic on the white board. Pretty soon we had 20-25 topics with some overlapping themes. Some of these included: population problem, global climate change, air and water pollution, waste management, environmental health, species decline, environmental impact of large dams, and sustainability. After some discussions about relative importance of various topics and the time available to cover each during the semester, we narrowed it down to about 10 topics for detailed study. I prepared my syllabus (linked below) based on this list which worked very well because: we were able to include key topics and, very importantly, students felt a sense of 'ownership' which led to a very interesting and interactive class experience throughout the semester.
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What do you need to know to diagnose parasites? These slides introduce …
What do you need to know to diagnose parasites? These slides introduce methods for identifying parasites by shape and size, number of legs, sex, and where found in the host animal or environment. Accessed 2022 from Texas A&M College of Veterinary Medicine & Biomedical Sciences PEER Program site.
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