Audio recording is an important component of digital media productions. In this …
Audio recording is an important component of digital media productions. In this lesson students will make a short recording to learn the basics of Audacity, a free and open-source digital audio editor and recording application software, available for Windows, macOS/OS X and Unix-like operating systems.
A Digital Project Preservation Plan is designed to help with organizing preservation …
A Digital Project Preservation Plan is designed to help with organizing preservation efforts for digital projects. Initially drafted as a companion guide meant to fill the gap on best methods for preserving digital scholarship or digital humanities projects, it can also be applied to digital projects outside the humanities. This preservation plan is most beneficial to those digital humanities (DH) project creators who need guidance on how to start a digital project with preservation in mind. Although the DH community has shared resources and case studies, the examples available tend to focus on DH development, and less on DH preservation. These resources are also located in disparate locations. The Digital Project Preservation Plan is a singular guide, focusing on DH preservation, as a starting point with references to more resources and related DH practices. This is a working document, available to practitioners in whole or part; ideally, it will be used in the early stages of project planning and consulted and revised regularly. The preservation infrastructure should be designed and built as a collaborative effort from the beginning of the project. As priorities, methods and technologies change, the preservation plan will need to be updated and modified accordingly.
This book has been used in humanities (history) and media courses but is applicable to any course that has digital/web project components.
The Table of Contents for this publication includes: Summary, Project Charter, Digital File Inventory, Additional Considerations, Preservation Plan-A Summary and Checklist, References/Plan Resources, Appendix A: Project Charter, Appendix B: Digital File Inventory, Appendix C: Project Profile, Appendix D: Collaborators Web Publishing Agreement, Appendix E: Universal Design Checklist, Appendix F: Preservation Guidance Checklist, and the Glossary.
This course was developed in 1987 by the MIT Center for Advanced …
This course was developed in 1987 by the MIT Center for Advanced Engineering Studies. It was designed as a distance-education course for engineers and scientists in the workplace. Advances in integrated circuit technology have had a major impact on the technical areas to which digital signal processing techniques and hardware are being applied. A thorough understanding of digital signal processing fundamentals and techniques is essential for anyone whose work is concerned with signal processing applications. Digital Signal Processing begins with a discussion of the analysis and representation of discrete-time signal systems, including discrete-time convolution, difference equations, the z-transform, and the discrete-time Fourier transform. Emphasis is placed on the similarities and distinctions between discrete-time. The course proceeds to cover digital network and nonrecursive (finite impulse response) digital filters. Digital Signal Processing concludes with digital filter design and a discussion of the fast Fourier transform algorithm for computation of the discrete Fourier transform.
The course treats: the discrete Fourier Transform (DFT), the Fast Fourier Transform …
The course treats: the discrete Fourier Transform (DFT), the Fast Fourier Transform (FFT), their application in OFDM and DSL; elements of estimation theory and their application in communications; linear prediction, parametric methods, the Yule-Walker equations, the Levinson algorithm, the Schur algorithm; detection and estimation filters; non-parametric estimation; selective filtering, application to beamforming.
This project, which started in May 2021, has a duration of two …
This project, which started in May 2021, has a duration of two years ending last April 2023. DITMEP project aims to improve manufacturing learning, in particular Risk Prevention courses, generating digital capabilities on the methodology (through e-learning, gamification and augmented reality experiences) for educators and trainees. This supports and helps the transformation of manufacturing training aftermath of COVID-19. DITMEP has developed these blended courses for risk prevention with digital capabilities, in a transnational format solution for an innovative and reinforced education on composites manufacturing, which can be easily replicated at other sectors. The DITMEP project consortium is composed of 5 partners, from 3 different EU countries (Germany, Spain, Portugal). Partners come from the training center, university and certifier sectors to cover all aspects of training course development. The main objectives of the project are: • Training course deployment in an e-learning platform with a core syllabus on Risk Prevention and Health, prepared for its adaptation to the specific countries regulation. • Deployment of a common gamification methodology for Risk Prevention training modules • AR mobile application development to support 2 series of learning experiences proposed as part of the core training (virtual spaces signalisation and emergency drills). • To reinforce learners and teachers with digital capabilities: guides on how to use the materials, how to complement in-presence teaching and to develop on-line trainings. • Tools and methodology evaluation through pilot training implementations (in all 3 countries) with included tests for evaluation the procedures from the teachers/learners. Despite the corona pandemic, work in all work packages was able to start in May 2021. The fact that the topic of "digitization" has become extremely central nowadays motivates all project partners and shows that our research project has gained relevance again. The digital tools developed in this project will help to continue to provide high-quality training in the future. Our training course "Prevention of occupational hazards in composite manufacturing” consists of the two blocks "General Risks" and "Specific Risks in Composite manufacturing". The first block is divided into 3 units, the second block is divided into 5 units. Each unit will have its own theoretical part in which the trainee has to build up his knowledge. What you have learned can be applied in the practical part. For our “Personal Safety Equipment” and “Signalization” units, the practical part consists of AR tools, which we developed as part of the project. The theoretical part has been completed and translated into the respective languages of the consortium members (English, Spanish, German and Portuguese). All learning material are available on a Moodle platform and downloadable. The Moodle platform, the AR tools and the entire training course have been validated in pilot tests
**This resource is published by Learning for Justice.Digital and Civic Literacy Skills …
**This resource is published by Learning for Justice.Digital and Civic Literacy Skills is an online website created by Learning for Justice and is a project of the Southern Poverty Law Center. The website includes videos and lessons for students to learn digital and civic literacy skills.
This project is designed based on 21st century skills and to help …
This project is designed based on 21st century skills and to help students engage in, experience, explore and evolve science. As a part of the activity students create a digital poster (infographic) using free online websites, such as: Piktochart, Checkthis, Glogster, Infogram, Easelly, Visually. They are not allowed to use powerpoint, learning to use these websites is one of the objectives of the activity. Students are provided information on Copyright protection and Creative Commons, Referencing and Grading Criteria of the digital poster. Students are assigned one mineral and 1 rock from each category of igneous, sedimentary and metamorphic to describe on the digital poster. Information provided in the textbook and power points such as physical and chemical properties ( included but not limited to: chemical composition, density, texture, color, etc.) and 1 or 2 images of each sample should be included on the poster. Also they are advised to add the most common uses of the samples or any other information that they find interesting, which they may find this information in class material or they may have to do a little research. If they use sources other than class material, they need to cite their references.
This resource contains a series of 9 digital skill building assignments that …
This resource contains a series of 9 digital skill building assignments that were initially used in an online course of postsecondary students from a variety of disciplines. The assignments have a short description followed by an 'over to you' section, which asks students to either practice the skills or reflect on what the skills would mean for them. The assignments could be used in an online class, as a hands-on activity during a face-to-face course, or assigned for students to complete on their own time, outside of class.
This activity illustrates the carbon cycle using an age-appropriate hook, and it …
This activity illustrates the carbon cycle using an age-appropriate hook, and it includes thorough discussion and hands-on experimentation. Students learn about the geological (ancient) carbon cycle; they investigate the role of dinosaurs in the carbon cycle, and the eventual storage of carbon in the form of chalk. Students discover how the carbon cycle has been occurring for millions of years and is necessary for life on Earth. Finally, they may extend their knowledge to the concept of global warming and how engineers are working to understand the carbon cycle and reduce harmful carbon dioxide emissions.
This activity engages students with the concept of Direct Air Capture. Students …
This activity engages students with the concept of Direct Air Capture. Students watch an engaging film, participate in a reading and writing activity, and then model carbon dioxide adsorption/desorption in an exciting lab.
This course introduces principles and technologies for converting heat into electricity via …
This course introduces principles and technologies for converting heat into electricity via solid-state devices. The first part of the course discusses thermoelectric energy conversion and thermoelectric materials, thermionic energy conversion, and photovoltaics. The second part of the course discusses solar thermal technologies. Various solar heat collection systems will be reviewed, followed by an introduction to the principles of solar thermophotovoltaics and solar thermoelectrics. Spectral control techniques, which are critical for solar thermal systems, will be discussed.
So... what do Directors even do? That's not an easy question to …
So... what do Directors even do? That's not an easy question to answer but today Lily will do her best. Generally, directors are the driving creative force behind a movie, deciding what kind of cinematic world the story will take place in, how the performances will fit into that, and how the camera will capture that world. But, there's a lot more to discuss on this episode of Crash Course Film Production with Lily Gladstone.
Nebraska Agriculture in the Classroom is pleased to provide seventh – ninth …
Nebraska Agriculture in the Classroom is pleased to provide seventh – ninth grade students enrolled in an Introduction to Agriculture course in agricultural education with Discover Nebraska: Agriculture Edition. This resource aligns with Agriculture, Food, and Natural Resource Standards (AFNR).
Discover Nebraska: Agriculture Edition will spark conversation, build knowledge, and expose students to agriculture in Nebraska. This resource will stimulate students to explore and learn more about the news and to pay attention to the news they see and hear outside of school. Relevant and accurate information is presented in a weekly reader style magazine to build agricultural literacy – awareness, knowledge, and appreciation – by providing the first of its kind agricultural literacy resource to all agricultural education programs in Nebraska.
Each reader is accompanied by more than sixty pages of Teacher’s Guides broken into Bell Ringers, Discussion Prompts, and Lab Activities. These guides allow learning to take place for more than one class period as educators are encouraged to use each reader per quarter.
Students will design an experiment to relate the voltage difference and current …
Students will design an experiment to relate the voltage difference and current in a circuit. They will collect data, then create and analyze a graph in order to arrive at Ohm's Law. They will create circuits and determine the voltage difference, current, and resistance in the circuit using Ohm's Law. This lesson results from the ALEX Resource Gap Project.
This class addresses the representation, analysis, and design of discrete time signals …
This class addresses the representation, analysis, and design of discrete time signals and systems. The major concepts covered include: Discrete-time processing of continuous-time signals; decimation, interpolation, and sampling rate conversion; flowgraph structures for DT systems; time-and frequency-domain design techniques for recursive (IIR) and non-recursive (FIR) filters; linear prediction; discrete Fourier transform, FFT algorithm; short-time Fourier analysis and filter banks; multirate techniques; Hilbert transforms; Cepstral analysis and various applications. Acknowledgements I would like to express my thanks to Thomas Baran, Myung Jin Choi, and Xiaomeng Shi for compiling the lecture notes on this site from my individual lectures and handouts and their class notes during the semesters that they were students in the course. These lecture notes, the text book and included problem sets and solutions will hopefully be helpful as you learn and explore the topic of Discrete-Time Signal Processing.
This activity allows the students to discuss the burden of student loans …
This activity allows the students to discuss the burden of student loans and financing post-secondary education. An additional aspect to this activity is the mental health aspect regarding heavy debt loads for post-secondary. The discussion could include a debate on student loans, who is responsible and can a student "walk away" from this debt? Should the government pay for post-secondary education for everyone? If yes, would you be willing to pay more taxes for free post-secondary education?
Students often finance their post-secondary education, which can be very expensive over many years. How does a student pay this debt back if they are unable to finish their program, especially in expensive programs such as medicine or law?
I find that when assigning lengthy readings for in-class discussion, it is …
I find that when assigning lengthy readings for in-class discussion, it is extremely helpful to guide students' preparation with specific questions, and incorporate these in worksheets that explicitly call for students to write out their responses before entering the classroom. These worksheets can provide some added structure for whole-class discussion, or can provide a specific agenda for review of the readings in small groups. Because these readings are more than a few years old, I have also found it useful to assign small groups of students to give brief reports that expand on and update the issues raised in the readings.
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Students demonstrate the erythrocyte sedimentation rate test (ESR test) using a blood …
Students demonstrate the erythrocyte sedimentation rate test (ESR test) using a blood model composed of tomato juice, petroleum jelly and olive oil. They simulate different disease conditions, including rheumatoid arthritis, anemia, leukocytosis and sickle-cell anemia, by making appropriate variations in the particle as well as in the fluid matrix. Students measure the ESR for each sample blood model, correlate the ESR values with disease conditions and confirm that diseases alter blood composition and properties. During the activity, students learn that when non-coagulated blood is let to stand in a tube, the red blood cells separate and fall to the bottom of the tube, resulting in a sediment and a clear liquid called serum. The height in millimeters of the clear liquid on top of the sediment in a time period of one hour is taken as the sedimentation rate. If a disease is present, this ESR value deviates from the normal, disease-free value. Different diseases cause different ESR values because blood composition and properties, such as density and viscosity, are altered differently by different diseases. Thus, the ESR test serves as a real-world diagnostic screening test to identify indications of the presence of any diseases in people.
Sometimes the most intimidating part of making a movie is that little …
Sometimes the most intimidating part of making a movie is that little box of concentrated technology called "The Camera." But, FEAR NOT! In this episode of Crash Course Film Production, Lily Gladstone helps us dissect the basics of modern movie cameras so you can have an easier time getting started... hopefully! ***
Overview: This document will support teachers in the design and adaptation of …
Overview: This document will support teachers in the design and adaptation of weekly lessons for distance learning implementation. It is open for public use. The guidance and weekly assignment templates can be used with CTEOnline.org lessons and projects and/or customized for a teacher’s existing curriculum. For CDE guidance on distance learning visit: https://www.cde.ca.gov/ls/he/hn/distancelearning.asp For CTE specific resources vist: https://www.cde.ca.gov/ci/ct/dl/ Advice: Remember, “less is more”. Pick your 3 favorite tech tools max. Once you pick your tools, stick to them. Pick tools that are familiar to your students, whenever possible. Create or locate a 'how to' video to share with students who may need help. Also remind them of the help features of software.
Variability and Accessibility in Distance Learning: Options for delivery and format. Always provide alternatives to video and online resources so content is available for students with and without technology access. Work with your district to identify specific distance learning strategies, accommodations, and modifications for Special Education.
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