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Audio Production - Module 1: Field Recording Basics

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This module is part of the Audio Production 1 class offered at Lane Community College in Eugene, OR. The purpose of this class is to introduce students to sound manipulation for time-based media. The class covers three elements; field recording, foley capture and ADR. The course uses Pro Tools for recording, editing, mixing and mastering.This first module looks at mobile recorders. It is broken up into three tasks.Activity 1: Getting to know the equipmentActivity 2: Using the equipmentActivity 3: Importing and Editing sounds captured.The mobile recording units used at LCC are the PMD-660, Zoom H4n (and Pro) and Tascam DR-110. You will need the following equipment:mobile recording devicesXLR mic cablesshotgun microphones------------------------------------------Footnote:Image used: Two individuals recording ecoacoustics in the field. Recording ecoacoustics in rural Illinois, USAPublic DomainFile:Ecoacoustics recording in Rural Illinois, USA.jpgCreated: 04:24, 11 November 2009 (UTC) July 2009

Material Type: Module

Author: Melissa Stark

Beginning Japanese for Professionals: Book 1

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This textbook is designed for beginning learners who want to learn basic Japanese for the purpose of living and working in Japan. Unlike textbooks written primarily for students, whose content largely centers on student life, this book focuses more on social and professional life beyond school. As a beginning level textbook, this book includes many elementary grammar patterns (Japanese Language Proficiency Test Levels 5 and 4), but the vocabulary and situations are selected specifically for working adults. Explanations are kept concise so as to only cover key points. The main focus is on oral communication and the accompanying audio is to be used extensively. This textbook can be used for self-study, as part of an online course, or as a traditional college course.

Material Type: Textbook

Author: Emiko Konomi

Composition 1 WRT 101 Objectives and Goals

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Student Learning Objectives As a result of meeting the requirements in this course, you will be able to:1.     Employ a variety of approaches to analyze and interpret texts.  2.     Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. 3.      Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing.  4.      Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument.   5.     Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. 6.     Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. 7.     Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science.  8.      Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers.  9.      Write an argumentative research paper accurately incorporating material from outside sources.Course RequirementsYou will be required to do the following:Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5)Write at least one in-class essay.     (Meets student learning objectives 2-5)Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc.      (Meets student learning objectives 1-6)Read, interpret, and analyze a variety of texts.      (Meets student learning objectives 1, 2)Conduct independent research and write a 5-7-page research paper, using MLA style.      (Meets student learning objectives 6-9)Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing.      (Meets student learning objectives 1-9)Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose.      (Meets student learning objectives 2-7)

Material Type: Module

Author: Ellen Feig

A brief journey through Arabic Grammar: Part 1

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This is a tutorial on the very basics of Arabic grammar. Using vocabulary built on the Qur'an and the hadith, the tutorial uses vocabulary lists and translation exercises to teach grammatical points. The answers are included in the exercises. Grammar covered in the first half of this tutorial includes the subject and predicate, gender, numbers, the genitive case, interrogatives, pronouns, and prepositions. Charts of pronouns and attached pronouns are included in the tutorial.

Material Type: Reading

Learning Objectives for WRT 101: Composition 1

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Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1.     Employ a variety of approaches to analyze and interpret texts.  (PLG 1) (Gen Ed Goal 1 a)2.     Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3.      Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing.  (PLG 3) (Gen Ed Goal 1 c, d)     4.      Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument.   (PLG 3) (Gen Ed Goal 1c, d)5.     Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c)    6.     Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7.     Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science.  (PLG 6) (Gen Ed Goal 4 a, b, c, d)8.      Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers.  (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9.      Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay.     (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc.      (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts.      (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style.      (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing.      (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose.      (Meets student learning objectives 2-7)

Material Type: Module

Author: Ellen Feig

Joseph Conrad and Postcoloniality - Part 1: Conrad and Chinua Achebe

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Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this first part, Peter takes Chinua Achebe's 1975 critique of Conrad as a starting point. Achebe deemed Conrad a 'bloody racist', and McDonald considers how Conrad's relationship to language and narrative complicates this. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

Material Type: Lecture

Author: Peter McDonald

Vocabulary Words: Media, Reporting and Broadcasting: Part 1

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This list presents a basic set of vocabulary words that broadly deal with media, particularly news reports and the most commonly used phrases and expressions during televised reports. The words including verbs and nouns that deal with verbs and nouns typically used to describe newsworthy events and stories, as well as the Arabic equivalents for words such as news, stories, developments, and situation. The majority of words contained within the website are nouns, and some verbs are interspersed. The words and verbs are presented in both modern standard and colloquial Egypt, and feature Arabic text and transliteration.

Material Type: Reading

PLA-100: Introduction to Prior Learning Assessment

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Introduction to Prior Learning Assessment explains how to earn college credit for what one already knows and can validly document. In this course, students discover how learning gained from work and life experiences could potentially earn college credit. The course covers the background of Prior Learning Assessment (PLA), learning styles, PLA options, and factors leading to program success. Students analyze their own background and experience to determine whether pursuing the PLA option might fit their goals By successfully completing this course, students will have a better idea of the next steps to take and the ways PLA can expedite their degree.

Material Type: Full Course, Lecture Notes

Author: Center for the Assessment of Learning and Terry Hoffmann

WRT101 Objectives and Goals

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Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1.     Employ a variety of approaches to analyze and interpret texts.  (PLG 1) (Gen Ed Goal 1 a)2.     Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3.      Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing.  (PLG 3) (Gen Ed Goal 1 c, d)     4.      Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument.   (PLG 3) (Gen Ed Goal 1c, d)5.     Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c)    6.     Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7.     Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science.  (PLG 6) (Gen Ed Goal 4 a, b, c, d)8.      Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers.  (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9.      Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay.     (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc.      (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts.      (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style.      (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing.      (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose.      (Meets student learning objectives 2-7)

Material Type: Module

Author: Ellen Feig

Music 101

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Welcome to Music 101.  I think you’ve made a smart choice to spend some weeks studying some of the greatest music ever written.  Consider for a moment how quickly a hit pop song passes from fashionable to forgotten.  Those of us that have been out of high school or college more years than we care to remember have certainly had the experience of hearing a favorite anthem of our youth and thinking, “Oh yeah, that song!  I’d forgotten that one.”  Think about that: the song was totally loved, then completely forgotten within a matter of just a few years.  Then consider that many of the composers that we will study have been dead for over two hundred years, and yet their music has never been forgotten and never stopped being performed and loved.  That, quite simply, is amazing.

Material Type: Full Course, Textbook

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