Educational technology has an important role in any instructiona.docx
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Educational technology has an important role in any instructional design experience. The variety of tools continues to grow, and new educational uses are being rapidly identified. Therefore, it is important to stay current with educational technology trends and make your selections based on sound design principles. For this Individual Project, compare and contrast each of the categories of tools listed below. Define them in your own words, and describe how they might be used to enhance a quality instructional design or help facilitate a quality educational experience. Hint: Remember to consider the impact these tools have on administrative, instructional designer, learner, stakeholder, and teacher and faculty needs. Provide at least 1 example for each type of tool to support your analysis. Deliverable Length: 5-7 pages Peripheral Equipment and Resources Cloud computing Social networking tools Web 2.0 tools Classroom instructional media Cell phones, tablets, and other highly-portable technology tools Electronic whiteboards Massive open online courses (MOOCs) Please submit your assignment. .
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Educational technology has an important role in any instructional d.docx
Educational technology has an important role in any instructional design experience. The variety of tools continues to grow, and new educational uses are being rapidly identified. Therefore, it is important to stay current with educational technology trends and make your selections based on sound design principles. For this Individual Project, compare and contrast each of the categories of tools listed in the following. Define them in your own words, and describe how they might be used to enhance a quality instructional design or help facilitate a quality educational experience.
Hint:
Remember to consider the impact that these tools have on administrative, instructional designer, learner, stakeholder, and teacher and faculty needs. Provide at least 1 example for each type of tool to support your analysis.
Peripheral Equipment and Resources
Cloud computing
Social networking tools
Web 2.0 tools
Open Educational Resources
Classroom instructional media
Cell phones, tablets, and other highly portable technology tools
Electronic whiteboards
Massive open online courses (MOOCs)
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Educational Technology Educational technology has an importa.docx
Educational Technology
Educational technology has an important role in any instructional design experience. The variety of tools continues to grow, and new educational uses are being rapidly identified. Therefore, it is important to stay current with educational technology trends and make your selections based on sound design principles. For this Individual Project, compare and contrast each of the categories of tools listed in the following. Define them in your own words, and describe how they might be used to enhance a quality instructional design or help facilitate a quality educational experience.
Hint:
Remember to consider the impact that these tools have on administrative, instructional designer, learner, stakeholder, and teacher and faculty needs. Provide at least 1 example for each type of tool to support your analysis.
Peripheral Equipment and Resources
Cloud computing
Social networking tools
Web 2.0 tools
Open Educational Resources
Classroom instructional media
Cell phones, tablets, and other highly portable technology tools
Electronic whiteboards
Massive open online courses (MOOCs)
.
Educational Technology.docx
Educational technology plays an important role in instructional design by providing a variety of tools that can enhance learning experiences. These tools continue to grow in number and find new educational applications. It is important for instructional designers to stay informed about emerging educational technologies and choose tools that follow sound design principles. This document asks the reader to compare and contrast different categories of educational technology tools, define them, and describe how each could be used to benefit instructors, learners, and other stakeholders.
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To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
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Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
My portfolio in educational technology
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Educational technology has an important role in any instructional d.docx
Educational technology has an important role in any instructional design experience. The variety of tools continues to grow, and new educational uses are being rapidly identified. Therefore, it is important to stay current with educational technology trends and make your selections based on sound design principles. For this Individual Project, compare and contrast each of the categories of tools listed in the following. Define them in your own words, and describe how they might be used to enhance a quality instructional design or help facilitate a quality educational experience.
Hint:
Remember to consider the impact that these tools have on administrative, instructional designer, learner, stakeholder, and teacher and faculty needs. Provide at least 1 example for each type of tool to support your analysis.
Peripheral Equipment and Resources
Cloud computing
Social networking tools
Web 2.0 tools
Open Educational Resources
Classroom instructional media
Cell phones, tablets, and other highly portable technology tools
Electronic whiteboards
Massive open online courses (MOOCs)
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Educational Technology Educational technology has an importa.docx
Educational Technology
Educational technology has an important role in any instructional design experience. The variety of tools continues to grow, and new educational uses are being rapidly identified. Therefore, it is important to stay current with educational technology trends and make your selections based on sound design principles. For this Individual Project, compare and contrast each of the categories of tools listed in the following. Define them in your own words, and describe how they might be used to enhance a quality instructional design or help facilitate a quality educational experience.
Hint:
Remember to consider the impact that these tools have on administrative, instructional designer, learner, stakeholder, and teacher and faculty needs. Provide at least 1 example for each type of tool to support your analysis.
Peripheral Equipment and Resources
Cloud computing
Social networking tools
Web 2.0 tools
Open Educational Resources
Classroom instructional media
Cell phones, tablets, and other highly portable technology tools
Electronic whiteboards
Massive open online courses (MOOCs)
.
Educational Technology.docx
Educational technology plays an important role in instructional design by providing a variety of tools that can enhance learning experiences. These tools continue to grow in number and find new educational applications. It is important for instructional designers to stay informed about emerging educational technologies and choose tools that follow sound design principles. This document asks the reader to compare and contrast different categories of educational technology tools, define them, and describe how each could be used to benefit instructors, learners, and other stakeholders.
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The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
My portfolio in educational technology
The document discusses various topics in educational technology including learning analytics, team-based learning assessment, learning management systems, open educational resources, WordPress, MOOCs, service design, gamification, open textbooks, learning commons, iPad applications, and online media editing tools. The student explains how their educational technology course helped them better understand the importance of technology in teaching and developed skills like collaboration, assessment, research, and understanding. They feel more confident using technology instead of old ways and are aware of the evolution of technology.
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A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.
For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.
Include a title slide, reference slide, and presenter’s notes.
For each form of technology, include the following components:
A detailed description and how the technology works to engage students and enhance math instruction
A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
Description of how each form of technology can be used to support collaboration with families, students, and school personnel.
Description of how each form of technology engages students in collaboration with others in face-to-face or virtual environments
Support your findings with a minimum of three scholarly resources.
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A major component of being a teacher is the collaboration with t.docx
A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.
For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.
Include a title slide, reference slide, and presenter’s notes.
For each form of technology, include the following components:
A detailed description and how the technology works to engage students and enhance math instruction
A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
Description of how each form of technology can be used to support collaboration with families, students, and school personnel.
Description of how each form of technology engages students in collaboration with others in face-to-face or virtual environments
Support your findings with a minimum of three scholarly resources.
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Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
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A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.
For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.
Include a title slide, reference slide, and presenter’s notes.
For each form of technology, include the following components:
A detailed description and how the technology works to engage students and enhance math instruction
A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
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Support your findings with a minimum of three scholarly resources.
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A major component of being a teacher is the collaboration with t.docx
A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.
For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.
Include a title slide, reference slide, and presenter’s notes.
For each form of technology, include the following components:
A detailed description and how the technology works to engage students and enhance math instruction
A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
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Support your findings with a minimum of three scholarly resources.
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Professional Technology Use Presentation
This document summarizes the technology available and its integration in North Bend Elementary classrooms. It describes the hardware including computers, iPads, Activboards, and student response devices. Software includes Microsoft Office, online curricula, data dashboards, and more. The goals of the school district technology vision are to promote online learning, access to digital content, safe online environments, equity in access, ongoing professional development, and use of relevant technologies. Teachers integrate technology throughout the day for lessons, assessments, communication, and student practice. Skills needed include setting up accounts, navigating programs, operating hardware, and explaining technology simply. Teachers can become proficient by attending technology courses, collaborating with colleagues, and practicing frequently
MY portfolio in Edtech
1) The document discusses Jeniffer Nova's portfolio in educational technology. It covers topics like educational technology, learning through Edtech 1 and 2 courses, and Nova's views on technology after taking these courses.
2) Educational technology is defined as the effective use of technological tools in learning. It involves tools like media, hardware, and software as well as theoretical perspectives for application.
3) Nova learned that educational technology helps future educators understand different technology uses in education. Technology integrates into 21st century teaching and learning but should only be used as a tool, not replace the teacher.
Greg ASCL Business Leaders Conference June 2016 - Improving Productivity with...
Greg Hughes discusses his vision for using iPads to improve student learning outcomes at The de Ferrers Academy. His goals are to equip all students and staff with digital learning tools, ensure a sustainable 1:1 program, and leverage mobile technologies to enable 24/7 access to learning. Key aspects of the implementation include continuous professional development for teachers, inclusion, collaboration, assessment for learning, and developing student creativity. Data shows the program is positively impacting student results, engagement, and closing achievement gaps, while reducing costs.
Mathematics Rigor and Relevance with Web 2.0
The document discusses using Web 2.0 technologies to enrich mathematics learning experiences for students. It encourages project-based instruction and developing skills like critical thinking. Specific Web 2.0 tools are presented that could motivate students and support higher-order thinking skills, including blogs, wikis, videos and voice threads. The document argues technology complements good teaching by extending lessons beyond the classroom.
Technology & Advising Use in Higher Ed #AdvTech 2013 - Research Overview over...
The document discusses research on the use of technology in higher education advising. It provides an overview of several studies and reports on emerging technologies likely to impact advising over the next 1-5 years. These include open educational resources, electronic books, and gesture-based computing. The document also summarizes the goals and resources of organizations that study technology use in higher education, such as EDUCAUSE and the National Survey of Student Engagement. Advisors are surveyed about what technologies they use and what their ideal technology-enabled advising system would be. Key themes that emerge are a desire for integrated, student-centric advising systems and a view of technology as a tool to enhance advising rather than replace personal interaction.
Workbook Campus Collaboration
The document provides an overview of technologies and best practices for developing interactive classrooms on college campuses. It discusses four key interactive classroom technologies: interactive displays, interactive tablets/computers, lecture capture systems, and wireless presentation systems. It outlines the benefits of interactive classrooms, such as enabling more active and peer-to-peer learning. Challenges of interactive classrooms and factors to consider when selecting hardware and software are also addressed. The document includes case studies of institutions that have implemented interactive classroom technologies and collaboration spaces.
Digital transformation & Education
This document discusses Microsoft's vision and efforts around digital transformation in education. It highlights Microsoft's goals of empowering every person to achieve more through technology and helping redefine learning both in and out of the classroom. The document outlines several of Microsoft's education tools and initiatives like OneNote Class Notebook, Minecraft for education, and tools to accommodate different learning styles. It also discusses Microsoft's framework to help guide education systems through digital transformation.
552udl
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
Analysis Of Presentation Tools For Developing Training Materials
This document analyzes and compares various presentation tools that can be used to develop training materials and promote active learning. It discusses 10 tools - Buncee, Google Slides, Haiku Deck, LessonUp, NearPod, Pear Deck, PowToon, Prezi, Sutori, and Visme. For each tool, it provides a brief description and overview of features. It then assesses and compares the tools based on language availability, licensing, ability to work simultaneously, and features for student assessment. The document concludes that these tools can offer educators a variety of options for developing educational materials and facilitating active student participation.
Debut Presentation Rsc Jisc Forum Dec 08
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
Michelle w hinson_eim504_slidesharing [autosaved]
This document discusses the role of teachers as collaborators and the use of assistive technologies. It emphasizes that collaboration should include active participation from students and peers, as well as the use of technology to collaborate. Effective collaboration helps students feel safe sharing views without judgment. The document also provides examples of collaborative learning tools like web conferencing and wikis that teachers can use with students. It stresses that teachers should collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about technology. The document discusses assistive technologies that can help students with disabilities and range from low-tech to high-tech options.
Similar to Educational technology has an important role in any instructiona.docx (20)
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Education App Development : Cost, Features and Example
Education App Development : Cost, Features and Example
Greg ASCL Business Leaders Conference June 2016 - Improving Productivity with...
Greg ASCL Business Leaders Conference June 2016 - Improving Productivity with...
Technology & Advising Use in Higher Ed #AdvTech 2013 - Research Overview over...
Technology & Advising Use in Higher Ed #AdvTech 2013 - Research Overview over...
Analysis Of Presentation Tools For Developing Training Materials
Analysis Of Presentation Tools For Developing Training Materials
More from toltonkendal
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docx
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elev ent h EDIT ION
REAL ESTATE
PRINCIPLES
CHARLES F. FLOYD and MARCUS T. ALLEN
00RePrinciples_BOOK.indb 1 11/25/2014 8:03:22 AM
This publication is designed to provide accurate and authoritative information
in regard to the subject matter covered. It is sold with the understanding that the
publisher is not engaged in rendering legal, accounting, or other professional
advice. If legal advice or other expert assistance is required, the services of a
competent professional should be sought.
President: Dr. Andrew Temte
Chief Learning Officer: Dr. Tim Smaby
Executive Director, Real Estate Education: Melissa Kleeman-Moy
Development Editor: Julia Marti
REAL ESTATE PRINCIPLES ELEVENTH EDITION
©2014 Kaplan, Inc.
Published by DF Institute, Inc., d/b/a Dearborn Real Estate Education
332 Front St. S., Suite 501
La Crosse, WI 54601
All rights reserved. The text of this publication, or any part thereof, may not be
reproduced in any manner whatsoever without written permission from the
publisher.
Printed in the United States of America
ISBN: 978-1-4754-2173-6 / 1-4754-2173-7
PPN: 1515-0111
00RePrinciples_BOOK.indb 2 11/25/2014 8:03:22 AM
DEDICATION
This book is dedicated to
R. W. Barber
a man of the land
and
C. O. Floyd
a man of business.
—Charles F. Floyd
This book is dedicated to
Rhonda, Melanie, and Issabella.
—Marcus T. Allen
00RePrinciples_BOOK.indb 3 11/25/2014 8:03:23 AM
00RePrinciples_BOOK.indb 4 11/25/2014 8:03:23 AM
v
c o n t e n t s
p r e f a c e x i i i
r e a l e s tat e t o d ay f e at u r e s x v i i
c h a p t e r 1
Why Study Real Estate? xx
Chapter Preview 1
The Role of Real Estate Studies in Business Education 2
Personal and Business-Related Real Estate Decisions 2
Organization of This Book 3
Special Characteristics of Real Estate 4
The Economic Importance of Real Estate 9
The Real Estate Industry: Career Opportunities 10
Chapter Review 13
Key Terms 14
p a r t o n e
Real Estate Legal Analysis 15
c h a p t e r 2
Property Rights and Legal Descriptions 16
Chapter Preview 17
Real versus Personal Property 18
Fixtures 18
Mineral and Air Rights 20
Water Rights 20
Estates in Land 23
Concurrent Estates 29
00RePrinciples_BOOK.indb 5 11/25/2014 8:03:23 AM
vi Contents
Condominium Ownership 31
Cooperative Ownership 32
Time-Shares 32
Legal Descriptions 32
Chapter Review 43
Key Terms 45
Study Exercises 46
Further Reading 47
c h a p t e r 3
Private Restrictions on Ownership 48
Chapter Preview 49
Covenants, Conditions, and Restrictions 50
Liens 54
Easements 58
A Relatively New Type of Easement 64
Profit a Prendre 64
Encroachments 64
Adverse Possession 66
Chapter Review 67
Key Terms 68
Study Exercises 68
c h a p t e r 4
Public Restrictions on Ownership 70
Chapter Preview 71
The Property Tax 72
Power of Eminent Domain 74
Police Power 75
The Comprehensive General Plan 76
Zoning 76
Chapter Review 94
Key Terms 96
Study Exercises 9.
Elements of the Communication ProcessIn Chapter One, we learne.docx
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docx
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docx
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docx
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docx
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docx
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docx
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docx
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
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