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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
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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Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx

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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 DesignDuring the process of envisioning and design.docx

Elements of DesignDuring the process of envisioning and design.docx

Elements of DesignDuring the process of envisioning and design.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 of a contact due 16 OctRead the Case Campbell Soup Co. v..docx

Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx

Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..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 for analyzing mise en sceneIdentify the components of.docx

Elements for analyzing mise en sceneIdentify the components of.docx

Elements for analyzing mise en sceneIdentify the components of.docx

Elements in the same row have the same number of () levelsWhi.docx

Elements in the same row have the same number of () levelsWhi.docx

Elements in the same row have the same number of () levelsWhi.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.

ELEG 421 Control Systems Transient and Steady State .docx

ELEG 421 Control Systems Transient and Steady State .docx

ELEG 421 Control Systems Transient and Steady State .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.

Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx

Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx

Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.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

ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx

ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx

ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.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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