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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 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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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 .

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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.

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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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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 .

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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.

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Elevated Blood Lead Levels in Children Associated With the Flint Drinking Water Crisis: A Spatial Analysis of Risk and Public Health Response Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD Objectives. We analyzed differences in pediatric elevated blood lead level incidence before and after Flint, Michigan, introduced a more corrosive water source into an aging water system without adequate corrosion control. Methods. We reviewed blood lead levels for children younger than 5 years before (2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the percentage of elevated blood lead levels in both time periods, and identified geo- graphical locations through spatial analysis. Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05) after water source change, and neighborhoods with the highest water lead levels ex- perienced a 6.6% increase. No significant change was seen outside the city. Geospatial analysis identified disadvantaged neighborhoods as having the greatest elevated blood lead level increases and informed response prioritization during the now-declared public health emergency. Conclusions. The percentage of children with elevated blood lead levels increased after water source change, particularly in socioeconomically disadvantaged neighborhoods. Water is a growing source of childhood lead exposure because of aging infrastructure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003) See also Rosner, p. 200. In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed emergency management, changed its water supply from Detroit-supplied Lake Huron water to the Flint River as a temporary measure, awaiting a new pipeline to Lake Huron in 2016. Intended to save money, the change in source water severed a half- century relationship with the Detroit Water and Sewage Department. Shortly after the switch to Flint River water, residents voiced concerns regarding water color, taste, and odor, and various health complaints including skin rashes.1 Bacteria, including Escherichia coli, were detected in the distribution system, resulting in Safe Drinking Water Act violations.2 Additional disinfection to control bacteria spurred formation of disinfection byproducts including total tri- halomethanes, resulting in Safe Drinking Water Act violations for trihalomethane levels.2 Water from the Detroit Water and Sewage Department had very low corrosivity for lead as indicated by low chloride, low chloride-to-sulfate mass ratio, and presence of an orthophosphate corrosion inhibitor.3,4 By contrast, Flint River water had high chloride, high chloride-to-sulfate mass ratio, and no corrosion inhibitor.5 Switching from Detroit’s Lake Huron to Flint River water created a perfect storm for lead leach- ing into drinking water.6 The aging Flint water distribution system contains a hig.

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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.

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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 .

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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.

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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. .

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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. .

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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? .

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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 .

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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 .

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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

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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

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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

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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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Educational technology has an important role in any instructional d.docx

1. 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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