Offered in the spring and fall terms, Introduction to Stagecraft is a hands-on course that gets students working with the tools and techniques of theatrical production in a practical way. It is not a design course but one devoted to artisanship. Among the many remarkable final projects that have been proposed and presented at the end of the course have been a Renaissance hourglass blown in the MIT glass shop and set into a frame turned on our set shop lathe; a four harness loom built by a student who then wove cloth on it; a number of chain mail tunics and coifs; a wide variety of costume and furniture pieces and electrified period lighting fixtures.

The book is intended as an upper level undergraduate or introductory graduate textbook in statistical thinking with a likelihood emphasis for students with a good knowledge of calculus and the ability to think abstractly. By "statistical thinking" is meant a focus on ideas that statisticians care about as opposed to technical details of how to put those ideas into practice. The book does contain technical details, but they are not the focus. By "likelihood emphasis" is meant that the likelihood function and likelihood principle are unifying ideas throughout the text.

Another unusual aspect is the use of statistical software as a pedagogical tool. That is, instead of viewing the computer merely as a convenient and accurate calculating device, the book uses computer calculation and simulation as another way of explaining and helping readers understand the underlying concepts. The book is written with the statistical language R embedded throughout. R and accompanying manuals are available for free download from http://www.r-project.org.

This class assesses current and potential future energy systems, covering resources, extraction, conversion, and end-use technologies, with emphasis on meeting regional and global energy needs in the 21st century in a sustainable manner. Instructors and guest lecturers will examine various renewable and conventional energy production technologies, energy end-use practices and alternatives, and consumption practices in different countries. Students will learn a quantitative framework to aid in evaluation and analysis of energy technology system proposals in the context of engineering, political, social, economic, and environmental goals. Students taking the graduate version, Sustainable Energy, complete additional assignments.

Planetary data are used to investigate and evaluate the Nebular Hypothesis.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This activity is used in my groundwater flow modeling class (GEOS-724), a class for upper-level undergraduates and graduate students. In advance, the students receive an introduction to MATLAB and basic programming constructs, and background on the use of finite difference discretizations for solving partial differential equations.

The problem being solved here is a (relatively) simple steady-state, linear groundwater flow problem. The code presents different numerical methods for solving a seminal groundwater flow problem - the Toth problem (as solved by J. Toth http://onlinelibrary.wiley.com/doi/10.1029/JZ068i016p04795/abstract). The solution to the Toth problem shows that if the water table is a muted expression of surficial topography, then groundwater organizes itself into groundwater flow "cells" of varying expanse.

This problem - which is familiar to most groundwater modelers - provides a baseline for discussing differences in solution methods for numerical models. In this script, different solution styles tested include: 1) A "direct" matrix inversion method which is exact but somewhat memory intensive; 2) An iterative but relatively inefficient "point Jacobi" method; and 3) A more efficient Gauss-Seidel iterative method.

After running this script, students are asked to explore aspects of the solutions and comment on their benefits and drawbacks. For example:
-Which solution method appears to be the most accurate, based on the problem statement (for instance the students should check that streamlines do not intersect no-flow boundaries)
-Which solution requires the least / most memory to compute?
-Which solution is the fastest to compute?
-Which solution obtains the most reasonable mass balance?
-How do the solutions perform if the discretization is increased or other parameters are varied (such as iteration "convergence" parameters)?

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This is an end of the year project for research and presentation skills.

Learning OER Anytime (LOERA) is a series of self-paced, interactive, on-demand, responsive learning modules. LOERA contains 15 learning modules that can be used to provide a structured learning path towards the introduction to Open Education Resources (OER) and an opportunity for additional exploration and discovery of OER.

Software Carpentry lección para la terminal de Unix La terminal de Unix ha existido por más tiempo que la mayoría de sus usuarios. Ha sobrevivido tanto tiempo porque es una herramienta poderosa que permite a las personas hacer cosas complejas con sólo unas pocas teclas. Lo más importante es que ayuda a combinar programas existentes de nuevas maneras y automatizar tareas repetitivas, en vez de estar escribiendo las mismas cosas una y otra vez. El uso del terminal o shell es fundamental para usar muchas otras herramientas poderosas y recursos informáticos (incluidos los supercomputadores o “computación de alto rendimiento”). Esta lección te guiará en el camino hacia el uso eficaz de estos recursos.

Students gain first-hand experience with the steps of the scientific method as well as the overarching engineering design process as they conduct lab research with the aim to create a bioplastic with certain properties. Students learn about the light mechanism that causes ultraviolet bead color change, observe the effect of different light waves on a phosphorescence powder, and see the connection between florescence, phosphorescence and wavelength. Students compose hypotheses and determine experimental procedure details, as teams engineer variations on a bioplastic solid embedded with phosphorescence powder. The objective is to make a structurally sound bioplastic without reducing its glowing properties from the powder embedded within its matrix. Groups conduct qualitative and quantitative analyses of their engineered plastics, then recap and communicate their experiment conclusions in the form of a poster, slides and verbal presentation. As an extension, teams make their own testing apparatuses. As a further extension, they combine all the group results to determine which bioplastic matrix best achieves the desired properties and then “manufacture” the optimum bioplastic into glowing toy figurine end products! Many handouts, instructions, photos and rubrics are provided.

Cette ressource a été créée dans le cadre d'un projet visant à développer des notes de laboratoire en libre accès pour le cours "SIG et la Terre numérique" à l'Université d'Ottawa et son équivalent en anglais "GIS and the Digital Earth". Elle comprend des notes de laboratoire pour cinq labos accompagnés d'exercices pour ce cours d'introduction, ainsi que les données nécessaires aux étudiantes et étudiants pour compléter les labos. Tous les exercices sont basés sur ArcGIS Pro et nécessitent un accès à ce logiciel.

24.901 is designed to give you a preliminary understanding of how the sound systems of different languages are structured, how and why they may differ from each other. The course also aims to provide you with analytical tools in phonology, enough to allow you to sketch the analysis of an entire phonological system by the end of the term. On a non-linguistic level, the course aims to teach you by example the virtues of formulating precise and explicit descriptive statements; and to develop your skills in making and evaluating arguments.

Launch! Advertising and Promotion in Real Time is the first free, open source text for advertising and marketing classes. A new alternative to introductory texts that can cost into three figures and provide information that is extraneous or outdated, Launch! offers a basic text at no cost to students. Instead, we generate revenue through individually priced materials such as discretionary hard copies of the text (for those of you who still like to mark up your book the old-fashioned way), study guides, podcasts and streaming interviews (à la iTunes), user-generated content, advertising sales, and corporate sponsorship. There’s something else that’s really unique and cool about Launch! Welcome to the first advertising textbook written in partnership with a real-life advertising agency. It’s fine to talk about ad campaigns from the past, but we’d rather hear about one from the horse’s mouth—while it’s still happening. We’re going to teach you about the ad biz the way you’ll learn it if you choose to make it your career (and we hope you do). None of that shiny, happy, “talking heads” stuff; we’re going to take the gloves off and show you how a campaign works (and sometimes doesn’t) from the vantage point of the people who have to do it every day. Prepare to Launch!

Law 101: Fundamentals of Law, New York and Federal Law is an attempt to provide basic legal concepts of the law to undergraduates in easily understood plain English. Each chapter covers a different area of the law. Areas of law were selected based on what legal matters undergraduates may typically encounter in their daily lives. The textbook is introductory by nature and not meant as a legal treatise.

This is a YouTube channel with about three dozen short (15 min) talks about various topics related to learning and behavior or conditioning and learning. The talks cover the full range of topics typically included in a course on learning, including habituation, classical conditioning, instrumental conditioning, schedules of reinforcement, theories of reinforcement, behavioral economics, the Premack principle, extinction, stimulus control, and memory, The talks were written and delivered by Michael Domjan, Professor of Psychology at the University of Texas at Austin and are based on Domjan's popular textbooks, The Principles of Learning and Behavior (published by Cengage) and The Essentials of Conditioning and Learning (published by the American Psychological Association). The number of talks and range of topics is sufficient to make up all of the lectures needed for a course on learning.

Lecture #11 for the course: CS 3550: Cybersecurity - "Identity & Access Management". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

Lecture #12 for the course: CS 3550: Cybersecurity - "Network & Endpoint Security". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

Lecture #13 for the course: CS 3550: Cybersecurity - "Patching & Vulnerability Management". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

Lecture #14 for the course: CS 3550: Cybersecurity - "Business Continuity & Disaster Recovery". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

Lecture #15 for the course: CS 3550: Cybersecurity - "Application Security". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

Lecture #16 for the course: CS 3550: Cybersecurity - "Mobile Devices & Wireless Connectivity". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.