Location: Electronic Resource- 

Location: Electronic Resource- 

Location: Electronic Resource- 

Location: Electronic Resource- 

Location: Engineering Library- QA76.73.J39B76 2016

Location: Engineering Library- QA76.9.D343M34 2016

Location: Electronic Resource- 

Gus Walz, the 17-year-old son of Minnesota Gov. Tim Walz, has nonverbal learning disorder. He's one of millions of American kids with NVLD, which has been described as the opposite of dyslexia.

In the first episode of a series learning Logic Pro X for Mac, Ming introduces how to create a new project and audio for a Logic Pro X project. He also shows us some useful shortcuts to make the process easier and more efficient. These shortcuts include:

Metronome: K
Recording: R
Pause or play: Space bar
Advance a bar: .
Go back one measure: ,
Solo or unsolo the current track: S
Mute or unmute the current track: M
Go back to the beginning of the project: Enter
Go to the end of the track: Option + Enter

Note: Logic Pro X is a professional grade digital audio workstation (DAW) and MIDI sequencer. It is suggested to have some familiarity with Digital Audio Workstations to get the most from this series.

In the second episode of his series learning Logic Pro X for Mac, Ming introduces two main sections. In the first part, Ming explains why the Interface and Microphone are important in professional recording and music editing, and how the Interface works. Ming uses logic to demonstrate how to slice and dice regions, efficiently move regions to neighboring regions, and export and merge projects into different audio formats. These shortcuts include:

Command + B: Bounce your project

Option + [ ] "Align the current region to the left or right of other regions.

Pause or play: Space bar.

See also: Learning Logic Pro X: Episode 1 - Creating a New Project

Note: Logic Pro X is a professional grade digital audio workstation (DAW) and MIDI sequencer. It is suggested to have some familiarity with Digital Audio Workstations to get the most from this series.

In the third instalment of his tutorial series on learning Logic Pro X for Mac, Ming demonstrates how to utilize the Automation feature in Logic Pro X to manipulate the volume and panning of your tracks. Used shortcuts include:

Switch Automation: A

See also:
Learning Logic Pro X: Exploring Interfaces, Choosing a Microphone, and Basic Editing Techniques
Learning Logic Pro X: Episode 1 - Creating a New Project

Note: Logic Pro X is a professional grade digital audio workstation (DAW) and MIDI sequencer. It is suggested to have some familiarity with Digital Audio Workstations to get the most from this series.

In the fourth instalment of his tutorial series on learning Logic Pro X for Mac, Ming demonstrates how to create, browse, and select virtual instruments in Logic Pro X. He then demonstrates how you can create a 5-bars long piece of music in a few minutes using a number of different virtual instruments. Used shortcuts include:

Turn on and off the midi note writing input on your computer: Command-K

Mentioned resource:

• sweetwater.com

See also:

Learning Logic Pro X: Automation
Learning Logic Pro X: Exploring Interfaces, Choosing a Microphone, and Basic Editing Techniques
Learning Logic Pro X: Episode 1 - Creating a New Project

Note: Logic Pro X is a professional grade digital audio workstation (DAW) and MIDI sequencer. It is suggested to have some familiarity with Digital Audio Workstations to get the most from this series.

In the fifth instalment of his tutorial series on learning Logic Pro X for Mac, Ming discusses how to insert a reverb plugin into a track, how to tweak the reverb using preset, and how to tweak the reverb parameters by personalizing them.

See also:

Learning Logic Pro X: Virtual Instruments
Learning Logic Pro X: Automation
Learning Logic Pro X: Exploring Interfaces, Choosing a Microphone, and Basic Editing Techniques
Learning Logic Pro X: Episode 1 - Creating a New Project

Note: Logic Pro X is a professional grade digital audio workstation (DAW) and MIDI sequencer. It is suggested to have some familiarity with Digital Audio Workstations to get the most from this series.

In the sixth instalment of his tutorial series on learning Logic Pro X for Mac, Ming discusses the importance of EQ and how to use Logic's own EQ plugins. Ming demonstrate how to select presets, and what the impact is from tweaking each parameter.

See also:

Learning Logic Pro X: Using Reverb
Learning Logic Pro X: Virtual Instruments
Learning Logic Pro X: Automation
Learning Logic Pro X: Exploring Interfaces, Choosing a Microphone, and Basic Editing Techniques
Learning Logic Pro X: Episode 1 - Creating a New Project

Note: Logic Pro X is a professional grade digital audio workstation (DAW) and MIDI sequencer. It is suggested to have some familiarity with Digital Audio Workstations to get the most from this series.

Copyright 2020 NPR. To see more, visit STEVE INSKEEP, HOST: Distance learning in the pandemic highlights a problem that experts have warned about for years - some students have good access to the Internet, and others do not. It's called the digital divide. Many districts are about to start the school year with more distance learning, so how can they narrow that divide? Rachel Martin spoke with Nicol Turner Lee, who studies it. RACHEL MARTIN, BYLINE: When you look back at those two, sometimes three, months that students in this country were doing distance learning, what worked and what didn't? NICOL TURNER LEE: You know, I think, generally, I am in agreement with some of the folks that have looked at this short period time as somewhat of an abject failure for our children. What worked was that, you know, schools had the attention of their households to figure out what to do during a time of crisis. What didn't work was that schools were not necessarily ready to move to an online

Can social media platforms positively impact students' academic learning progress? This question and many more are issues confronting students and scholars in developing countries, and this study aims to address it....

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The purpose of this study was to assess the experiences of 1st-year college composition writing students in a synchronous online remote learning environment. The researcher, through this qualitative study, used a case study design to examine the quality of the learning experiences of the participant....

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Registration is now open for Term 1 at The Mirrors Programme’s Field of Learning. A spokesperson said, “The Mirrors Programme is excited to announce that registration is open for Term 1 of the Field of Learning Garden Club. Open to students ages 11-18, the programme runs on Tuesdays and Thursdays from 4:00 PM until sunset, […]

The Mirrors Programme announced the return of the Field of Learning Gardening Club, a five-week initiative that will begin on November 7th, and is available for students ages 13-18. A Government spokesperson said, “The Mirrors Programme is thrilled to announce that the Field of Learning Gardening Club is back! A five-week initiative commencing on November 7th, […]

I'm very interested in eLearning designs that try to entwine content and exercise so thoroughly that the learner almost constructs their instruction – even if...

Sometimes, I feel like eLearning drag/drop interactions get a bad rap. Maybe that's because Serious Instructional Designers seem fairly dismissive about them in casual conversation?...

This is a paper produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS that was about health and social care in Scotland. This paper was written by Elaine Monteith from ENABLE Scotland who participated in the PROP2 programme. What this research paper explores: All women are asked to go to the doctor every few years to get a check for cancer but women who have a learning disability don’t go for these checks as often as other women. The paper explore what barriers there are for women attending for checks and also looks at what could be done to encourage women them to attend.

Report 68 published by the Social Care Institute for Excellence (SCIE) in November 2014. This report will help readers to understand the Learning Together methodology.

SCLD brings together some of the most respected practitioners and thinkers from across the learning disability sector who work alongside people who have learning disabilities and their families and carers.The team at SCLD is focused on delivering real change through influencing policy, identifying and sharing evidence and good practice and challenging public attitudes. SCLD aims to be a knowledge hub – offering support, information and new ideas about learning disability in Scotland.

British Institute of Learning Disabilities services help develop the organisations who provide services, and the people who give support.

Evaluation report for the inter-authority learning exchange between Shetland Islands, Falkirk and Glasgow Councils throughcare and aftercare teams. In February 2014 a member of the Throughcare and Aftercare team from Shetland, spent two weeks in each host authority as a means of developing and sharing practice, experience and learning. The report describes the planning process, in-situ experience, and post-exchange learning of participants, it also report highlights the positive learning outcomes and benefits achieved for all participating local authorities. The report identifies ideas for future applications of such a learning and practice exchange model to improve practice for looked after young people and care leavers.

Come one, come all! nycdevops does its first virtual meetup! All are invited!

• Speaker: Adarsh Shah
• Topic: "Continuous Delivery for Machine Learning"
• Time: Thursday, September 17, 2020, 5-630 PM
• Link: https://www.meetup.com/nycdevops/events/272914068/

Hope to see you there!

November's nycdevops meetup speaker is John Allspaw, who will give a talk titled "Findings From the Field: 2 Years of Learning From Incidents".

The talk starts at 5pm sharp! (NY is in US/Eastern)

Please RSVP! See you there!

https://www.meetup.com/nycdevops/events/273826675/

(This is a virtual meetup. Everyone in the world is invited!)

Don't forget!

November's nycdevops meetup speaker is John Allspaw, who will give a talk titled "Findings From the Field: 2 Years of Learning From Incidents".

The talk starts at 5pm sharp! (NY is in US/Eastern)

Please RSVP! See you there!

https://www.meetup.com/nycdevops/events/273826675/

(This is a virtual meetup. Everyone in the world is invited!)

NASA scientists used a neural network called ExoMiner to examine data from Kepler, increasing the total tally of confirmed exoplanets in the universe.

Kevin McCloskey delivers fascinating information in digestible, user-friendly formats, which appeal to not only young readers but experienced ones as well.

Pandemic academic recovery in both reading and math is lagging notably behind pre-COVID achievement trends for students in grades 4-8 during the 2022-23 school year, according to a new report by NWEA analyzing MAP Growth test scores of 6.7 million students across 20,000 public schools. Third-graders were the only group who saw improvements, and they were slight, according to NWEA, an educational research organization recently acquired by learning technology company HMH.

Billions of dollars were funneled to school districts across the U.S. to help them make up for learning loss from the pandemic. But new research shows that even with that extra money, school districts are still struggling to close the gaps in reading, writing and math. Stephanie Sy discussed the findings with Karyn Lewis of the Center for School and Student Progress and a lead researcher at NWEA.

    New workshop in London / remote Link - Enterprise AI workshop – Sep 2018 – in London or remote     AI / Deep Learning applications course/ mentoring program – hands-on experience with limited spaces I am pleased to announce a new course on AI Applications The course combines elements of teaching, coaching and [...]

We are launching an AI lab. The goal is to learn unsupervised learning through Robotics (Cobots) Long seen as a poor cousin to supervised learning -  with Variational autoencoders, Reinforcement learning and  Generative-Adversarial networks , unsupervised learning techniques have moved beyond the limitations of autoencoders. From Oct 2018 to March 2019 , we are running a [...]

Coding for #AI and #machinelearning – online course/workshop We are exploring a new way to learning how to code for AI and Machine Learning by applying ideas of  deliberate practise Starting Oct 2018 – the workshop has limited places Please contact info@futuretext.com if you want to sign up for our online workshop (300 USD)   [...]

Learnings must become practice as the Taliban return Expert comment NCapeling 7 September 2021

There is greater awareness of the adverse impact of counterterrorism measures and sanctions on humanitarian action. It is time to apply lessons learned.

The 9/11 attacks prompted the international community to adopt a wide range of counterterrorism measures. Debate continues over their compliance with international humanitarian law (IHL) and human rights law, and their effectiveness.

What has become clear is that some of these measures have made it difficult for humanitarian assistance to be provided to the millions of people living in areas under the control of armed groups designated as terrorist, or where such groups have a significant presence.

These include Al-Qaeda in Yemen’s Arabian peninsula, ISIL affiliates in Syria, Al Shabaab in Somalia, Boko Haram in Nigeria, Hamas in Gaza, and various Al-Qaeda affiliates in the Sahel. The lessons painfully learned need to be applied to Afghanistan under Taliban rule.

Impeding humanitarian work

Traditionally, legal counterterrorism measures criminalized acts of violence but, in recent years, measures adopted by the UN Security Council, the European Union (EU), and some states unilaterally, have expanded to address broader forms of support for terrorist acts and to groups designated as terrorist.

When these measures apply in situations of armed conflict – and in the absence of adequate safeguards – they can impede humanitarian organizations from operating as foreseen by IHL and in accordance with humanitarian principles, which require life-saving assistance to be provided in an impartial manner. Restrictions in sanctions imposed for policy objectives other than counterterrorism create similar tensions.

Prohibitions on making funds or other assets available directly or indirectly to persons or groups designated as terrorist can capture incidental payments made during humanitarian operations and relief consignments which are diverted and end up in the hands of these designated groups.

The most extreme restrictions cover the provision of medical assistance, in violation of the foundational principle of IHL that everyone who is wounded and sick – civilian or fighter – is entitled to medical care without discrimination, and those who provide it must not be punished.

Humanitarian organizations have been highlighting these problems for more than a decade. Recent developments give cause for cautious optimism that a turning point has been reached, as the bodies imposing counterterrorism measures and sanctions internationally and domestically have begun to demand compliance with international law and IHL.

In 2019 the UN Security Council unanimously issued a binding demand to member states to ensure all counterterrorism measures they adopt comply with obligations under international law, including IHL.

Recent renewals of UN country-specific sanctions have included similar demands with regards to measures taken by member states to give effect to them. Although this still falls short of an express exception for humanitarian action, it is a significant development, and a strong encouragement to include appropriate safeguards when implementing UN measures domestically.

Similar encouraging practice is discernible at EU level, and new domestic counterterrorism laws adopted by several states include safeguards for humanitarian action.

Applying lessons learned to Afghanistan

It is too soon to know what policies the Taliban will adopt, and the measures that the international community will take to promote compliance with IHL, human rights, and counterterrorism objectives. Nonetheless, policymakers implementing sanctions – and considering their expansion – cannot ignore their potential adverse impact on humanitarian action. They must bear in mind five key lessons.

First, there must be clarity on current legal restrictions, starting from who is designated under sanctions and counterterrorism measures. The UN Security Council has never designated the Taliban per se. Instead, it has listed ‘individuals, groups, undertakings and entities associated with the Taliban’. At present this list includes 135 individuals and five entities, four of which are ‘hawalas’ – money changers – the other being the Haqqani Network, a Sunni Islamist group.

UN financial sanctions require states to freeze the assets of designated persons and groups and ensure no funds, financial assets, or economic resources are made available to them, either directly or indirectly.

EU and UK sanctions simply replicate the restrictions and designations imposed by the UN, but the US has designated the Taliban as a ‘specially designated global terrorist’ which makes the Global Terrorism Sanctions Regulations applicable. These prohibit US nationals from making any contribution or provision of funds, goods, or services to, or for, the benefit of the Taliban.

Second, while listed individuals may play a role in the forthcoming Taliban administration, sanctions do not prohibit providing resources to a government department headed by a designated person.

There is a distinction between an individual and a department, and prohibitions in counterterrorism measures or sanctions on the provision of funds or other assets apply to the designated person, not to the department they may head.

Problems may arise if a designated person appropriates resources for personal benefit or to undermine policy objectives for which the sanctions were imposed. But this does not bring the department within the scope of the designation. Instead, the issue must be addressed from a prevention of diversion perspective.

Third, sanctions and counterterrorism measures must be designed so as to minimize their adverse impact on humanitarian action. One way of doing so is designating leadership figures rather than groups. The new US administration took this approach towards the Houthi in Yemen, with the designation of the group being revoked and new designations focusing on its leaders.

The chilling effect of sanctions is far broader than the actual restrictions they impose. Commercial actors in particular limit their activities in areas they perceive as high risk. In view of this, the effect of expanding existing designations to list the Taliban, now that it is in control of Afghanistan, would be to turn targeted sanctions into comprehensive ones.

In parallel, sanctions or counterterrorism measures should include express safeguards, which exclude funds, assets, and other support provided during humanitarian action from the restrictions – ideally in the form of exceptions or, if an option, general licences.

The adverse impact of the US Global Terrorism Sanctions has been limited until now, as only a small number of humanitarian actors subject to US measures operated in areas under Taliban control. This has now changed, and it is imperative the US issue a broad general licence to exclude assistance provided during humanitarian action from the sanctions.

Fourth, restrictions in funding agreements must not be more onerous than the underlying measures they aim to promote compliance with – in particular, they must not require screening or exclusion of final beneficiaries from the assistance they have been determined as requiring.

Finally, engagement with non-state armed groups for humanitarian purposes is essential for conducting operations effectively and safely, both for humanitarian organizations and the people they are trying to assist. Counterterrorism measures and sanctions do not prohibit such contact even when such groups or their members have been designated.

The past two decades have given states ample time to learn to avoid the adverse impact of sanctions and counterterrorism measures on humanitarian action. The people of Afghanistan deserve that these lessons now be applied.

Our research paper IHL and the humanitarian impact of counterterrorism measures and sanctions identifies the principal points of friction between these bodies of law, clarifies outstanding issues and misunderstandings, and offers practical recommendations for resolving tensions.

What our incident responders know from five years of fighting an octopus

Moving Energy Initiative Learning Briefs Research paper sysadmin 29 March 2019

Drawing on experiences from Phase II of the MEI in Burkina Faso, Kenya and Jordan, these learning briefs highlight MEI’s approach to innovation, engagement with the private-sector and host communities, and gender-sensitive energy projects. The four learning papers are intended for practitioners and policymakers working in the humanitarian sector and host-country governments.

Findings from Phase I of the Moving Energy Initiative (MEI) in 2015, published in the Chatham House research paper Heat, Light and Power for Refugees: Saving Lives, Reducing Costs, highlight the negative impacts of limited sustainable energy provision on the security of displaced populations. The paper also identified some of the challenges for energy programmes in this sector, such as the lack of robust data on energy access and the priorities of refugee populations.

In Phase II of the MEI, Practical Action led detailed research into the energy needs of refugees in Burkina Faso and Kenya. Chatham House analysed data on global refugee energy use in displacement contexts and produced an interactive map. Energy 4 Impact explored sustainable funding options, private-sector contract models and non-wood cooking concessions. The market development and low-carbon energy initiatives in Burkina Faso, Jordan and Kenya were managed by Practical Action and Energy 4 Impact, with the support of local partners. These partners represented the MEI at multiple conferences and events to share findings and advocate for the inclusion of displaced people in the sustainable energy agenda.

Drawing on experiences from Phase II of the MEI in Burkina Faso, Kenya and Jordan, these learning briefs highlight MEI’s approach to innovation, engagement with the private-sector and host communities, and gender-sensitive energy projects. The four learning papers are intended for practitioners and policymakers working in the humanitarian sector and host-country governments.

A grassroots online movement has helped shift the way scientists think about asexuality. But much is still unknown.

The rapid shift to tech-driven, remote learning this spring has infused more technology into K-12 education, but AI tools still remain on the fringe.

The Chan-Zuckerberg Initiative and other funders are supporting Rhode Island's efforts to define and research personalized learning in traditional public schools.

The Rhode Island Department of Education and the nonprofit Learning Accelerator are teaming to develop a strategic plan and a communications strategy aimed at expanding blended learning.

Lisa Duty of The Learning Accelerator, a Rhode Island Department of Education (RIDE) and Highlander Institute funding partner, outlines the Rhode Islands's commitment to a blended learning future. She describes how the state is developing its new five-year strategic plan that's engaging RIDE's Ambas

In this fourth installment on the growth in dual-language learning, the director of dual-language education in Portland, Ore., says schools must have a clear reason for why they are offering dual-language instruction.

Chief technology officers are facing an unprecedented test of digital preparedness due to the coronavirus pandemic, struggling with shortfalls of available learning devices and huge Wi-Fi access challenges.

Several states already offer a state-sanctioned LMS option to their schools, with some encouraging results in their efforts to cut costs and improve technical capabilities.