VIDEOGRAPHY
The Dutton Institute has a professional videographer to assist you! We offer a variety of services related to video and audio production available at no additional cost to all EMS instructors. Our videographer and learning designers work in close contact at every phase of the process to identify your needs, discuss the learning goals of your project, and produce technically sound videos. No matter the media challenge you’re facing, we’ll help you create a high-quality piece that will be effective for learners and a showcase element of your course.
Watch some examples and then contact us to get started!
So, why don't we use one octant of that? Like so. This plane, if I draw in two dimensions, is going to look like a triangle and it's going to have lattice point at each of the corners, right. So, that's going to be one, two, three. So, at lattice point one, two, three. Of course we can find that out but because we know that the mole fraction should add up to one. So, in this stream, the output stream, we have XB which is getting enriched. This has 30 percent, right? And XT is not specifically given. So, this is what it is. What we can calculate because these two should add up to 100. These two should add up to 100 percent. So, we can calculate those. So now, can we solve this equation? If we are given N1, N2, N3, right? N1, N2, N3. We can solve the entire problem here. Okay, it's okay if the anions push apart a little bit that's why there's ranges and not fixed numbers on these. But I don't want to lose the cation anion contact.
So, why don't we use one octant of that? Like so. This plane, if I draw in two dimensions, is going to look like a triangle and it's going to have lattice point at each of the corners, right. So, that's going to be one, two, three. So, at lattice point one, two, three. Of course we can find that out but because we know that the mole fraction should add up to one. So, in this stream, the output stream, we have XB which is getting enriched. This has 30 percent, right? And XT is not specifically given. So, this is what it is. What we can calculate because these two should add up to 100. These two should add up to 100 percent. So, we can calculate those. So now, can we solve this equation? If we are given N1, N2, N3, right? N1, N2, N3. We can solve the entire problem here. Okay, it's okay if the anions push apart a little bit that's why there's ranges and not fixed numbers on these. But I don't want to lose the cation anion contact.
Explain Complex Equations and Diagrams on a Lightboard
The lightboard is a fun and creative way to support student learning when discussing complex equations or information that requires detailed explanations with visuals. Prepare your notes and write on the board as you normally would, and the technology will flip the image and give students a view that allows them to follow your explanations with ease.
Demonstrations
Recorded demonstrations allow you to visually display a tool or process, show the use of software, or share the navigation of a website. Utilize video demonstrations to intentionally break down learning material into meaningful pieces for learners.
Inside this metal device, this is actually a magnet. So, inside the magnet, here. Right there, we see the neodymium YAG crystal. The actual laser crystal. The laser crystal, the neodymium YAG crystal is at a magnetic field, which causes rotation of the polarization, And that's used in order to make sure the light travels in only one direction. So, the pump light comes in. The 1064 nanometer light comes out of the neodymium YAG crystal, bounces off this mirror, travels through here, comes to the second harmonic generation crystal, or doubling crystal, which doubles the 1064 to 532 green light. So, now we're looking from the other side of the laser, looking at the second harmonic generation crystal, at the end there, sitting on top a thermal of a thermoelectric cooler. And then this large metal object is the heat sink, takes the heat away from the thermoelectric cooler. And these wires drive the cooler and measure the temperature to keep that crystal at a constant temperature. So, 1064 comes in 532 comes out, along with a little bit of 1064. So, that combined beam comes out here, strikes this mirror. The 532 continues on. It goes out to the aperture. It leaves as the output of the laser the 1064 reflects off this mirror and passes through this element, which helps suppress the backward traveling beam, goes back into the crystal and continues the constant, continuous wave, CW. So, we have a loop instead of a linear cavity we have a loop cavity. This is a photodiode which measures the light output which feeds it over into the control system.
Inside this metal device, this is actually a magnet. So, inside the magnet, here. Right there, we see the neodymium YAG crystal. The actual laser crystal. The laser crystal, the neodymium YAG crystal is at a magnetic field, which causes rotation of the polarization, And that's used in order to make sure the light travels in only one direction. So, the pump light comes in. The 1064 nanometer light comes out of the neodymium YAG crystal, bounces off this mirror, travels through here, comes to the second harmonic generation crystal, or doubling crystal, which doubles the 1064 to 532 green light. So, now we're looking from the other side of the laser, looking at the second harmonic generation crystal, at the end there, sitting on top a thermal of a thermoelectric cooler. And then this large metal object is the heat sink, takes the heat away from the thermoelectric cooler. And these wires drive the cooler and measure the temperature to keep that crystal at a constant temperature. So, 1064 comes in 532 comes out, along with a little bit of 1064. So, that combined beam comes out here, strikes this mirror. The 532 continues on. It goes out to the aperture. It leaves as the output of the laser the 1064 reflects off this mirror and passes through this element, which helps suppress the backward traveling beam, goes back into the crystal and continues the constant, continuous wave, CW. So, we have a loop instead of a linear cavity we have a loop cavity. This is a photodiode which measures the light output which feeds it over into the control system.
[Music]
Bronwen Powell, Associate Profession of Geography, African Studies, and Anthropology: I have a background in nutrition, and I came to geography because I felt that nutrition wasn't able to deal with those bigger structural things that are shaping what people are choosing to eat. And whether that's sustainable. And how that impacts the environment and justice and things like that.
North Carolina Clean Energy Technology Center
Narrator 1: In 2011, we did the renewable energy solar panels and then in 2015 we did the energy efficient upgrades through USDA.
Narrator 2: That's when we put more fans because the integrator that I worked for said that I needed them. We had to put tighter doors on our houses and then we went with the computer system in the houses to make it more efficient for us.
Narrator 1: He's had to learn a lot about how to deal with the computer-based system of it. But I think it's been a friendly thing.
Narrator 2: I don't mind trying things. I do like to read about modern technology to make things better and my goal is, I like to work smarter and not harder.
Seth Blumsack, Professor of Energy Policy and Economics
: Oftentimes, economists will use a number called the multiplier to describe just how much those investment dollars are recirculating. And so, the multiplier is usually calculated as the ratio of the direct, indirect, and induced economic impact. So, the direct dollars spent by the company and then, how those dollars recirculate, right?
[Music]
Bronwen Powell, Associate Profession of Geography, African Studies, and Anthropology: I have a background in nutrition, and I came to geography because I felt that nutrition wasn't able to deal with those bigger structural things that are shaping what people are choosing to eat. And whether that's sustainable. And how that impacts the environment and justice and things like that.
North Carolina Clean Energy Technology Center
Narrator 1: In 2011, we did the renewable energy solar panels and then in 2015 we did the energy efficient upgrades through USDA.
Narrator 2: That's when we put more fans because the integrator that I worked for said that I needed them. We had to put tighter doors on our houses and then we went with the computer system in the houses to make it more efficient for us.
Narrator 1: He's had to learn a lot about how to deal with the computer-based system of it. But I think it's been a friendly thing.
Narrator 2: I don't mind trying things. I do like to read about modern technology to make things better and my goal is, I like to work smarter and not harder.
Seth Blumsack, Professor of Energy Policy and Economics
: Oftentimes, economists will use a number called the multiplier to describe just how much those investment dollars are recirculating. And so, the multiplier is usually calculated as the ratio of the direct, indirect, and induced economic impact. So, the direct dollars spent by the company and then, how those dollars recirculate, right?
Interviews
Advance the idea of a learning community made up of students, instructors, and field experts. Expert interviews can bring real-world connections to your course and can highlight practical applications of material.
Content Introductions
Content Introduction videos can be used to build enthusiasm for upcoming subject matter. They can capture teacher expertise, empathy, and persona, all of which help students engage.
I'm Ryan Baxter. A professor for the Penn State course Environmental Applications of GIS. If you're interested in the natural world and how people interact with it and how we might use GIS to study it, then I really recommend you take this class. I imagine that the word environmental means different things to different people. So, we'll have discussions about what exactly environmental GIS is and work through exercises that approach the environment from a variety of angles. For example, sewage treatment plants produce a great deal of solid waste, and it has to go somewhere. So, we'll use GIS to create a map of groundwater vulnerability so the waste can be disposed of in areas where it won't impact sources of drinking water. Or maybe we know that a certain species of bird prefers habitat just along the edges of forests. We'll use GIS to measure the amount of forest edge that's created or lost by deforestation to identify critical areas.
There are lots of ways GIS can be used to help us interact with the natural world in an informed way. So, in these and other topics, we'll discuss the kinds of data we need, where to get it, and the GIS tools that are best suited to help us answer these questions.
This course is a lot of fun and it'll challenge you to deploy GIS in ways that perhaps you hadn't before. After taking it, you'll be well equipped to develop databases and GIS workflows in your own application areas and also help you think about how best to communicate your results to what is very likely a diverse and complex group of stakeholders. I really look forward to seeing you in class.
I'm Ryan Baxter. A professor for the Penn State course Environmental Applications of GIS. If you're interested in the natural world and how people interact with it and how we might use GIS to study it, then I really recommend you take this class. I imagine that the word environmental means different things to different people. So, we'll have discussions about what exactly environmental GIS is and work through exercises that approach the environment from a variety of angles. For example, sewage treatment plants produce a great deal of solid waste, and it has to go somewhere. So, we'll use GIS to create a map of groundwater vulnerability so the waste can be disposed of in areas where it won't impact sources of drinking water. Or maybe we know that a certain species of bird prefers habitat just along the edges of forests. We'll use GIS to measure the amount of forest edge that's created or lost by deforestation to identify critical areas.
There are lots of ways GIS can be used to help us interact with the natural world in an informed way. So, in these and other topics, we'll discuss the kinds of data we need, where to get it, and the GIS tools that are best suited to help us answer these questions.
This course is a lot of fun and it'll challenge you to deploy GIS in ways that perhaps you hadn't before. After taking it, you'll be well equipped to develop databases and GIS workflows in your own application areas and also help you think about how best to communicate your results to what is very likely a diverse and complex group of stakeholders. I really look forward to seeing you in class.
Sridhar Anandakrishnan: And if that ice sheet gets big enough, then even though it's a solid chunk of ice, it can flow, forming these glaciers and that flow brings that ice back to the ocean where it melts, breaks up in these icebergs, returns to the ocean, and the cycle continues again.
Narrator: So, with those slip lines, that is actually deformation of the material. Those are what we're going to find out when we start getting into crystalline structures, is that's dislocations moving through. Those are defects moving out of the material.
And so, this tells us a lot about what's going on. It also tells us why we need to have a certain distance between materials, because this material has been plastically deformed. This is in that strain hardening range. So, if we get these indents too close to each other, the first indent will impact the hardness measurements on the next one.
So there's certain guidelines within the ASTM specification.
Jenni L. Evans: So, what you see here are animations of, on the right hand side, what happens when a Hurricane's coming ashore and the ocean is responding to the very strong winds as that storm moves ashore. On the left, you can see what happens in terms of wind damage.
Sridhar Anandakrishnan: And if that ice sheet gets big enough, then even though it's a solid chunk of ice, it can flow, forming these glaciers and that flow brings that ice back to the ocean where it melts, breaks up in these icebergs, returns to the ocean, and the cycle continues again.
Narrator: So, with those slip lines, that is actually deformation of the material. Those are what we're going to find out when we start getting into crystalline structures, is that's dislocations moving through. Those are defects moving out of the material.
And so, this tells us a lot about what's going on. It also tells us why we need to have a certain distance between materials, because this material has been plastically deformed. This is in that strain hardening range. So, if we get these indents too close to each other, the first indent will impact the hardness measurements on the next one.
So there's certain guidelines within the ASTM specification.
Jenni L. Evans: So, what you see here are animations of, on the right hand side, what happens when a Hurricane's coming ashore and the ocean is responding to the very strong winds as that storm moves ashore. On the left, you can see what happens in terms of wind damage.
Presentations
Presenting a dynamic lecture in the studio produces a polished and professional resource that can be used in a variety of ways. Pre-record a presentation for a conference, a video to advertise a new initiative for the college, or a lecture for students that can be reviewed as often as needed to ensure the comprehension of important information.
Enhanced Self-Made Videos
Can’t make it into the faculty studio? Increasingly, instructors are delivering their content from across the globe. Videographer Kay DiMarco can work to enhance your self-recorded videos so that you can communicate effectively with your learners with the footage you provide. She also can advise on lighting and tools to optimize your self-made videos and can provide post-production editing to give your videos a professional polish.
G'day everyone! My name's James O'Brien. and I come to you from my small farm here in Australia, on the outskirts of the capital Canberra. I came to GIS about 20 years ago via a Computing Science background. I worked in it for a few years. And then, I completed a PhD in geography at Penn State in 2004. I've been teaching programming classes in the program, pretty much, ever since. And my current day job is the chief geospatial scientist of an Australian natural hazards risk modeling company. In my spare time I race cars. I race bikes. And a member of our local volunteer emergency firefighting and other emergency response organizations. I look forward to seeing you all in class.
G'day everyone! My name's James O'Brien. and I come to you from my small farm here in Australia, on the outskirts of the capital Canberra. I came to GIS about 20 years ago via a Computing Science background. I worked in it for a few years. And then, I completed a PhD in geography at Penn State in 2004. I've been teaching programming classes in the program, pretty much, ever since. And my current day job is the chief geospatial scientist of an Australian natural hazards risk modeling company. In my spare time I race cars. I race bikes. And a member of our local volunteer emergency firefighting and other emergency response organizations. I look forward to seeing you all in class.
Are You Ready to Get Started?
Regardless of where you are in the process, we’ll help make your ideas come alive! Set up a consultation today.