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Education
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Image and Video Inpainting
Examples (all done with the algorithms in the papers above) General examples for image restoration, object removal, and special effects (click on each image) Example of video inpainting using the Navier-Stokes based approach Examples of inpainting for block based...
Video editing with a computer
file or output to video-tape. Many of you will have already seen this product demonstrated at our February meeting. There are other developments currently in the area of compression. Some cards offer grabbing using MPEG instead of MJPEG. Also we await the long ove...
Glossary Terms: Decomposition
The MSDS HyperGlossary: Decomposition Safety Emporium for all your lab and safety needs Cytotoxin Glossary Index Density MSDS TopicsFree SitesFAQ'sRegulationsGlossarySoftwareSuppliers BooksForumPollFun stuffQuizStore Understand your MSDS with the MS-DemystifierSearch ALL our MSDS...
Consumer Video Formats
Consumer Video Formats and Picture Compression Techniques Module 47 Updated: 04/01/2012 Consumer Video Formats and Video Compression In this module we will cover: Video Compression Approaches Compression Ratios and Effects Consumer Videot...
Tug-Push-Twist-O'War
paper-towel tubes; pencils; strips of cardboard or aluminum foil; drinking straws; ceramic tiles; strips of cloth. Video Connection After the activity, use "Iron Bridges" from Bridges, "U.S. Capitol" from Domes or "Eiffel Tower" from Skyscrapers...
 Common Compression File Types and Uses
Common Compression File Types C·R·E·A·T·E for Mississippi Revised 10-15-02 Copyright ©2002. All rights reserved. Page 1 of 1 This document may be copied and distributed for nonprofit educational purposes only Provided that cred...
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Common Compression File Types C·R·E·A·T·E for Mississippi Revised 10-15-02 Copyright ©2002. All rights reserved. Page 1 of 1 This document may be copied and distributed for nonprofit educational purposes only Provided that credit is given to C·R·E·A·T·E for Mississippi. COMMON COMPRESSION FILE TYPES AND USES ACE A compression format
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http://www.create.cett.msstate.edu/create/howto/archival.pdf#page=1
www.create.cett.msstate.edu/create/howto/archival.pdf#page=1
Common <span class="highlight">Compression</span> File Types C·R·E·A·T·E <span class="highlight">for</span> Mississippi Revised 10-15-02 Copyright ©2002. All rights reserved. Page 1 <span class="highlight">of</span> 1 This document may be copied and distributed <span class="highlight">for</span> nonprofit educational purposes only Provided that credit is given to C·R·E·A·T·E <span class="highlight">for</span> Mississippi. COMMON <span class="highlight">COMPRESSION</span> FILE TYPES AND USES ACE A <span class="highlight">compression</span> format
Mathematica: Tour of Features - Wolfram Research, Inc.
? Industry Solutions Education Engineering | Biotechnology and Medicine | Software Engineering, Application Development, and Content Delivery | Design, Arts, and Entertainment | Finance, Statistics, and Business Analysis | Science See all Solutions» Discover the benefits of an ente...
Building Big: Feel the Pressure
(squeezed or pushed together). Columns and bridge piers are examples of parts of structures that are in compression. Try the Forces Lab. Building Big Home | Site Map | Labs | Databank | Glossary Bridges | Domes | Skyscrapers | Dams | Tunnels Local Wonders | Who Builds Big...
Practical Guidelines for the Education of English Language Learners: Research-Based Recomm...
” This search yielded 114 entries, the abstract of each of which was read to determine if it was an empirical study examining the effects of accommodations. The online database of the National Center for Research on Evaluation, Standards, and St...
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” This search yielded 114 entries, the abstract of each of which was read to determine if it was an empirical study examining the effects of accommodations. The online database of the National Center for Research on Evaluation, Standards, and Student Testing was also searched using the keyword “accommodation” as well as an author search for “Jamal Abedi.” This search produced twenty-seven entries, many of them redundant. In the online searches and collection of studies from previous reviews, published articles
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http://centeroninstruction.org/files/ELL3-Assessments.pdf#page=41
centeroninstruction.org/files/ELL3-Assessments.pdf#page=41
E., & Lord, C. (2001, February). NAEP math performance test accommodations: Interactions with student language background (CSE Technical Report 536). Los Angeles, CA: National Center <span class="highlight">for</span> Research on <span class="highlight">Evaluation</span>, Standards, and Student Testing. Abedi, J., Hofstetter, C., & Lord, C. (2004). Assessment accommodations <span class="highlight">for</span> English language learners: Implications <span class="highlight">for</span> policy-based <span class="highlight">empirical</span> research. Review <span class="highlight">of</span> Educational Research, 74(1), 1-28. Abedi, J., and Lord, C. (2001). The language factor in mathematics
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http://centeroninstruction.org/files/ELL3-Assessments.pdf#page=47
centeroninstruction.org/files/ELL3-Assessments.pdf#page=47
” This search yielded 114 entries, the abstract <span class="highlight">of</span> each <span class="highlight">of</span> which was read to determine if it was an <span class="highlight">empirical</span> study examining the effects <span class="highlight">of</span> accommodations. The online database <span class="highlight">of</span> the National Center <span class="highlight">for</span> Research on <span class="highlight">Evaluation</span>, Standards, and Student Testing was also searched using the keyword “accommodation” as well as an author search <span class="highlight">for</span> “Jamal Abedi.” This search produced twenty-seven entries, many <span class="highlight">of</span> them redundant. In the online searches and collection <span class="highlight">of</span> studies from previous reviews, published articles
Soil Teachers' Guide
shaded site). Background Light, temperature and water content largely determine the rate of decomposition in the soil. Soil holds the moisture and heat required for micro-organisms to thrive and perform the decomposition process, changing organic materials into soil mater...
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shaded site). Background Light, temperature and water content largely determine the rate of decomposition in the soil. Soil holds the moisture and heat required for micro-organisms to thrive and perform the decomposition process, changing organic materials into soil material called humus. Soils have different abilities to hold moisture, heat, and to support organisms. If the soil is too wet, too dry, or too cold, decomposition will be slow. Energy from the sun will warm the soil and also promote
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http://www.globe.org.uk/activities/soil/soilt.pdf#page=13
www.globe.org.uk/activities/soil/soilt.pdf#page=13
shaded site). Background Light, temperature and water content largely determine the rate <span class="highlight">of</span> <span class="highlight">decomposition</span> in the soil. Soil holds the moisture and heat required <span class="highlight">for</span> micro-organisms to thrive and perform the <span class="highlight">decomposition</span> process, changing organic materials into soil material called humus. Soils have different abilities to hold moisture, heat, and to support organisms. If the soil is too wet, too dry, or too cold, <span class="highlight">decomposition</span> will be slow. Energy from the sun will warm the soil and also promote
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http://www.globe.org.uk/activities/soil/soilt.pdf#page=14
www.globe.org.uk/activities/soil/soilt.pdf#page=14
top <span class="highlight">for</span> air to circulate. Every other day, saturate soils in jars that are marked "wet," and moisten soils in jars marked "moist." At this time, stir the soil/vegetation mixture in each jar. <span class="highlight">For</span> a period <span class="highlight">of</span> two weeks, observe the jars daily (or every other day) and record observations. Note changes in water content and the condition <span class="highlight">of</span> organic matter. Discuss with the class how light, temperature, and water content affected the amount <span class="highlight">of</span> organic material left in the soil after 2 weeks. Which
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http://www.globe.org.uk/activities/soil/soilt.pdf#page=15
www.globe.org.uk/activities/soil/soilt.pdf#page=15
Soil Teachers' guide Further investigations • Find out where there is digging (excavation) going on nearby and visit the site, comparing what you observe there with the soil characteristics described at your school soil site. Remember: Safety is always your first concern. • Using soils with "optimal conditions", place earthworms in one jar and leave a second jar earthworm-free. Observe and record earthworm activity, rate <span class="highlight">of</span> <span class="highlight">decomposition</span> and differences in soil properties after two weeks. You
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