This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The Materials Research Society is proud to announce the 2020 MRS Communications Lecture honorees, Drs. Chun-Teh Chen and Grace Gu from the University of California, Berkeley. The honor recognizes excellence in the field of materials research through work published in MRS Communications. Drs. Chen and Gu are recognized this year for their prospective paper on how researchers are harnessing artificial intelligence to accelerate the design and discovery of composite materials. Their work is featured in volume nine, issue two of MRS Communications. Composites are combinations of two or more base materials, whose collective properties exceed those possessed by either material alone. Composites are widely used as structural materials in the automotive and aerospace industries and can also be easily found in nature. Limitations in manufacturing methods have generally restricted the architecture these materials take on in real-world applications. Most commonly, they’re processed into multilayer sheets..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This week we will examine the concept of a function, a fundamental concept underlying all of modern mathematics. You’re undoubtedly already familiar with functions in an intuitive sense: a function is something which, given
an input, produces an output. But you’ve probably never seen the formal definition of a function as it relates to set theory, which is what we’ll look at this week.

This collection grew out of my work as a librarian with English instructors at Northwestern Michigan College as they struggled to adapt their composition courses to use Open Educational Resources in order to save their students the cost of an expensive commercial textbook. Composition textbooks include samples of writing that are copyrighted and cannot be printed or shared. This collection is intended to provide instructors with a wide variety of nonfiction examples of good writing that they can use to teach composition. A smaller collection was my final project for the Creative Commons Librarian Certificate program which I completed in March of 2019. These essays were collected from online magazines that offer their articles under Creative Commons licenses. A few are from individual authors who generously agreed to give their work an open license in order to share it for this collection.

The standard citation style guide book for the fields of business, education, health science, public service, and social science is the Publication Manual of the American Psychological Association, 6th edition, 2010. The American Psychological Association (APA) publishes the manual. We commonly refer to it as "the APA Manual".

The business, education, health science, public service, and social science departments at IRSC recommend APA format for papers written in these fields.

Two types of citations are included in most research papers: citations within the text of the document and a list of reference citations at the end of the paper.

In-Text Citations:

The APA Manual uses the author-date citation system for in-text citations.

Reference Citations:

The sources you use in your work are included as a separate list at the end of the paper. The APA Manual suggests using the title, References, for the list.

The Creative Commons copyright licenses and tools forge a balance inside the traditional “all rights reserved” setting that copyright law creates. Our tools give everyone from individual creators to large companies and institutions a simple, standardized way to grant copyright permissions to their creative work. The combination of our tools and our users is a vast and growing digital commons, a pool of content that can be copied, distributed, edited, remixed, and built upon, all within the boundaries of copyright law.

What do we mean when we talk about making online courses “accessible”? Does accessibility mean the same thing as accommodation or Universal Design for Learning? While the concepts are interconnected and all work in support of creating inclusive learning environments for students in higher education, each also has its own characteristics and definition.

This guide provides resources on the topic of Accessibility of Digital Content, as a supplement to the OERTX Digital Information Literacy Hub.

This page summarizes the accessibility issues demonstrated in the Word, PDF, and PowerPoint sample files that accompany the Accessible University demo site. With each issue, a solution is suggested as demonstrated in the accessible files.

The course treats the following topics: - Relevant physical oceanography - Elements of marine geology (seafloor topography, acoustical properties of sediments and rocks) - Underwater sound propagation (ray acoustics, ocean noise) - Interaction of sound with the seafloor (reflection, scattering) - Principles of sonar (beamforming) - Underwater acoustic mapping systems (single beam echo sounding, multi-beam echo sounding, sidescan sonar) - Data analysis (refraction corrections, digital terrain modelling) - Applications (hydrographic survey planning and navigation, coastal engineering) - Current and future developments.

Adaptive learning has its origins in John Carroll’s
personalized learning concept which prioritized
allotting engaged learners the time to become
proficient in a task (1963). Today, the phrase
adaptive learning applies to three overlapping
areas involving technology and learning.
Adaptive learning technology refers to the
educational technology, courseware, and
learning systems that deliver instruction and
learning content. Personalized learning,
sometimes interchangeably called adaptive
learning, represents content, pacing, pedagogy,
and goals designed to meet students’ individual
learning needs (Office of Educational
Technology n.d.). Thus, adaptive learning
describes the combination of active,
personalized learning delivered through
adaptive learning technology (Brown et al.
2020; Kerr 2016).

As faculty, you assess textbooks against a set of criteria that reflects your long experience and knowledge of student needs. You do the same with Open Textbooks, but there are a few additional considerations.

As faculty, you assess textbooks against a set of criteria that reflects your long experience and knowledge of student needs. You do the same with Open Textbooks, but there are a few additional considerations.