[{"_id":"project-settings","settings":{"translateMetaTags":true,"translateAriaLabels":true,"translateTitle":true,"showWidget":true,"isFeedbackEnabled":false,"fv":1,"customWidget":{"theme":"dark","font":"rgb(255,255,255)","header":"rgb(0,0,0)","background":"rgba(0,0,0,0.8)","position":"right","positionVertical":"bottom","border":"","borderRequired":false,"widgetCompact":true,"isWidgetPositionRelative":false},"widgetLanguages":[],"activeLanguages":{"es":"Español","fr":"Français","zh":"中文(简体)","en":"English"},"enabledLanguages":["en","es","fr","zh"],"debugInfo":false,"displayBranding":true,"displayBrandingName":true,"localizeImages":false,"localizeUrls":false,"localizeImagesLimit":false,"localizeUrlsLimit":false,"localizeAudio":false,"localizeAudioLimit":false,"localizeDates":false,"disabledPages":[],"regexPhrases":[],"allowComplexCssSelectors":false,"blockedClasses":false,"blockedIds":false,"phraseDetection":true,"customDomainSettings":[],"seoSetting":[],"translateSource":false,"overage":false,"detectPhraseFromAllLanguage":false,"googleAnalytics":false,"mixpanel":false,"heap":false,"disableDateLocalization":false,"ignoreCurrencyInTranslation":false,"blockedComplexSelectors":[]},"version":67289},{"_id":"en","source":"en","pluralFn":"return n != 1 ? 1 : 0;","pluralForm":2,"dictionary":{},"version":67289},{"_id":"outdated","outdated":{"#You can find links to helpful guides, and instructions on this page.":1,"#On the right side menu, click on Registration and Records":1,"#Click on the Workday Resources link":1,"#Log in to myAims":1,"#You can find information on Managing Account Access to Workday can be found in the Workday Resources link in the MyAims student portal.":1,"#Students can give a parent, spouse, or other trusted proxy full or limited access to their student Workday account, with the option to grant Friends and Family access.":1,"#Transcript with Arty on 19/4/2026, 12:10:06 a.m.":1,"#n.rodriguezhernandez@aims.edu":1,"#Audio and Video Accessibility: Captions, Transcripts and More | Aims Community College":1,"#Able player media player with interactive transcript and audio descriptions":1,"#Media details audio description":1,"#LeVar Burton Reads podcast transcript file":1,"#LeVar Burton Reads podcast example with transcript":1,"#Let's Tour Allied Health Sciences! video example with a transcript":1,"#Video Editor to edit captions.":1,"#Media Details auto-captioning set to default.":1,"#Conclusion":1,"#\"In this simulation, the user can drag a magnet toward a coil. As the magnet enters the coil, the voltmeter needle moves to the right, indicating a positive current.\"":1,"#Avoid time limits, or allow the user to pause/extend the time.":1,"#Provide \"Help\" instructions that explain how to navigate the simulation with a keyboard.":1,"#When a keyboard user tabs to buttons or links, focus Indicators (a highlight) should display on any button or link within a simulation.":1,"#If a user can't use a mouse, and uses a keyboard to navigate, they must be able to navigate using the Tab, Enter, and Arrow keys.":1,"#For an interactive simulation that has an audio track - treat this like a video: captions must be provided to help people with hearing impairments interpret the content and context of the simulation.":1,"#Interactive Simulations":1,"#Illustrative GIFs (Memes): If the GIF is purely for illustrative or emotional effect, the alt text should convey that emotion.":1,"#Descriptive GIFs: If the GIF is essential to understanding the content (e.g., showing a step-by-step process), the alt text must describe every meaningful frame or action.":1,"#The GIF must not contain anything that flashes more than three times in any one-second period.":1,"#Avoid auto-playing animated gifs. Let the user choose to play/pause.":1,"#Animated GIFs":1,"#When creating video content, avoid any rapid changes in brightness or color that might be perceived as a flash.":1,"#Photosensitive epilepsy is a type of epilepsy where seizures are triggered by flashing lights, patterns, or other visual stimuli.":1,"#Avoid video content that flashes too quickly - more than 3 times per second - can trigger seizures in users with photosensitive epilepsy. Avoiding use of flashing content at all is best.":1,"#Flashing content in video":1,"#Example of Able Player, an accessible media player with captions, interactive transcripts, AD functionality.":1,"#Have the ability to play captions and interactive transcripts. They can also play audio descriptions if needed and available.":1,"#Avoid using autoplay for audio or video content. Give users full control to play/pause media.":1,"#A media player needs to function reliably across different browsers and devices.":1,"#Users must be able to adjust playback speed and the appearance of captions (size, color).":1,"#Many people cannot use a mouse or choose not to, relying entirely on keyboard navigation.":1,"#All media player buttons/controls must be labeled and be accessible by keyboard so that they are screen reader compatible. So users do not face a barrier to access.":1,"#Accessible media players":1,"#After writing or generating an audio description, set these up manually in the YuJa video platform. Automatically pause a video to insert a description of a complex scene with key visual information.":1,"#Narrates essential visual information not conveyed through dialogue that is captioned (e.g. scenes, actions, settings), ensuring full comprehension.":1,"#Audio description (AD) is a secondary audio track that narrates key visual information for people who are blind or who have low vision.":1,"#Audio descriptions":1,"#Another thing to check is timing of captions to make sure that they are not out of sync with the audio and video.":1,"#These text files will need people to review them and fine-tune text descriptions to ensure accuracy, spelling, proper context, and that nuances in emotional tone are explained.":1,"#AI-generated captions and transcripts can pose accessibility challenges":1,"#Also when given prompts, these tools can analyze video content, identify key visual elements, and automatically generate audio descriptions.":1,"#Generative AI tools, like Google Gemini, ChatGPT and others, can be used by students and instructors. Provide prompts to have the tool automatically analyze a transcript and list summaries and key takeaways, helping users to process and review content more efficiently.":1,"#AI tools and audio/video accessibility":1,"#Example of a third-party podcast on Apple podcasts that has a View Transcript button and of the transcript file":1,"#<span ljsid-0=\"\">Aims video example: Let's Tour Allied Health and Sciences! </span><a ljsid-1=\"\"><u ljsid-1-0=\"\">Transcript file</u></a>. Note that there are errors in the transcript text example which would need to be checked for accuracy.":1,"#For audio-only content (like a podcast) a transcript is the primary accessibility requirement.":1,"#The YuJa video platform will generate transcripts at the same time it auto-captions a video. So feel free to use these as well as the captions.":1,"#In general, if a media player has an interactive transcript functionality, you can enable that feature so that transcripts are available.":1,"#It highlights spoken words and allows users to click text to jump to that point in the media.":1,"#Interactive transcripts do the same. This functionality works within an HTML5 media player.":1,"#Static Transcripts (HTML or text files): Include all necessary speech and non-speech audio information.":1,"#Two types of transcripts":1,"#Provide a complete written record of the content, allowing for self-paced reading, review, and easy searching for keywords or specific sections of text.":1,"#Transcripts are text versions of media content (dialogue, actions).":1,"#: the content provider did not provide captions.":1,"#Example of a YouTube video that has no captions":1,"#https://notegpt.io/":1,"#To add NoteGPT for use with YouTube, install the Google Chrome browser extension.":1,"#Generate a transcript and post that in D2L or on a media server and link to it next to the video link in D2L. Use a program like NoteGPT or another AI tool to generate a transcript.":1,"#If a video has no captions":1,"#When uploading a video to the YuJa video platform it automatically captions it. The first screen shot below shows Media Details > Accessibility page. The second screen shot shows using the Video Editor to edit video captions for accuracy, spelling errors, and context.":1,"#If a video is hosted on the YuJa Enterprise Video platform and embedded into D2L, then Panorama in D2L would check for the presence of captions.":1,"#More about captions":1,"#dialogue.":1,"#translate":1,"#Subtitles are used for language translation and it is assumed the user can hear the audio but may not understand the language, so they typically only":1,"#Captions are different from subtitles:":1,"#Help to improve comprehension for individuals with cognitive impairments, and they can enhance focus, boost retention, and support diverse learning styles.":1,"#Captions need to clearly identify a speaker, especially when there are multiple speakers.":1,"#Should include all dialogue, crucial sounds, and meaningful non-speech information like music.":1,"#Inaccurate captions can lead to miscomprehension of video content, especially with complex or specialized terminology like math and science equations, formulas, etc.":1,"#Captions must be accurate and properly synchronized with the video and audio.":1,"#Open Captions (OC) are permanently embedded into a video.":1,"#Closed Captions (CC) can be turned on or off in a media player when provided with the video.":1,"#There are two main types":1,"#Also help identify speakers, overcome audio challenges like background noise or distinguishing people’s accents, and help to ensure overall access to media content.":1,"#Vital for people with hearing difficulties or deafness. They provide access to dialogue and explain non-speech sounds like music and laughter that occur in the media.":1,"#Why are these important?":1,"#About captions and transcripts":1,"#The video will be auto-captioned. Check for accuracy.":1,"#After the event, the recorded video can be uploaded to YuJa Enterprise Video platform.":1,"#A sign-language interpreter can also be considered.":1,"#Provide live captions for live video streaming events (called CART services: Communication Access Realtime Translation).":1,"#Live video with audio streaming":1,"#Write these to describe that key visual information and manually add audio descriptions via the YuJa video platform.":1,"#If the captions do not describe key visual information, then audio descriptions would be needed.":1,"#Videos can be uploaded to the YuJa Enterprise Video platform - they are auto-captioned, and you can link to them within D2L.":1,"#A closed caption file (.WebVTT or .SRT formats) must be provided along with the video.":1,"#Prerecorded video with audio":1,"#Two types of video":1,"#High-quality recorded video with audio benefits everyone.":1,"#Video accessibility":1,"#Prepare your prerecorded audio to post online with a transcript as discussed above.":1,"#Once the live streaming content is completed:":1,"#Live captions should be provided for all live audio-only streaming content.":1,"#Live audio-only streaming":1,"#If the player does not support transcripts, generate a transcript for the podcast, check it for accuracy, upload it into D2L, and place it adjacent to the link to the podcast player.":1,"#Provide a transcript, if the podcast player has functionality to add one.":1,"#This applies to podcasts created at Aims or those from third-party sources.":1,"#Prerecorded audio-only podcast streaming files or any type of audio file in D2L.":1,"#Two types of audio files":1,"#High-quality recorded audio and clear speech benefit everyone.":1,"#Audio accessibility":1,"#Transcripts can also help people learning languages to understand spoken language and learn vocabulary.":1,"#Captions allow viewing of videos in different environments like a busy restaurant or a quiet library reading room.":1,"#A note for everyone":1,"#Benefit when media player buttons can be navigated with a keyboard - so they can access media and control when to play/pause.":1,"#People with mobility or sensory-motor difficulties who can’t use a mouse:":1,"#Benefit from transcripts for review and comprehension of information at their own speed.":1,"#People who have cognitive difficulties like ADD, dyslexia, ADHD:":1,"#Benefit from audio descriptions (AD) in videos, to hear key visual information, and also transcripts that can be read by screen readers to understand dialogue or narration for audio files.":1,"#People who have low vision or blindness:":1,"#Benefit from captions and transcripts to understand spoken content.":1,"#People who are hard of hearing or deaf:":1,"#Benefits of audio and video accessibility: for people with disabilities":1,"#For an interactive simulation that has no audio track, provide a text version of what occurs within the simulation and what data is shared - adjacent to the simulation.":1,"#Treat an interactive simulation that has an audio track like a video: captions must be provided to help people with hearing impairments interpret the content and context of the simulation.":1,"#Avoid auto-playing animated gifs. Let the user choose to play/pause the content.":1,"#Avoid video content that flashes too quickly - can trigger seizures in users with photosensitive epilepsy.":1,"#Media players must be fully operable by keyboard, not just with a mouse, and must support display of captions, transcripts, and audio descriptions.":1,"#If a video is hosted on the YuJa Enterprise Video platform and embedded into D2L, Panorama would check for the presence of captions.":1,"#AI tools can be used to generate captions, transcripts, and audio descriptions, but faculty need to review them for accuracy, spelling, and proper context.":1,"#Both live audio and video streaming events require live captions.":1,"#Prerecorded videos with audio must include accurate closed captions and, if key visual information is not spoken, audio descriptions must also be provided.":1,"#Prerecorded audio-only content (e.g., podcasts) must be accompanied by a transcript.":1,"#Web Content Accessibility Guidelines (WCAG 2.1 AA)":1,"#Providing these tools - is a requirement of the":1,"#Providing captions and transcripts are core methods for achieving media accessibility.":1,"#This goes for content that you create and third-party content that you source like YouTube videos.":1,"#Having captions and transcripts can actually make the difference for whether or not someone can consume audio or video content you upload or embed within a D2L course.":1,"#So that everyone, including people with individual or a wide range of disabilities, can perceive, understand, and interact with this digital content.":1,"#For audio/video accessibility specifically: using captions, transcripts, and in some cases audio descriptions, helps users to process audio or video information at their own pace:":1,"#This helps to ensure best practices for many different types of content including audio and video, along with helping to improve the user experience for all who use Aims D2L courses.":1,"#- with deadlines coming up this April of 2026.":1,"#Colorado State regulation HB21-1110":1,"#Americans with Disabilities Act, Title II":1,"#, required by the":1,"#Web Content Accessibility Guidelines (WCAG 2.1, Level AA)":1,"#As part of the Aims Digital Accessibility Initiative, we adhere to the":1,"#Introduction":1,"#Transcript with Arty on 18/4/2026, 7:22:59 p.m.":1,"#Transcript with Arty on 18/4/2026, 5:51:25 p.m.":1,"#Transcript with Arty on 18/4/2026, 9:14:39 a.m.":1,"#本课程重点讲解汽车发动机的拆卸、诊断和组装，包括发动机缸体和缸盖组件的诊断和维修程序。本课程符合MAST（美国汽车技术学院）的要求。学费标准有所不同。本课程不可重复修读以获得学分。":1,"#至 askanadvisor@aims.edu":1,"#I'm Interested in Foundation Power Hours":1,"#Thursday, February 5, 2026 11am to 3pm":1,"#Attend an information session before the semester starts.":1,"#on April 17 - May 16, 2026":1,"#Events on April 17 - May 16, 2026, powered by Localist, the Community Event Platform":1,"#Events on April 17 - May 16, 2026 - Aims Community College":1,"#I'm Interested in Drop In: Accessibility Q+A (April edition)":1,"#I'm Interested in Aims Read Friday: The Final \"Gather\": Semester Send-Off":1,"#I'm Interested in Lunch 'n Learn: More Than Words: Supporting Multilingual Learners":1,"#I'm Interested in From Restriction to Integration: Facilitating Student Use of Gen AI for Writing":1,"#When: April 17, 2026 - May 16, 2026":1,"#Share Drop In: Accessibility Q+A (April edition) on LinkedIn":1,"#Share Drop In: Accessibility Q+A (April edition) on X":1,"#Share Drop In: Accessibility Q+A (April edition) on Facebook":1,"#Share Drop In: Accessibility Q+A (April edition)":1,"#Mon, Apr 20, 2026 1pm to 2pm":1,"#Drop In: Accessibility Q+A (April edition)":1,"#Share Aims Read Friday: The Final \"Gather\": Semester Send-Off on LinkedIn":1,"#Share Aims Read Friday: The Final \"Gather\": Semester Send-Off on X":1,"#Share Aims Read Friday: The Final \"Gather\": Semester Send-Off on Facebook":1,"#Share Aims Read Friday: The Final \"Gather\": Semester Send-Off":1,"#Fri, Apr 17, 2026 2pm to 3pm":1,"#Aims Read Friday: The Final \"Gather\": Semester Send-Off":1,"#Share Lunch 'n Learn: More Than Words: Supporting Multilingual Learners on LinkedIn":1,"#Share Lunch 'n Learn: More Than Words: Supporting Multilingual Learners on X":1,"#Share Lunch 'n Learn: More Than Words: Supporting Multilingual Learners on Facebook":1,"#Share Lunch 'n Learn: More Than Words: Supporting Multilingual Learners":1,"#Welcome Center, 253":1,"#Fri, Apr 17, 2026 12pm to 1:30pm":1,"#Lunch 'n Learn: More Than Words: Supporting Multilingual Learners":1,"#Fri, Apr 17, 2026 10am to 12pm":1,"#Share From Restriction to Integration: Facilitating Student Use of Gen AI for Writing on LinkedIn":1,"#Share From Restriction to Integration: Facilitating Student Use of Gen AI for Writing on X":1,"#Share From Restriction to Integration: Facilitating Student Use of Gen AI for Writing on Facebook":1,"#Share From Restriction to Integration: Facilitating Student Use of Gen AI for Writing":1,"#Fri, Apr 17, 2026 10am to 11am":1,"#April 17, 2026 - May 16, 2026":1,"#Events: April 17 - May 16, 2026":1,"#Proporciona una culminación demostrada del aprendizaje dentro de un programa de estudio determinado. Se requiere la aprobación del departamento. Este curso tiene requisitos de admisión. Para más información, llame o envíe un correo electrónico al departamento de Contabilidad. Consulte la página web del departamento: https://www.aims.edu/degrees-certificates/accounting para obtener información de contacto. El curso es repetible con un máximo de 12 créditos.":1,"#Se centra en los aspectos teóricos y prácticos de la contabilidad de pasivos a largo plazo, capital contable, inversiones, pensiones y arrendamientos. Incluye la imputación del impuesto sobre la renta, el análisis de estados financieros, los estados de flujo de efectivo y la modificación de métodos contables. El curso no es repetible para obtener créditos.":1,"#You might look to Aims for its affordability, but stopping there undersells what the college has to offer. Value isn’t measured in dollars saved, it’s reflected in the outcomes, experiences and opportunities. Aims graduates enter the workforce with strong skills and higher earning potential.":1,"#Aims Community College and Greeley-Evans School District 6 are expanding access to higher education through District 6 Direct Admissions. The goal is to make the path from high school to college simpler, clearer and more supportive. This program is especially helpful for students who may not have historically seen college as a realistic option.":1,"#Aims Community College earns top honors as a 2026 Certified Healthy Workplace™ Leader, recognized for its outstanding commitment to employee wellness, mental health, and workplace safety by Health Links and the Colorado School of Public Health.":1,"#April 16, 2026":1,"#To register for classes, you must first attend an appointment with your academic advisor, then utilize the Workday platform to register.":1,"#How do I register for classes?":1,"#To choose or change your major, meet with your academic advisor.":1,"#How do I choose or change my major?":1,"#<a ljsid-0=\"\">New student orientation</a> is not mandatory but highly recommended. It is a great way to become familiar with Aims, build community with other prospective students and Aims support staff, and gain skills that will help you transition to college smoothly.":1,"#When is orientation, and is it mandatory?":1,"#You can access various resources for first-year students, including <a ljsid-1=\"\">Advising</a>, <a ljsid-3=\"\">Career Services</a>, <a ljsid-5=\"\">Student Life</a>, <a ljsid-7=\"\">The MOSAIC</a>, <a ljsid-9=\"\">TRIO Support Services</a>, <a ljsid-11=\"\">Student Accessibility Services</a>, and <a ljsid-13=\"\">Counseling Services</a>.":1,"#Are there resources for first-generation college students?":1,"#You can receive academic support, such as Tutoring, through the Learning Commons and through individual faculty support during open office hours.":1,"#What academic support is available for first-year students?":1,"#The Office of Financial Aid can support you in applying for financial aid and scholarships. If you are a Weld County resident who meets the requirements, you are eligible to apply for Weld County Bright Futures, with an application deadline in the spring of your senior year.":1,"#How do I apply for scholarships and grants?":1,"#No, direct admission does not affect tuition or financial aid.":1,"#Does direct admission affect my tuition or financial aid?":1,"#schedule an appointment":1,"#Our enrollment coaches are dedicated to helping you prepare for the first day of classes—":1,"#Yes, our enrollment coaches are available to answer any questions you may have.":1,"#Yes, the FAFSA and CAFSA are required for financial aid awards. We recommend you fill those out as soon as possible before you plan to attend college.":1,"#Yes, you have two weeks from the time you receive your notification to complete your admission form.":1,"#No, there are no GPA or graduation requirements.":1,"#Transcript with Arty on 17/4/2026, 7:49:33 p.m.":1,"#Finding Form and Feeling: Inside the 2026 Aims Student Art Show | Aims Community College":1,"#Mixed Media Art by Winnie":1,"#Cloud Kline and  Body of Kintsugi digital art":1,"#Pepper Feldman at 2026 Art Show":1,"#Gayle Goodrich with The Diver painting":1,"#Isaiah Firestone with his art Nervous Calm":1,"#Southern Knights (photo) by Landon Attrell":1,"#Kayla Sigmon recieves best in show":1,"#through June 1, offering visitors the chance to experience the creativity, skill and personal expression of Aims student artists.":1,"#The 2026 Aims Student Art Show remains on display at the":1,"#Come See the Art":1,"#Honorable Mention: Winnie for Sacrifice (mixed media)":1,"#Best in Theme: Cloud Kline for Body of Kintsugi (digital art)":1,"#People's Choice and Best in Craftsmanship (tie): Pepper Feldman for Grief Is Just Love With No Place Left To Go (ball point pen)":1,"#Best in Craftsmanship (tie): Gayle Goodrich for The Diver (acrylic on canvas)":1,"#Most Creative Piece: Isaiah Firestone for Nervous Calm (digital art)":1,"#Best in Composition and Design: Landon Attrell for Southern Knights (photography)":1,"#In addition to Best in Show, several students were recognized for their outstanding work in this year’s exhibition:":1,"#Kayla also encouraged other students to share their work and take part in opportunities like the Student Art Show. “Anyone should just put their art out there, and don’t be embarrassed by it,” she said. “Even if you don’t think your art is great, it can always touch someone.”":1,"#That emotional honesty is central to her work. Kayla said that while design and art can overlap, her fine art is often much more personal. “My art really reflects my emotions,” she said. “I try to make sure the people who are looking at it almost feel the same way that I’m feeling.”":1,"#Her winning piece was created when she was about 19, shortly after graduating from high school, during the uncertainty of the COVID era. Looking back, Kayla sees the piece as a reflection of a difficult transition in her life. “I had a lot of anger, and I just felt so lost in that world,” Kayla said. “It was hard to be who I was at that moment. I felt very torn between wanting to be who I was in high school and trying to switch to being a college student.”":1,"#“I’ve done art my whole life,” she said. “I think it’s a good release. I’ve never been very good at talking to people and so being able to get my feelings out on paper was the best release for me.”":1,"#That sense of connection aligns with the role art has played throughout her life. Kayla said creativity has long been an outlet for processing emotion and expressing things she cannot always put into words.":1,"#Kayla also said Aims played an important role in preparing her for the next step in her education. “Aims definitely set me up for UNC,” she said. “I had a big base to go off of from Aims, so that was very helpful.” She described the Aims art community as welcoming and supportive. “Aims is a lot more of a community,” Kayla said. “People want to help you.”":1,"#She said coming back to Aims has been meaningful, especially after spending her earlier college years during the COVID-19 pandemic. “It was a fun experience,” Kayla said. “Especially, like, the two years I was here during COVID, I didn’t get to experience anything like this, so it was fun to come back and be able to be in person.”":1,"#Kayla’s path as an artist has come full circle. She first attended Aims, where she studied graphic design, before transferring to the University of Northern Colorado. She graduated from UNC in 2024 with a bachelor’s degree in graphic design and has since returned to Aims to study animation, with plans to graduate in spring 2027. While she has experience in graphic design and enjoys working across media, she is especially interested in the marketing and motion design sides of animation.":1,"#For Kayla, the recognition came as a surprise. She said she entered the show for the first time after encouragement from a classmate and did not expect to walk away with the top honor. “I did not expect to win at all,” Kayla said. “I just wanted to put my pieces up there.”":1,"#Among this year’s standout artists is Best in Show winner Kayla Sigmon, recognized for her charcoal piece, “Loss”. She was awarded an Aims scholarship.":1,"#This year’s theme, Shapes and Figures, challenged students to explore who inspires them and what shapes their identity as people and artists. The juried exhibition features painting, graphic art, drawing, photography, sculpture and more, highlighting the talent of Aims students while giving them the experience of presenting their work in a professional gallery environment.":1,"#Best in Show winner Kayla Sigmon, recognized for her charcoal piece, “Loss”.":1,"#The 2026 Aims Student Art Show opened on April 10 on the Aims Loveland Campus, inviting students, faculty, and community members to celebrate student achievements and feel part of a vibrant artistic community.":1,"#Congratulations! You’re now logged into your Workday Student account. If you have any questions, please reach out to the Student Station by calling <a ljsid-1=\"\">970-330-8008</a>.":1},"version":67289}]