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Hindenburg Training – Class 1

Welcome to Hindenburg Training at KFAI.

This is a three part training sequence designed to make you more comfortable with using Hindenburg for editing projects.

In class #1, we’ll learn five key things:

  1. How (and where) to create and save Hindenburg sessions at KFAI
  2. How to import audio into Hindenburg
  3. How to cut audio files
  4. How to re-name audio files in the edit window
  5. How to place audio in the clipboard

#1 – How (and where) to create and save sessions at KFAI

At KFAI, we use Hindenburg on six different computers:

  • Studio 1
  • Studio 2
  • Studio 3
  • Studio 4 (on-air)
  • Newsroom Booth
  • Newsroom Corner

hindenburg_iconAt any of these computers, look for the red “H” Hindenburg icon on the task bar at the  bottom of the screen, or in the program menu.

Before we begin, let’s move some audio into a Workspace folder so you can use it.  At KFAI, the shared drive is the T: drive.  While Hindenburg at any of our computers can read a session that resides on this drive, the safest course is to work with files that live on the local drive of the computer you’re using.

Go to this location to copy your file:

T: / Production / Hindenburg Training / Students / your class year/class month / yourname 

Copy that folder into the Workspace on the local (C: or D:) drive of the machine you’re using.

Now let’s start a session.   Double Left click on the red H  to open Hindenburg.

If you need to start a new session once Hindenburg is already open you can hold down the keys Ctrl and N at the same time.

Start a New Session

  • Keyboard: Ctrl + N
  • Task Bar: New

You can import any audio that can be played on a computer. This also includes audio from video clips. There are four different ways to import audio into your Hindenburg session.

#2 – How to Import Audio into Hindenburg

Import Audio

  • Keyboard: Ctrl + T
  • Task Bar: Import
  • Mouse: Right click – Import
  • Drag & Drop

When you save a Hindenburg session, it is automatically paired with a file folder which contains the source audio for your session.  All audio will be converted to .wav audio format so Hindenburg can work with it.

Save Your Session

  • Keyboard: Ctrl + S
  • Task Bar: Save
  • Task Bar: Save As

Name the session and save it under the appropriate folder (example: C: Workspace/Your Name / My First Hindy Session)

Watch this video that demonstrates various ways of bringing audio into a session and how to understand the editing layout.

Now that you’ve got a clear sense of how the editing space works, let’s use what you’ve just learned to import audio into your Hindenburg session.

 

Inside your training folder on the local drive of the machine where you’re working is a .wav file called “Jumbled ID”.  Import that file into your session. Now you’ve got audio!

#3 – How to Cut Audio in Hindenburg

Watch this video that demonstrates how to work with imported audio.

Now let’s practice some of what you learned on our “Jumbled ID” audio.   We can undo each command using the keyboard function Ctrl + Z

  • Split audio
    • Task Bar: “Split”
    • Mouse: Right Click “Split”
    • Keyboard: Ctrl + B
  • Set IN and OUT markers
    • Mouse: Click and Drag
    • Keyboard: I = “in”, O = “out”
  •  Rehearse an edit (Ctrl-Shift-spaceba
  • Erase In and Out: ESC

Now divide the audio into four chunks.

Chunk 1: “KFAI is 90.3 and 106.7 FM
Chunk 2: music
Chunk 3: “From the top of the IDS Center, this is KFAI FM HD1, Minneapolis
Chunk 4: “Radio Without Boundaries”

It should look something like this when you start …

jumbled_id_1

… and like this when you have divided it into four parts.

jumbled_id_2

 

#4 – How to Re-name Audio Files in the Edit Window

Now let’s re-name each piece of the puzzle.  Highlight a chunk in orange by clicking on it with the arrow.  Then hit “Enter” to open up the piece for re-titling.

jumbled_id_3

Give each chunk a new name.

jumbled_id_4

#5 – How to use the Hindenburg Clipboard

Now let’s learn about the Hindenburg clipboard.

Now let’s move your four audio chunks into the clipboard.  As the video shows, you can do this in several ways:

  • Drag across the audio (creating an “in” and “out” marker), then drag the clip into the clipboard.
  • Highlight the clip so it is orange, then hold “CTRL” and drag the clip into the clipboard
  • Highlight the clip, hold down “CTRL” and “ALT” and press 1, 2, 3 or 4 depending on the clipboard section you would like to have as your destination.

Place each audio chunk in a separate clipboard section.

jumbled_id_5

Once your audio is in the clipboard, you can delete it from the edit space.  Now drag each section back in from the clipboard to re-arrange the Jumbled ID in a way that is most pleasing to you.  Allow yourself to be creative!

jumbled_id_6

Click “Save” on your session.

Finally, let’s update your file on the T: drive.

  • Go to the local drive of your computer, and copy the Hindenburg training folder with your name on it.
  • Go to T: / Production / Hindenburg Training / Students and find your class (ie: June 2017).
  • Paste your copied folder here.  Windows will ask if you want to replace same-named folders on the drive.  Say “yes”.  You’re done!

That concludes Hindenburg class #1.  In class #2, we’ll talk about recording your own voice, arranging clips, and exporting audio.

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Hindenburg Training – Class 2

Welcome back to Hindenburg Training at KFAI.

This is a three part training sequence designed to make you more comfortable with using Hindenburg for editing projects.  This is class #2.

At KFAI, we use Hindenburg on six different computers:

  • Studio 1
  • Studio 2
  • Studio 3
  • Studio 4 (on-air)
  • Newsroom Booth
  • Newsroom Corner

hindenburg_iconAt any of these computers, look for the red “H” Hindenburg icon on the task bar at the  bottom of the screen, or in the program menu.

Double Left click on the red H  to open a Hindenburg session.

Let’s revisit some of what you learned in Class #1.  This basic Hindenburg editing video (My First Segment) is more comprehensive than the beginning videos you watched in the first class, but it covers some of the same ground and will provide new information as well as giving you a helpful review.

Now let’s work on a project that involves recording your voice and mixing it with music.  In your folder, you’ll find a script and a sound file in a folder titled “Promo Project”.

Open the script.  You’ll read it off the screen.

Next, open a new Hindenburg session and save it in your folder as “yourname_promo”

Enable a track for recording in your Hindenburg session.

Open your mike and start the recording.

Read through the copy several times.  When you’re finished, press the space bar to stop your recording.

Edit the narration until you are happy with it and place the finished version in your clipboard.

Next, open the folder called “Mystery Sound Effects” and import the sounds and music you’d like to use to illustrate the final product.

You can bring these directly into the clipboard by right-clicking on the clipboard section you wish to use.

Navigate to the “Mystery Sound Effects” folder, open it and highlight all the tracks.

This gives you a nice assortment of sounds to work with.  But you don’t need to use them all.  Sometimes less is more!  Get things arranged in a way that you think will work,  and when you’re done, save the session.

In lesson 3, we’ll learn about setting your levels and making fades, working with multiple tracks, and exporting the final audio.

Hindenburg Training – Class 3

Welcome back to Hindenburg Training at KFAI.

This is a training sequence designed to make you more comfortable with using Hindenburg for editing projects.  This is class #3.

In this lesson we’ll look at setting volumes, making fades and exporting your work.

First, let’s review how Hindenburg regions work, with a closer look at the volume (or “gain”) controls.

Now let’s take a look at the work you did in Lesson 2.

By now you should have your promo project underway with narration you recorded and a selection of sounds and music already brought into the edit window.

Let’s see how music levels can be adjusted in relation to a piece of narration.  Here you see the narration highlighted in track 1, with our eerie music highlighted in the clipboard.

We can drag the music into track 2 underneath the narration.
With a left to right swipe over the music track at a point near the beginning of the narration, we can highlight a portion of the music that will become the “fade zone” – the area where our music fade will happen.

Now, use the cursor to reach for the upper boundary of the music waveform at a point outside and to the right of the fade zone. Pull down the boundary to reduce the level for the remainder of the track, thus creating a “shelf fade”.

Now we’ll try a different technique.  Let’s go back to a point where the narration is in track 1 and the music is sitting underneath it in track 2.  This time, our left to right swipe will create a music “fade zone”  right underneath the narration.

The level of the shaded area can be brought down with a simple click and drag.

Now we can zoom out to see the end of the music track.  By grabbing the right boundary of the music, we can pull  it forward so the music ends shortly after the narration does.

Now it’s a simple matter to add some sound effects.  We’ve dragged the music into the third track and brought the sounds into track two. The narration has spread out a bit to create space for some sounds.

Here’s where you can really listen to your project to determine if the levels are appropriate.  Drag the top boundary of your sound effects chunks up or down to find the level that sounds best.  You don’t want to overwhelm your narration, but you also want to make sure the effects and the music are loud enough to be heard.  Consider that many of your listeners will hear your work while driving, and all elements of the mix will have to compete with road noise.

Once you have your tracks organized and levels set, you can unify them in a group so they will stay together.

Technique #1:  Highlight all three the tracks by shift-clicking on the titles at the left edge of the screen.  Then right click on one of the track titles and select “Link Tracks”

Technique #2:  Highlight all the audio on the screen by shift-clicking the different blocks and right click on one of the blocks to select “Group” (or use the keyboard to hit Ctrl + G)

Now it’s time to export the audio.  Make sure all tracks are included by checking the Mute / Solo buttons on the left side of the screen. Then right click on any piece of audio in the group and choose “Export Selection”.

You can make some exporting choices, including what type of file you want to create.

Take note of these variables:

You can also export audio directly from the clipboard.  Hindenburg shows you how.

Export from Clipboard

 

When you export your audio, name the final copy using some of the key information on your script (remember your promo script?)

The “Spot Number” is a six number code we use to identify audio pieces that play back from our Rivendell software in studio 4.

The “Label” is a name we use to describe the spot.

In naming your spot, combine the spot number and the label with your name.  Use underscore marks _ to fill the spaces because some of our equipment dislikes .mp3’s or .wav files that have spaces in the names.

The final audio name of your audio production should look something like this:  012646_Vehicle_Donation_Halloween_Bob.wav

Blue Line Extension

What are the issues around the proposed extension of the Hiawatha “Blue Line” LRT?

Assignment: Do a report / interview on this impending transit development.

 

) A rail transit line through north Minneapolis is in the works. The METRO Blue Line extension would connect Downtown with Golden Valley, Robbinsdale, Crystal and Brooklyn Park. You can learn all about this project at an upcoming open house in Minneapolis.

METRO Blue Line extension open house
5-7:30 p.m., Thursday, Oct. 29
Harrison Community Center, 503 Irving Ave. N.

Plans for up to 11 new stations are in the works. Two are planned in Minneapolis along Olson Memorial Highway at Van White Boulevard and at Penn Avenue. The Metropolitan Council is also considering two additional stops near Theodore Wirth Parkway that would serve Golden Valley and Minneapolis: one at Golden Valley Road and the other on Plymouth Avenue. A decision on whether to construct one or both of these stations is expected later this year.

Anyone who needs assistance to take part in the open house should contact the project’s community outreach coordinator David Davies at david.davies@metrotransit.org or 612-373-5336. All requests for special assistance should be made by Oct. 22.

For more information on the project, go to www.bluelineext.org.

Making the Best Use of Immigrant Talent & Experience

The organization Civic Caucus recently interviewed Rebecca Tancredi, managing director of Upwardly Global, Chicago, IL, an immigrant-assistance firm.
Upwardly Global estimates that the talent pool of highly skilled, educated new Americans is more than 1.8 million.

Assignment: Using the Civic Caucus conversation with Ms. Tancredi as a starting point, schedule some interviews to address the question – is Minnesota doing enough to draw talented immigrants and to connect them with job opportunities.

And if there is a disconnect between the education of the American-born workforce and the skills needed for 21st century jobs, why?

Below is the rest of the message from Civic Caucus regarding the conversation with Rebecca Tancredi:

Talented immigrants need help in preparing resumes’ and preparing for interviews to avoid misunderstandings, Tancredi says. Moreover, immigrants often face ill-considered limits on qualifications to take professional licensing exams, she says.

 

The United States could be more purposeful, as is Canada, in bringing in people with skills the nation needs, according to Tancredi.

 

Biography.

Rebecca Tancredi is managing director for Upwardly Global for the Midwest.  Upwardly Global’s mission is to eliminate employment barriers for skilled immigrants and help them to integrate into the professional workplace.  In this role Tancredi works with employers across the Midwest to help them connect to diverse, highly skilled immigrants, refugees and asylees who come to the U.S. with extensive professional backgrounds and full work-authorization.  According to the Migration Policy Institute, there are over 1.8

million skilled immigrants who are un- or underemployed in the U.S.  When regions can better capitalize on this talent pool, they can solve some of their current and upcoming workforce shortages.

million

 

By teaching new Americans how to conduct a successful U.S. job search, Upwardly Global has helped thousands of immigrants move from low-skilled work to professional positions with family sustaining wages.  Prior to Upwardly Global, Rebecca worked in corporate HR and was responsible for staffing and innovative talent development programs.  She has a bachelor’s degree in Human Resources from Ohio State University.


Background.
Today’s interview is a followup to two Civic Caucus statements on human capital: one in September 2014 laying out the human-capital challenges facing the state today and in coming years and a follow-up paper in January 2015

offering recommendations for maintaining a high-quality workforce in Minnesota.

 

 

Discussion.

 

Skilled immigrants can play a role in helping with shortages in the workforce. Rebecca Tancredi of Upwardly Global for the Midwest said her organization’s mission is to eliminate employment barriers faced by skilled immigrants and refugees and to help them integrate into the U.S. workforce. “We’ve had great success in moving skilled immigrants from unemployment or low-skilled jobs into professional positions, often in the highest-demand sectors of our economy,” she said.

 

Minnesota has a great deal of opportunity because of its significant skilled- immigrant population. Upwardly Global has just started a pilot project of working with immigrants in the Twin Cities. Tancredi said the organization is currently exploring funding partners in the area. “We’re really interested in Minnesota and think we could play a strong role there,” she said.

 

The employment barriers skilled immigrants face are very solvable. A lot of the problem, Tancredi said, is immigrants’ lack of understanding of how to do a professional job search. Immigrants would send resumes with the wrong type of information or, if they had an interview, would do things in the interview that are culturally normal in their home country, but not in the U.S.

 

Tancredi said Upwardly Global does two things:

 

  • It works on the job seekers’ side, helping them with their resumes, coaching them to talk about their achievements during an interview, to give a firm handshake, and to make direct eye contact.

 

  • It also works with employers, who are very interested in the immigrant talent pool. But they often make mistakes, as well, Tancredi said. They may make the assumption that an immigrant needs sponsorship, which is expensive and time-consuming. But, in fact, all the immigrants Upwardly Global works with are already fully and permanently work authorized. Employers can become more sensitive to cultural issues and can learn to probe to get to the real issue-whether the immigrant has the skills to do the job.

 

This year, Upwardly Global will place about 640 immigrants in professional jobs and raise their family income by an average of $38,000 per placement. “It really changes the economic stability of the family,” Tancredi said. She pointed out that over 50 percent of Upwardly Global’s placements nationally are in positions employers report as the most difficult to fill. And Upwardly Global’s employer partners report increased diversity in their workforce and the ability to work in global markets as key advantages of hiring immigrants, she said.

 

 

Upwardly Global alumni maintain a retention rate of over 90 percent after one year of employment. She said the alumni tend to be very loyal to the business that helped them break the employment barrier. The retention rate also reflects the ability of immigrants to adapt to the American workforce, she said.

 

It’s estimated that the size of the talent pool of highly skilled, educated “new Americans” is more than 1.8 million. Tancredi said immigrants, refugees and asylees have arrived in the U.S. ready to work, but can’t find good jobs in their area of expertise. They are unemployed or underemployed in semi-skilled or unskilled job positions making poverty-level wages, she said. In Illinois, she said, the number is around 300,000.

 

Nationally, Upwardly Global has served 1,250 people this year and will serve 1,500 next year. “There’s a huge population and clearly, we’re not serving everyone,” she said.

 

In Minnesota, the trend is toward increasing numbers of immigrants. The percentage of foreign-born individuals in Minnesota, Tancredi said, rose from 7.2 percent in 2000 to 10 percent in 2012. Migration into the state will help sustain Minnesota’s population, she said, since its natural population growth will decline until 2050. According to Minnesota State Demographic Center projections, she said, the state needs an additional 83,100 net new in-migrants between 2016 and 2020 to maintain its present labor force growth of five percent.

 

Immigration helps offset the decline of younger age groups. New immigrants are disproportionately in their early working years, Tancredi said. The largest age category of new immigrants in 2012 was the 25-to-34 year-old group. “We see that in the people we work with at Upwardly Global,” she said. “Often they are young people trying to take advantage of winning a green card in the diversity lottery. That’s definitely true of the immigrants we have worked with in Minnesota.”

The Diversity Immigrant Visa Program (DV Program) makes up to 50,000 immigrant visas available annually. Visa winners are drawn in a random selection among all entries from countries with low rates of immigration to the United States. The DV Program is administered by the U.S. Department of State. Most lottery winners reside outside the U.S. and immigrate through consular processing and issuance of an immigrant visa.

The refugee population is another significant group in Minnesota. When employers think of refugees, they usually don’t think a refugee might be an engineer they could hire, Tancredi said. The U.S. policy with refugees, she said, is to try to make them independent as quickly as possible. This often results in them taking jobs below their skill level.

 

As immigrants make up a greater percentage of the workforce, she said, cities and states that capitalize on the pool of skilled immigrants will have an advantage economically. And that will help shift perceptions on immigration from a problem to a source of economic advantage, Tancredi said. “Shifting those perceptions can bring greater opportunities for smart immigration policy that is designed to help the U.S. address workforce issues strategically,” she said.

 

City and State workforce agencies should specify the ways they would like immigrants considered in their state plans, and recognize foreign-educated workers who are unemployed or underemployed as dislocated workers eligible for use of funding issued via the reauthorized Workforce Innovation and Opportunity Act (WIOA).

 

Employers say workforce-training programs are not producing workers with the skills they need. Tancredi said employers feel many training programs are not preparing people for the jobs most in demand or not preparing them adequately. “It could be that some employers have unrealistic expectations,” she said. An internship path is a great way to get past this barrier, she said, since hiring managers want to hire someone who hits the ground running. It’s not usually what they get, so employers must do some training on the job.

 

Internships can provide an opportunity for skilled immigrants to close any gaps between what they know and any new skills they might need on the job. Tancredi said her organization has an internship partnership with a group in Boise, Idaho. One of the main drivers for the Boise initiative, she said, was that the city and state were losing out on companies locating there because the population is not diverse. “They are intentionally trying to diversify their talent base to attract those companies,” she said.

 

The Boise group has funded 250 internships and Upwardly Global is one supplier of candidates for those internships, which Tancredi said are helpful to their clients. For example, a number of Upwardly Global clients might be great with technology and have computer science backgrounds, she said, but the technology they’ve been using in their home countries could be behind what’s used in the U.S. Internships provide the immigrants the learning experience to close any such gaps.

 

Policy can influence this workforce issue and help different states and employers access the talent pool of skilled immigrants. As an example, Tancredi pointed out that every state has a different approach to licensing engineers. Civil engineers must be licensed as professional engineers before to secure jobs at the level of previous positions. . People who graduate from a U.S. engineering school can take the initial fundamentals of engineering licensing test immediately after graduation which is step one in the process. In Michigan, engineering graduates from foreign schools can also take the licensing test immediately.

 

That’s not true in Illinois, she said. Engineering graduates must work for four years under a licensed engineer before they can take the licensing test. Because of this requirement, she said, Upwardly Global clients in Illinois will take the test in Michigan and, if they pass, put it on their resume. “Michigan is being very smart about this issue,” she said. “They are funding us to attract engineers and to get them to move to Michigan. And that is happening.”

 

While Upwardly Global’s ultimate goal for each client is a long-term job position, the organization sometimes uses short-term contract jobs to give clients U.S. work experience.

 

More than half of Upwardly Global’s immigrant clients have skills in job areas that are the hardest for U.S. employers to fill. Tancredi said the organization’s four largest placement areas are in engineering, technology, finance and accounting, and health care.

 

Part of Upwardly Global’s program is teaching immigrants about the American business style. “Workers from other parts of the world see Americans as very self promoting, very achievement oriented, very goal directed and very confident,” Tancredi said. “We value numbers and want to quantify things and value extraversion and assertiveness. These are cultural differences.” Because Upwardly Global clients from certain countries might be hesitant to speak up, she said, the organization teaches people how to be heard in a meeting, how to assert oneself and how to recognize social cues.

 

“While Upwardly Global is mostly about teaching job search skills,” she said, “we are completely available to immigrants after they’re placed in a job.”

Examining the “Grocery Gap”

Blue Cross / Blue Shield is pitching a story to KFAI regarding the “Grocery Gap”

Assignment:  Do a Morning Blend interview or a produced field piece about statewide efforts to address this problem.  Is this one area where residents of rural Minnesota and low-income inner city residents might find common purpose?

Press release below:

Minnesotans say the state’s “grocery gap” is a barrier to healthy eating, according to a new poll commissioned by the Center for Prevention at Blue Cross and Blue Shield of Minnesota.

The Center announced the latest findings from its state-wide poll that show a majority of those polled say not all Minnesotans have access to healthy food and stores that offer healthy choices is an obstacle for many.

Would you be interested in a story about the poll findings showing how our surroundings – the places where, we live, work and play – impact our access to healthy food? And, to set up a time to talk with the head of the Center or one of the community groups involved in healthy solutions throughout the state?

Some interesting findings include:

  • A “grocery gap” is felt by many Minnesotans, with nearly half (49 percent) reporting that not having a store nearby that sells healthy food impacts what they eat. Most Minnesotans (73 percent) also say difficulty finding healthy food on-the-go influences their decisions.

The results of the poll underscore how much a person’s surroundings can influence the choices they make and ultimately impact their health. I’ve included the news release in this email (see below).

To illustrate the state’s “grocery gap,” we have included a link to the infographic and fact sheet.

Please let me know your thoughts and I’ll put you in touch with the head of the Center or one of the community groups involved in healthy solutions in your area.

 

Media Contacts

Katie Priebe
715-571-6428

Christian Knights
651-662-4058 (office)
christian.knights@bluecrossmn.com

Tracy Carlson
612-455-1717 (work)
612-232-6578 (cell)
tracy.carlson@padillacrt.com

Waiting for Take-Off

Assignment:  Do an interview on this research regarding immigrant communities and their  work at the MSP airport.

Waiting for Take-Off is a report from Center for Popular Democracy about Poverty Wages facing the East African Communities in Minnesota, and how the Minneapolis-St. Paul Airport, the largest employer of these communities, could make a positive impact on these numbers by raising wages for workers.