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{"text": "5 Components of Information Literacy\nBuild a WordPress Blogsite\nDeveloping Research Strategies\nGoogle Sites Help\nHow to avoid Plagiarism?\nHow to do Boolean searching in Google?\nInformation Literacy and the World Wide Web\nWhat constitute Plagiarism?\nEnhancing Information Literacy Skills\nOverview\nAccording to ACRL (2016), Information Literacy (IL) is the \u201cset of skills needed to find, retrieve, analyze, and use information.\u201d Myriad of information over the internet was growing and was becoming accessible.\nTherefore, as teachers we should teach and help students to develop skills and competencies in searching the Web and using information for intellectual and holistic growth to successfully thrive in this digital age.\nIn this lesson we will provide quality web-based resources for students to explore Information Literacy and the salient sub-topics on Plagiarism and Web Searching.\nThe following activities allow students to gain in-depth understanding of our topic.\nHappy Teaching!\nCollaborative Learning\nAllow students to use the common communication platform like Google Hangouts, FB Messenger, Google Docs etc.\nProvide ground rules in discussion forum to foster mutual respect.\nUse email to allow flexible report submissions.\nInformation Literacy\nAccording to ACRL, Information Literacy (IL) is the \u201cset of skills needed to find, retrieve, analyze, and use information.\u201d Myriad of information over the internet was growing and becoming accessible. Therefore, as students, it is vital to develop your skills and competencies in searching the Web and to use information for intellectual and holistic growth and be competitive in this digital age.\nIn this lesson we will optimize quality web-based resources to explore the topic. You are required to perform learning activities to gain in-depth understanding of our topic.\nActivity:\n1. Group discussion\n- Form a group of four. Assign a moderator and follow division of labor.\n- Formulate a question for discussion\n2. Submit a group report\nGuided questions:\n1. Describe Information literacy. What encompasses information literacy?\n2. Identify a credible website and a compromised website?\n3. What literacy skills that you need to develop the most? Why?\nPoster Making\nThis is a classroom activity.\nProvide recognition for three best posters.\nCollaborate with co-teachers and parents for judging students' works.\nPLAGIARISM\nPhoto credits: https://as1.ftcdn.net/jpg/01/73/64/42/500_F_173644278_dJqrMAsMpOX0gwGQEfnvAo9QF5X8KTuo.jpg\nPlagiarism is a serious academic offense. Copying other people\u2019s works in any form without giving proper credit is tantamount to stealing or dishonesty. To save you from unnecessary problems of committing such offense, we will explore the topic.\nActivity:\n1. Get a partner\n2. Create Poster\n3. Class presentation\nGuided question:\n1. How do you describe plagiarism?\n2. Cite example of plagiarism case?\n3. What is the consequence of plagiarism? How to avoid it?\nDiscussion Forum\nProvide students guideline and access to online discussion forum tools to ignite engagement.\nChoose from Padlet, Edmodo, or Schoology.\nSEARCHING SKILL\nNot all information on the internet are useful and authentic. More often, we have waisted precious time looking for the information we need. Therefore, as students, it is vital to develop skills and competencies in searching information from the Web.\nActivity:\n1. Discussion Forum.\n2. Post your answer to any of the questions and make a comment to at least 2 of your classmates\u2019 posts.\nGuided questions:\n1. Describe Boolean Search in 200 words.\n2. How do you benefit from developing skills in searching?\n3. What issue did you usually experience when searching over the internet?\n4. How would you improve your searching skills?\nePortfolio\nAllow students to explore using affective learning domain by writing insights, reflection and realization on a topic.\nCreate/adapt and then provide students Rubrics covering all task.\nAlways give constructive, formative, and timely feedback.\nActivity:\n1. Create a blog (WordPress, Google Sites)\n2. Write your insights, reflection and realization on a topic.\nAn ePortfolio is your final assignment. Feel free to write your insights, reflections, and realizations on a topic. Your write-up must be at least 800 words.\nRefer to Rubric to guide you in accomplishing your deliverables.\nCredits\nCheck all references. Always give credit where the credit is due.\nImages credits\nBlog| http://www.thebluediamondgallery.com/tablet/images/blog.jpg\nHand https://as1.ftcdn.net/jpg/01/73/64/42/500_F_173644278_dJqrMAsMpOX0gwGQEfnvAo9QF5X8KTuo.jpg\nStudents on computer| https://cdn.pixabay.com/photo/2014/07/06/09/37/students-385356_960_720.jpg\nReferences\nBernnard, Bobish, Hecker, Holden, Hosier, Jacobsen, Loney, Bullis (n.d.). Plan: Developing Research Strategies\nhttps://courses.lumenlearning.com/informationliteracy/chapter/plan-developing-research-strategies/\nFramework for Information Lietracy for Higher Education. (2017).\nhttps://library.defiance.edu/ld.php?content_id=33786268\nfrccbcc. (2017). How to do Boolean Searching in Google?\nhttps://www.youtube.com/watch?v=izxz19agnXM\nSeminole State Library. (2014). 5 Components of Information Literacy\nhttps://www.youtube.com/watch?v=1ronp6Iue9w\nSullivan, M & Scott, T. (1999). ASCD. Information Literacy and the World Wide Web.\nUniversity of Malta. (n.d.).How to avoid Plagiarism?\nhttps://www.um.edu.mt/__data/assets/pdf_file/0018/261324/avdplagiarism.pdf\nUniversity of Oxford. (n.d.). Plagiarism\nhttps://www.ox.ac.uk/students/academic/guidance/skills/plagiarism?wssl=1\nCONGRATULATIONS !"}
{"text": "Stages of Sleep\nOverview\nBy the end of this section, you will be able to:\n- Differentiate between REM and non-REM sleep\n- Describe the differences between the four stages of non-REM sleep\n- Understand the role that REM and non-REM sleep play in learning and memory\nSleep is not a uniform state of being. Instead, sleep is composed of several different stages that can be differentiated from one another by the patterns of brain wave activity that occur during each stage. These changes in brain wave activity can be visualized using EEG and are distinguished from one another by both the frequency and amplitude of brain waves (Figure). Sleep can be divided into two different general phases: REM sleep and non-REM (NREM) sleep. Rapid eye movement (REM) sleep is characterized by darting movements of the eyes under closed eyelids. Brain waves during REM sleep appear very similar to brain waves during wakefulness. In contrast, non-REM (NREM) sleep is subdivided into four stages distinguished from each other and from wakefulness by characteristic patterns of brain waves. The first four stages of sleep are NREM sleep, while the fifth and final stage of sleep is REM sleep. In this section, we will discuss each of these stages of sleep and their associated patterns of brain wave activity.\nNREM STAGES OF SLEEP\nThe first stage of NREM sleep is known as stage 1 sleep. Stage 1 sleep is a transitional phase that occurs between wakefulness and sleep, the period during which we drift off to sleep. During this time, there is a slowdown in both the rates of respiration and heartbeat. In addition, stage 1 sleep involves a marked decrease in both overall muscle tension and core body temperature.\nIn terms of brain wave activity, stage 1 sleep is associated with both alpha and theta waves. The early portion of stage 1 sleep produces alpha waves, which are relatively low frequency (8\u201313Hz), high amplitude patterns of electrical activity (waves) that become synchronized (Figure). This pattern of brain wave activity resembles that of someone who is very relaxed, yet awake. As an individual continues through stage 1 sleep, there is an increase in theta wave activity.  It is relatively easy to wake someone from stage 1 sleep; in fact, people often report that they have not been asleep if they are awoken during stage 1 sleep.\nAs we move into stage 2 sleep, the body goes into a state of deep relaxation. Theta waves still dominate the activity of the brain, but they are interrupted by brief bursts of activity known as sleep spindles (Figure). A sleep spindle is a rapid burst of higher frequency brain waves that may be important for learning and memory (Fogel & Smith, 2011; Poe, Walsh, & Bjorness, 2010). In addition, the appearance of K-complexes is often associated with stage 2 sleep. A K-complex is a very high amplitude pattern of brain activity that may in some cases occur in response to environmental stimuli. Thus, K-complexes might serve as a bridge to higher levels of arousal in response to what is going on in our environments (Hal\u00e1sz, 1993; Steriade & Amzica, 1998).\nStage 3 and stage 4 of sleep are often referred to as deep sleep or slow-wave sleep because these stages are characterized by low frequency (up to 4 Hz), high amplitude delta waves (Figure). During this time, an individual\u2019s heart rate and respiration slow dramatically. It is much more difficult to awaken someone from sleep during stage 3 and stage 4 than during earlier stages. Interestingly, individuals who have increased levels of alpha brain wave activity (more often associated with wakefulness and transition into stage 1 sleep) during stage 3 and stage 4 often report that they do not feel refreshed upon waking, regardless of how long they slept (Stone, Taylor, McCrae, Kalsekar, & Lichstein, 2008).\nREM SLEEP\nAs mentioned earlier, REM sleep is marked by rapid movements of the eyes. The brain waves associated with this stage of sleep are very similar to those observed when a person is awake, as shown in Figure, and this is the period of sleep in which dreaming occurs. It is also associated with paralysis of muscle systems in the body with the exception of those that make circulation and respiration possible. Therefore, no movement of voluntary muscles occurs during REM sleep in a normal individual; REM sleep is often referred to as paradoxical sleep because of this combination of high brain activity and lack of muscle tone. Like NREM sleep, REM has been implicated in various aspects of learning and memory (Wagner, Gais, & Born, 2001), although there is disagreement within the scientific community about how important both NREM and REM sleep are for normal learning and memory (Siegel, 2001).\nIf people are deprived of REM sleep and then allowed to sleep without disturbance, they will spend more time in REM sleep in what would appear to be an effort to recoup the lost time in REM. This is known as the REM rebound, and it suggests that REM sleep is also homeostatically regulated. Aside from the role that REM sleep may play in processes related to learning and memory, REM sleep may also be involved in emotional processing and regulation. In such instances, REM rebound may actually represent an adaptive response to stress in nondepressed individuals by suppressing the emotional salience of aversive events that occurred in wakefulness (Suchecki, Tiba, & Machado, 2012).\nWhile sleep deprivation in general is associated with a number of negative consequences (Brown, 2012), the consequences of REM deprivation appear to be less profound (as discussed in Siegel, 2001). In fact, some have suggested that REM deprivation can actually be beneficial in some circumstances. For instance, REM sleep deprivation has been demonstrated to improve symptoms of people suffering from major depression, and many effective antidepressant medications suppress REM sleep (Riemann, Berger, & Volderholzer, 2001; Vogel, 1975).\nIt should be pointed out that some reviews of the literature challenge this finding, suggesting that sleep deprivation that is not limited to REM sleep is just as effective or more effective at alleviating depressive symptoms among some patients suffering from depression. In either case, why sleep deprivation improves the mood of some patients is not entirely understood (Giedke & Schw\u00e4rzler, 2002). Recently, however, some have suggested that sleep deprivation might change emotional processing so that various stimuli are more likely to be perceived as positive in nature (Gujar, Yoo, Hu, & Walker, 2011). The hypnogram below (Figure) shows a person\u2019s passage through the stages of sleep.\nView this video that describes the various stages of sleep.\nDreams\nThe meaning of dreams varies across different cultures and periods of time. By the late 19th century, German psychiatrist Sigmund Freud had become convinced that dreams represented an opportunity to gain access to the unconscious. By analyzing dreams, Freud thought people could increase self-awareness and gain valuable insight to help them deal with the problems they faced in their lives. Freud made distinctions between the manifest content and the latent content of dreams. Manifest content is the actual content, or storyline, of a dream. Latent content, on the other hand, refers to the hidden meaning of a dream. \nFreud was not the only theorist to focus on the content of dreams. The 20th century Swiss psychiatrist Carl Jung believed that dreams allowed us to tap into the collective unconscious. The collective unconscious, as described by Jung, is a theoretical repository of information he believed to be shared by everyone. According to Jung, certain symbols in dreams reflected universal archetypes with meanings that are similar for all people regardless of culture or location.\nThe sleep and dreaming researcher Rosalind Cartwright, however, believes that dreams simply reflect life events that are important to the dreamer. Unlike Freud and Jung, Cartwright\u2019s ideas about dreaming have found empirical support. For example, she and her colleagues published a study in which women going through divorce were asked several times over a five month period to report the degree to which their former spouses were on their minds. These same women were awakened during REM sleep in order to provide a detailed account of their dream content. There was a significant positive correlation between the degree to which women thought about their former spouses during waking hours and the number of times their former spouses appeared as characters in their dreams (Cartwright, Agargun, Kirkby, & Friedman, 2006). Recent research (Horikawa, Tamaki, Miyawaki, & Kamitani, 2013) has uncovered new techniques by which researchers may effectively detect and classify the visual images that occur during dreaming by using fMRI for neural measurement of brain activity patterns, opening the way for additional research in this area.\nRecently, neuroscientists have also become interested in understanding why we dream. For example, Hobson (2009) suggests that dreaming may represent a state of protoconsciousness. In other words, dreaming involves constructing a virtual reality in our heads that we might use to help us during wakefulness. Among a variety of neurobiological evidence, John Hobson cites research on lucid dreams as an opportunity to better understand dreaming in general. Lucid dreams are dreams in which certain aspects of wakefulness are maintained during a dream state. In a lucid dream, a person becomes aware of the fact that they are dreaming, and as such, they can control the dream\u2019s content (LaBerge, 1990).\nSummary\nThe different stages of sleep are characterized by the patterns of brain waves associated with each stage. As a person transitions from being awake to falling asleep, alpha waves are replaced by theta waves. Sleep spindles and K-complexes emerge in stage 2 sleep. Stage 3 and stage 4 are described as slow-wave sleep that is marked by a predominance of delta waves. REM sleep involves rapid movements of the eyes, paralysis of voluntary muscles, and dreaming. Both NREM and REM sleep appear to play important roles in learning and memory. Dreams may represent life events that are important to the dreamer. Alternatively, dreaming may represent a state of protoconsciousness, or a virtual reality, in the mind that helps a person during consciousness.\nReview Questions\n________ is(are) described as slow-wave sleep.\n- stage 1\n- stage 2\n- stage 3 and stage 4\n- REM sleep\nHint:\nC\nSleep spindles and K-complexes are most often associated with ________ sleep.\n- stage 1\n- stage 2\n- stage 3 and stage 4\n- REM\nHint:\nB\nSymptoms of ________ may be improved by REM deprivation.\n- schizophrenia\n- Parkinson\u2019s disease\n- depression\n- generalized anxiety disorder\nHint:\nC\nThe ________ content of a dream refers to the true meaning of the dream.\n- latent\n- manifest\n- collective unconscious\n- important\nHint:\nA\nCritical Thinking Questions\nFreud believed that dreams provide important insight into the unconscious mind. He maintained that a dream\u2019s manifest content could provide clues into an individual\u2019s unconscious. What potential criticisms exist for this particular perspective?\nHint:\nThe subjective nature of dream analysis is one criticism. Psychoanalysts are charged with helping their clients interpret the true meaning of a dream. There is no way to refute or confirm whether or not these interpretations are accurate. The notion that \u201csometimes a cigar is just a cigar\u201d (sometimes attributed to Freud but not definitively shown to be his) makes it clear that there is no systematic, objective system in place for dream analysis.\nSome people claim that sleepwalking and talking in your sleep involve individuals acting out their dreams. Why is this particular explanation unlikely?\nHint:\nDreaming occurs during REM sleep. One of the hallmarks of this particular stage of sleep is the paralysis of the voluntary musculature which would make acting out dreams improbable.\nPersonal Application Question\nResearchers believe that one important function of sleep is to facilitate learning and memory. How does knowing this help you in your college studies? What changes could you make to your study and sleep habits to maximize your mastery of the material covered in class?"}
{"text": "Blood Smear Video v000001\nOverview\nThis video shows scanning a Wright's stained blood smear slide with pauses to view leukocytes. The video was taken at 630X under a brightfield microscope. This video is compatible with a laboratory lesson in which students observe, categorize, and count leukocytes. More than 100 leukocytes are viewed in this video. Note, this video does not have narration.\nVideo credit: Emily Fox\nBlood Smear Video hosted on OER commons\nThis video is hosted on OER commons.\nBlood Smear Video YouTube Link\nThis video is hosted on YouTube."}
{"text": "Denzel Washington's Life Advice Will Leave You Speechless\nGrowth Mindset\nGrowth Mindset vs. Fixed Mindset\nIdentify: Growth or Fixed Mindset\nMichelle Obama's Best Advice for Students: How to Succeed in Life\nThe Power of a Growth Mindset\nGrowth Mindset Assessment Activity\nOverview\nFor this activity, students will first complete a mindset assessment to learn about their current mindset. Next, students will review the videos and the attached article entitled \"Building Growth Mindset\" and answer the four questions posed by Bradley Busch in the article.\nPSYC 1030- Intro to Psychology\nFor this activity, students will first complete a mindset assessment to learn about their current mindset. Next, students will review the attached article entitled \"Building Growth Mindset\" and answer the four questions posed by Bradley Busch in the article.\n- Is their present effort worth their expected reward?\n- Do you tend to feel threatened being with people who are successful?\n- Do you typically spend time questioning or criticizing feedback you receive or taking positive action?\n- Identify a setback, how would you treat the situation differently?\nOur mindsets exist on a continuum from fixed to growth, and although we\u2019d like to always have a growth mindset, the reality is that we can only be on a journey to a growth mindset. The goal is to recognize fixed mindset elements in ourselves and then reflect on feedback and strategies for how to improve.\nThe Mindset Assessment is a quick diagnostic tool drawn from research-validated measures for people age 12 and over to use to assess their mindsets. It has been used in many studies to show how mindsets can change, and can be used by you and your students to identify areas in which you can work toward a growth mindset. You will be delivered personalized feedback after you submit the assessment to your email. Please upload your results to the assignment dropbox."}
{"text": "The Emperors of Rome Crossword\nDALL: Digital Age Latin Learning\nOverview\nThis small pressbook is designed to give students a brief refresher on Latin Grammar, and exposes learners to a few salient aspects of life in ancient Rome: the time of day, the calendar, and hygiene practices.\nIntroductions and Parts of Speech\nSalvete, Omnes (Greetings, everyone!)\nThis Pressbook is designed with two goals in mind. The first is to provide self-guided education and activities of a Classical Language. Through the journeys of the first goal we accomplish the second: understanding and appreciation for the daily life of Late Imperial Rome through the simulatd, imagined construction of a famous Roman relic, an Aqueduct! As you go throughout your day, you will assist in the planning, design, stone hewing, cement creation, irrigation, and construction of the Aqua Alexandrina.\nThe Roman World has plentiful aspects which have flowed down to today's age, but olne fohte most impactful legacists was to the language itself, all aspects of which survive today in our own tongue. These surviving linguistics are:\n- Nouns: their declensions, forms, and genders.\n- ALL Latin nouns are gendered, either MASCULINE (M), FEMININE, (F), OR NEUTER (N).\n- We will discuss gendering of nouns as we move further along.\n- Verbs: As the mitochondria is the powerhouse of the cell, the verb is the powerhouse of the Latin sentence. Verb formation, conjugation, and syntax will be broken up over teh course of this book, because of the variegated forms and rules verbs will play.\n- Most verbs are \"normal,\" in that they follow a genral set of rules for their construction and use.\n- Some verbs are \"irregular,\" in that their forms and construction do not follow the typical layout of other verbs. These verbs are unique and just must be memorized.\n- Prepositions: These act out a very similar purpose as they do in English, serving to provide a little bit more infomation in the sentence and its parts\n- Participles: We will discuss and elucidate the formation, application, and meanings of participles, or \"verbal nouns\"\n- These are quite complex constructs, which will unfold new ways to read, understand, and appreciate the Latin language.\n- Ubiquitous Aspects: Tenses--Moods--Voices\n- These three aspects impact and affect every level of Latin translation and understanding. As old as it may sound, those three aspects work with the flow of time, that is, when did the action of verbs in different tenses, moods, and voices happen in relation to the action of the governing verb.\n- Pronouns: Pronouns, just like in English, are crucuial identifiers for whom is doing what in a particular sentence. Pronouns vary in form and size through gender, number, and case.\n- Gender, Number, and Case: All Latin nouns, evry single one, are gendered, meaning they are all either masculine, feminine, or neuter. English is special in being one of the only Latin legacy languages which uses no such gendering. The lack of gender can certainly be a challenge for the novitiate Latin learner, but this challenge is by no means insurmountable.\n- Number: The number of Latin nouns is very simple, just like in English: singular or plural. The futher in you go, the easier it will become to distinguish between singular and plural nouns.\n- Case: All Latin nouns have cases weith their own unique endings. The cases tell you what role the noun is playing in the sentence you're reading.\n- Nominative: The \"Subject\" case. The subject of any Latin sentence will be in the Nominative case.\n- Genitive: The \"Possession\" case. This case reaveals the relation of ownership among nouns.\n- Dative: The \"Indirect Object\" case. Here, teha ction of the verb is imparted \"to\" or \"for\" something else. That \"something else\" noun will be in the Dative case.\n- Accusative: The \"Direct Object\" case. Here this noun is fully receiving the action of the verb, and will thus be in the accusative case.\n- Ablative: The ablative case is by far the largest adn most biazarre of the Noun Cases. It can be used to explain teh relation of one obect by with or from another noun. The Ablative case has many different uses which impact the nuances of translation, and we will discuss these in greater depths as we move along.\n- Vocative: This final case is the smallest, and it is not seen \"in the wild\" too terribly often. The Vocative case is the case of Address. A Roman would use the Vocative case to formally address someone else, or how a Roman might begin a speech in the Forum. However, the Vocative case was not used when writing a letter to someone else. For that, the Romans used the Dative case.\nPre Education Activity: Identify Parts of Speech\nAs we discussed earlier, the parts of speech in Latin and the parts of speech in English are very similar, with some parts performing the same function. To get a more solid understanding, below you will identify the parts of speech for a number of sentences in English, to give you a foundation of the similary ways the parts of speech in English and Latin both play.\nBelow is the sentence. Its bits have been broken up on the left hand side, with the constituent parts of speech on the right. Connect the parts on the left with its matching aspect on the right.\nTHE GREEN BOY KICKED THE BLUE BALL AT THE PURPLE GIRL\n| THE GREEN | NOUN |\n| [THE] BOY | INDIRECT OBJECT |\n| KICKED | PREPOSITION |\n| THE BLUE BALL | DIRECT OBJECT |\n| AT | VERB |\n| THE PURRPLE GIRL | ADJECTIVE |\nTHE BRIGHT IMAGE OF THE BELOVED STILL BURNS (Grayling, 2011, p. 164)\n| THE BRIGHT IMAGE | VERB |\n| OF THE BELOVED | PREPOSITION |\n| STILL | SUBJECT |\n| BURNS | ADJECTIVE |\n| DIRECT OBJECT |\nBETWEEN 70 AND 135, CHRISTIANITY BECAME A RELIGION BASED VERY LARGELY ON THE GEOPGRAPHY AND ORGANIZATION OF THE HELLENISTIC SYNAGOGUE (Frend, 1984, p. 120)\n| BETWEEN | ADJECTIVE |\n| CHRISTIANITY | DIRECT OBJECT(S) |\n| BECAME | PREPOSITION |\n| VERY LARGELY | SUBJECT |\n| GEOGRAPHY; ORGANIZATION | VERB |\n| AND | CONJUNCTION |\n| BASED | AJDECTIVE |\n| HELLENISTIC SYNAGOGUE | VERB |\nPronunciation & Diphthong Review\nBefore we dive into the meat of our pressbook, it's important to understand how to physically speak the words as an ancient Roman would have. To accomplish that end, we will discuss the ever so famous accent mark, the macron.\nA Macron looks like this: A l\u014dng line \u014dver a vowel. What the macron told the R\u014dmans and tells us is to elongate a vowel when you're speaking a partic\u016blar word. The guide bel\u014dw has been adapted from Wheelock's Latin (La Fleur, 2011, p. xxxvii). It works like so:\n| LONG | SHORT |\n| \u0101 like \"fAther\" (d\u0101bo: I give) | a like \"vAssal\" (dat: he/she/it gives) |\n| \u0113 like \"thEy\" (s\u0113d\u0113s: the thones/seats) | e like \"pEt\" (et: and) |\n| \u012b like \"machIne\" (s\u012b: if) | i like \"bIt\" (fort\u016bn\u0101tissimam: most fortunate) |\n| \u014d like \"clOver\" (magn\u014d: great) | o like \"Off\" (Ego: I) |\n| \u016b like \"dUde\" (\u016bnum: one) | u like \"pUt\" (sum: I am) |\nIn addition to the accent mark macron to dictate a long syllable, the ancient Romans also used diphthongs, just like in English. And very much like English, the Latin diphthongs were two (2) vowels producing a single sound. They are explained in the table below, which has been adapted from Wheelock's Latin (La Fleur, 2011, p. xxxvii).\n| DIPHTHONG | SOUNDS LIKE | IN THE WILD |\n| AE | AI like AISLE | horae: the hours/of the hour |\n| AU | OU like HOUSE | audite!: hear! |\n| EI | EI like REIGN | dei: of a/the god |\n| EU | E+U: smash these two together | seu: or if (this diph. is rare in Latin) |\n| OE | OI like OIl | coepit: he/she/it begins |\nUnderstand the Powerhouse: Parts of the Verb\nOkay, so! We discussed earlier in this book how important the verb is in English and in Latin. We made the comparison that as the mitochondria is the cell's powerhouse, the verb is the sentence's powerhouse. Let's break it down:\nJust like in English, Latin verbs have five characteristics (quinque propr\u012betates) (QUIN-QUAY PRO-PREE-AY-TAH-TEHS). These characteristics are: Person; Number; Tense; Mood; and Voice\n- PERSON and Number: (pers\u014dna et numerus) (PAIR-SOWN-UH EHT NOO-MEH-RUS)\n- Who is the subject? That is, who is doing the action of the verb, or receiving the action of the verb?\n- Latin verbs can have three (3) points of view,\n- and two (2) numbers, singular or plural\nReally really similar to English, isn't it? Still with us? Optime! Let's continue with the next characteristic, Tenses.SINGULAR PLURAL I (1st person) We (1st plural) You (2nd person) You (You all/yall) (2nd plural) He/She/It (3rd person) They (3rd plural)\n- TENSE: (tempus) (TEHM-PUSS)\n- When did the action of the verb take place?\n- Latin has six (6) tenses, each of which we will discuss in depth:\nPRESENT\nPERFECT IMPERFECT FUTURE PERFECT FUTURE PLUPERFECT\n- MOOD (modus) (MOE-DUHS)\n- By \"the mood\" of a verb, we mean indicating the manner or state of being for a verb. Like English, Latin has three (3) moods:\n- Indicative: from the word \"indicate,\" the indicative mood of a verb more or less \"indicates facts;\" it tells us important information about what's going on in the sentence.\n- Imperative: the imperative mood is the commanding mood. Go home! Eat this now! The imperative mood verb commands somone to do something.\n- Subjunctive: This is a funky mood. It is the mood of possibility and potentiality, what might or could happen. For right now, I want you to focus on the indicative and imperative moods.\n- By \"the mood\" of a verb, we mean indicating the manner or state of being for a verb. Like English, Latin has three (3) moods:\n- VOICE (vox) (try it out!)\n- The voice of the verb tells us if the subject is actively doing the action of the verb, or if the subject is passively receiving the action of the verb. An example below:\n- Johnny hit the blue ball.\n- The blue ball was hit by Johnny.\n- Notice how little the sentence is actually changing; Johnny is still hitting a blue ball; but the perspective shifted from Johnny's to the inanimate ball when we moved to the Passive Voice. Kinda funky, huh\n- The voice of the verb tells us if the subject is actively doing the action of the verb, or if the subject is passively receiving the action of the verb. An example below:\nNext, we will move on to conjugating the Latin verb! From there we will move on to Latin nouns. Once that foundation is established, we'll be able to take a brief early morning journey through Rome, circa 220 C.E. (Common Era).\nGrammar Review: The Noun Declensions: I & II\nIn this and the next two sections we are going to review case endings for all five Latin Declensions. Declensions 1 & 2 will be on one page; Declension 3 gets its own section; Declensions 4 & 5 will also be on one page.\nSteps for Declining Proper:\n- Take a noun, with its nominative and genitive. We'll use incola, incolae (inhabitant(s)) for our purposes.\n- Chop off the AE ending in the gentive. Whatever results is our stem. For us, it's incol...\n- Attach your case endings, and watch the magic of translation unfold!\nDeclension I: incola, incolae, f.: inhabitant(s)\n| CASE | ENDING S | ENDING P | IN ACTION |\n| NOMINATIVE | -a | -ae | \"the inhabitant(s)\" |\n| GENITIVE | -ae | -arum | \"of the inhabitant(s)/the inhabitant(s)'\" |\n| DATIVE | -ae | -\u012bs | \"to/for the inhabitant(s)\" |\n| ACCUSATIVE | -am | -\u0101s | \"the inhabitant/the inhabitants\" |\n| ABLATIVE | -\u0101 | -\u012bs | \"by/with/from the inhabitant(s)\" |\nDeclension II: servus, servi, m.: slave(s)\n| CASE | ENDING S | ENDING P | IN ACTION |\n| NOMINATIVE | -us | -\u012b | servus, servi |\n| GENITIVE | -\u012b | -orum | servi, servorum |\n| DATIVE | -o | -\u012bs | servo, servis |\n| ACCUSATIVE | -um | -\u014ds | servum, servos |\n| ABLATIVE | -o | -\u012bs | servo, servis |\n| VOCATIVE | -e | -i | serve, serv\u012b |\nDeclension II: periclum, periculi, n.: danger(s)\n| CASE | ENDING S | ENDING P | IN ACTION |\n| NOMINATIVE | -um | -a | servus, servi |\n| GENITIVE | -\u012b | -orum | servi, servorum |\n| DATIVE | -o | -\u012bs | servo, servis |\n| ACCUSATIVE | -um | -a | servum, servos |\n| ABLATIVE | -o | -\u012bs | servo, servis |\n| VOCATIVE | -e | -a | serve, serv\u012b |\nNotae Bene\n- Declension II is the only one in which the Vocative case ending is different from the nominative.\n- Some nouns ending in -er keep the e in their forms; other nouns drop it entirely.\n- 1st and 2nd Declension adjectives follow the gender, number, and case of the nouns they modify.\nEducational Activity I: Declensions I & II Review.\nBelow are fifteen (15) sentences covering first and second declension nouns and adjectives. Five (5) sentences will ask you write the Latin form for the word requested; five (5) sentences will ask you identify all possible case and number forms for a particular Latin word; and five (5) sentences will ask you to write the Latin noun and adjective for the English phrase. I will provide an example of in each section. Sentences are adapted from Sinkovich, (1989): pp. 20; 33.\nI. Latin form for requested word:\n- street, acc. pl: vi\u0101s\n- farmer, gen. pl:\n- Italy, dat. si.:\n- story, nom. pl.:\n- land, acc. si.:\n- letter, abl. pl.:\nII. Identify all options:\n- f\u0101bul\u0101s: acc. pl\n- puellae:\n- terram:\n- Graecis:\n- epistularum:\n- agricola:\nIII. Translate English to Latin:\n- many gods, acc pl.: multos deos\n- good woman, nom si.:\n- many roads, abl pl.:\n- good friend, dat. si.:\n- large house, gen. pl.:\nGrammar Review: The Noun Declensions: III\nThe third declension is by far the largest and most complex declension in the language. As explained by Sinkovich (1989), the 3rd Declension is composed of four types of nouns:\n- Those whose stems end in a consonant. That is, you look at the genitive form, say principis; we chop off its ending, its two terminal letters, and we have the stem, which as luck would have it, ends in a consonant. The consonant stems have declensions in masculine, feminine, and the neuter\n- Nouns whose stems end in an -i. Masculine and feminine 3rd \"I-Stem\" nouns end in -is in the nominative. Neuter nouns end in -e, -al, or -ar\n- 3rd declension nouns that have a consonant stem, but are declined like \"I-stem\" nouns. I'm sorry, I know it's funky.\n- Nouns that are irregular in form, but follow the 3rd declension conventions.\nHelpful Hints:\n- You've got yourself a third declension noun if the noun ends in: -a, -e, -\u012b, -\u014d, -y, -c, -l, -n, -r, -s, -t, and\n- There is no guranteed way to identify a 3rd declension noun with the ease we can identify 1st and 2nd.\n- Fret not! There are etymological clues that can hint which gender of the 3rd declension we work with: To wit:\n- Masculine nouns typically end in: -tor, -or, -er, -o, -es, -eps, -ex\n- Feminine nouns typically end in: t\u0101s, -tus, -es, -go, -do, -rs, -io, -is\n- Neuter nouns typically end in: -en, -us, -e -al, -ar, -ur, -or\n- NOTICE: observe how close the -or neuter ending is to the masculine -tor ending. A keen eye is crucial with the 3rd declension.\nI. Consonant Stems\n| CASE | miles, militis, m. SI | lex, legis, f. SI | corpus, corporis SI | miles, militis, m. PL | lex, legis, f. PL | corpus, corporis, n. PL |\n| NOM | miles | lex | corpus | milites | leges | corpora |\n| GEN | milites | legis | corporis | militum | legum | corporum |\n| DAT | militi | legi | corpori | militibus | legibus | corporibus |\n| ACC | militem | legem | corporem | milites | leges | corpora |\n| ABL | milite | lege | corpore | militibus | legibus | corproibus |\nII. I-Stems\n| CASE | hostis, hostis, m. SI | finis, finis, f., SI | animal, animalis, n., SI | hostis, hostis, m. SI PL | finis, finis, f., PL | animal, animalis, n., PL |\n| NOM | hostis | finis | animal | hostes | fines | animalia |\n| GEN | host\u012bs | fin\u012bs | animalis | hostium | finium | animalium |\n| DAT | host\u012b | fin\u012b | animal\u012b | hostibus | finibus | animalibus |\n| ACC | hostem | fines | animales | hostes | fines | animalia |\n| ABL | hoste | fine | animale | hostibus | finibus | animalia |\nIII. I-Stem Mixes\n| CASE | urbs, urbis, f., SI | mons, montis, m., SI | urbs, urbis, f., PL | mons, montis, m., PL |\n| NOM | urbs | mons | urbes | montes |\n| GEN | urbis | montis | urbium | montium |\n| DAT | urbi\u012b | mont\u012b | urbibus | montibus |\n| ACC | urbem | montem | urbes | montes |\n| ABL | urbe | monte | urbibus | montibus |\nFor good, bad, or indifferent, the endings of the 3rd declension simply must be memorized with how they work with various consonants or vowels in the stem.\nGrammar Review: The Noun Declensions: IV & V\nThe final two declensions of nouns are not quite as complex as the third declension, but employ a larger use of -u, -us, -e, and -es than the other declensions. The fourth and fifth declension decline both masculine and feminine nouns.\nFor the fourth declension, the terminal -s is cut off, leaving us with the stem to which we affix our case endings.\nmanus and lacus now become manu- and lacu- respectively. From here, we can add our endings.\nI. The Fourth Declension\n| CASE | manus, manus, f., SI | lacus, lacus, m., SI | manus, manus, f., PL | lacus, lacus, m., PL |\n| NOM | manus | lacus | manus | lacua |\n| GEN | manus | lacus | manuum | lacuum |\n| DAT | manui | lacui | manibus | lacibus |\n| ACC | manum | lacum | manus | lacua |\n| ABL | manu | lacu | manibus | lacibus |\nII. The Fifth Declension\n| CASE | fides, fidei, f., SI | dies, diei, SI | fides, fidei, f., PL | dies, diei, m., PL |\n| NOM | fides | dies | fides | dies |\n| GEN | fidei | diei | fiderum | dierum |\n| DAT | fidei | diei | fidebus | diebus |\n| ACC | fides | diem | fides | dies |\n| ABL | fide | die | fidebus | diebus |\nLike with the 3rd declension, these u, uum, us, and e, erum endings are unique to the fourth and fifth declension and must be simply memorized.\nCultural Activity: Identify Domestic Parts\nAs we've discussed, in Roman times the open, spacious villas (villae, f. in Latin) were the homes of the moderately to monumentously wealthy. For the purposes of this PressBook, we are going to examine the Roman domus (lit: \"house\") that was quite common in ancient and imperial Rome.\nThe Roman domus possessed many features which are still present in residential architecture today: the doorway, the hallways, the bedroom, etc.\nBelow are two lists: Latin vocabulary detailing the parts of the domus, and their English translation or equivalent. Match em up!\n| I. vestibulum | I. a hallway, or corridor, by which one accessed other parts domi |\n| II. atrium | II. open rooms; think its legacy, alcove |\n| III. impluvium | III. a servant's entrance and secondary secret entrance for the homeowners. |\n| IV. compluvium | IV. a drained pool sitting beneath the open space above |\n| V. fauces | V. open greeting area |\n| VI. tablinum | VI. a slanted opening in the roof domi (of the house) |\n| VII. triclinium | VII. the roman bedroom; sound out the word and think its legacy. |\n| VIII. alae | VIII. main entrance hall |\n| IX. cubiculum | IX. further in from the atrium, where the master of the house could greet his guests |\n| X. culina | X. the dining room |\n| XI. posticum | XI. the kitchen |\nOnce you're done, or have given your best guesses, check this resource, and this resource, both open access, to check your work! Hintedy-hint-hint: utilize the second resource to flesh out the first.\nCultural Activity: Design Your Domus\nNow that you know the constituent parts of a Roman domus, it's time to design your own! Imagine your ideal Roman domus. Mementote (remember) you're in a neighborhood near the forks of major roads, so space is limited. In the space below, fill out your own domus, with the vocabulary provided. Draw the walls in solid lines, doorways with dashes. Numbering the domus with vocabulary as a key works too.\nCultural Education: Telling the Time and the Day\nSo by the time of the early 3rd century (the mid 220s area), the calendar as we know it today was more or less already in place. The solar calendar of ancient Rome was ten months, until Octavian Augustus added two new months with festivals into the solar year: one for his uncle Julius, celebrating the day of his birth, and another month for Augustus himself, also celebrating his birth.\nKristina Sessa states that by Late Antiquity, the calendar contained twelve months, three hundred sixty five days, a seven day week, and some months containing leap years. Sounds kinda familiar, huh? But here's where the Romans differed: the Kalends, Ides, and Nonnes\nRomans identified and labeled any given day based on that day's relation to, that is, distance from, the Kalends, Ides, and Nonnes.\nThe Kalends always marked the first day of every month. Easy enough, right?\nThe Nonnes was the marker dictating a day was 8 days away from the Ides\nThe Ides, made famous through the Bard's eternal play (Act 1, Scene 2), marked the fifteenth day of March, May, July, and October, and the thirteenth day on all other months of the year.\nThings to remember:\n- Romans counted inclusively: meaning if on Monday I were to count how many days until Friday, I would include Monday in my count.\n- The dates of the calendar were always in relation to this three marker days. Once the Ides passed, the remaining days were related to the Kalends of the next month. And once the Nonnes passed, the remaining days were coordinated for the remaining days until the Ides.\nBelow is a surviving artifact of an imperial Roman calendar.\nCultural Activity: Create Your Own Sundial\nHere we will discuss how to make your own sundial!\nDirections here:\nStep I: Accquire a paper plate, a pair of scissors, a marker, and a pen or straw.\nStep II:\nMark the four compass corners with 12, 3, 6, and 9. For accuracy, I chose to go with Roman numerals\nStep III:\nFill in the rest of the numbers.\nStep IV:\nTake your pair of scissors, and make a hole in the center of the dial plate. It should look like so:\nStep V: Once you make your hole, insert the straw, ensuring the hole is tight enough that the straw doesn't tip over and accidentally tell you it's 10:30 at night.\nOnce completed, the sundial should look something like this:\nCongratulations! You have successfully made a modern replica of an ancient Roman artifact!\nCultural Activity: Create Your Own Xylospongium\nBelow will be a step-by-step direction on creating your own xylospongium, the ancestor of the modern-day toiletbrush!\nDirections Here\nStep I: Acquire a stick. Literally a wooden stick. Here I have two. The Romans most likely would have carved or smoothed out the shaft of the xylospongium, but for our purposes, au naturale will work for now.\nStep II: Acquire a sponge. Either a circular sponge from a craft store, or a loofah will work. A kitchen sponge, with its disk type nature, might be an inadequate representation. A blob of sponge is all you'll need. The steps below are for using modern day bath loofahs. Here I have two loofahs:\nStep III: Most loofahs come with a little cloth loop, like so:\nStep IV: Cut these loops.\nStep V: Find where your loofah is held together:\nStep VI: Poke, slide, twist, screw, or jam, your wooden stick into this area\nStep VII: Tie the cut loops around the stick for security.\nOnce completed, it might look something like below:\nYou have now created a modern representation of an ancient Roman artifact! Congratulations!\nBelow is an artistic representation of the function, purpose, and use of the xylospongium. If you haven't yet guessed, forewarned is forearmed.\nRoman Emperor Crossword\nHere you can use context clues and your vast knowledge of the Roman world to fill out this fun little Emperors of Rome crossword! Every answer is either the name of an emperor, or something else related to the imperium and ruling the empire of the late ancient world. The crossword is attached below. Have fun!\nLatin and English Vocab Word Search\nAttached below is a little word search! It includes English and Latin terminology. It includes 37 terms. Not too easy but not too difficult either :)\nClosing thoughts for now\nI hope you've enjoyed this little pressbook! For now the journey stops here. But I will share now ambitions of future updates:\nThere are ambitions of dedicating sections to the other integral part of this ancient language: the writing itself. We will explore resources and understandings of ancient Roman writing and literacy. As we stretch further and further away from the Empire and inch closer and close to the medieval period, this will provide an ample opportunity to explore how early medieval manuscripts were created. It will also provide ample options to explore the incredibly complex abbreviation system of medieval Latin literature: our common ideas of abbreviating words was born from the Romans: they were famous for it. There are even modern replicas of manuscripts using ancient techniques. Resources and videos will be uploaded upon discovery, which leads to the next ambition.\nWe have a goal of connecting this resource to other digital sources from around the world; explore artifacts; examine mosaics; analyze ancient handwriting, manuscripts, and graffiti.\nGraffiti is not some modern fancy of the bored and privileged teenager. In Roman times graffiti was an effective if not impolite means of pulbic communication. In fact, some of the more vulgar words Romans used to describe one another found their homes in wall graffiti. Humans really haven't changed all that much in two thousand years, have we? Just like with manuscript and artifact collections, there are openly accessible resources imaging, detailing, and discussing ancient Roman graffiti. Those will soon be uploaded for perusal, education, and amusement.\nUntil next time,\nVale, unice"}
{"text": "Modal Verbs - Advisability - Should - Off2Class ESL Lesson Plan\nOverview\nAdvisability \u2013 Should\nAlso designed for pre-intermediate ESL students, this lesson plan guides teachers and students through the use of the modal verbs should and shouldn\u2019t for suggestions, duties, responsibilities and/or expectations. Students will also practise forming questions and speak using should to express expectations.\nIf you want additional lesson plans and support, including teachers\u2019 notes, be sure to register for a free Off2Class account.\nOff2Class\nAdvisability \u2013 Should\nAlso designed for pre-intermediate ESL students, this lesson plan guides teachers and students through the use of the modal verbs should and shouldn\u2019t for suggestions, duties, responsibilities and/or expectations. Students will also practise forming questions and speak using should to express expectations.\nDownload the lesson plan Advisability \u2013 Should here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/"}
{"text": "Micrograph Micrococcus luteus gram stain 1000X p000177\nOverview\nThis micrograph was taken at 1000X total magnifcation on a brightfield microscope. The subject is Micrococcus luteus cells grown on agar at 37 degrees Celsius. The cells were heat-fixed to a slide and Gram stained prior to visualization.\nImage credit: Emily Fox\nMicrograph\nWhite background with small clusters of purple, round Micrococcus luteus cells."}
{"text": "https://library.achievingthedream.org/herkimerenglish2/chapter/defining-literature/\nIntroduction to Literature Texts:\nOverview\nThese are two resources that I find helpful for teaching an Introduction to Literature course. This material would be useful for teaching an introduction to literature course that aims to instruct students on how to read, analyze, and write critically about literature. The resources comprise important terms, readings, and information on how to engage with literary scholarshi\nIntroduction to Literature Texts\nThese are two resources that I find helpful for teaching an Introduction to Literature course. This material would be useful for teaching an introduction to literature course that aims to instruct students on how to read, analyze, and write critically about literature. The resources comprise important terms, readings, and information on how to engage with literary scholarship.\nThese are two resources that I find helpful for teaching an Introduction to Literature course. This material would be useful for teaching an introduction to literature course that aims to instruct students on how to read, analyze, and write critically about literature. The resources comprise important terms, readings, and information on how to engage with literary scholarship.\nCreative Commons Liicense for image follows:\n\"Books literature\" by eltpics is licensed under CC BY-NC 2.0."}
{"text": "Prokaryotic Metabolism\nOverview\nBy the end of this section, you will be able to:\n- Identify the macronutrients needed by prokaryotes, and explain their importance\n- Describe the ways in which prokaryotes get energy and carbon for life processes\n- Describe the roles of prokaryotes in the carbon and nitrogen cycles\nProkaryotes are metabolically diverse organisms. There are many different environments on Earth with various energy and carbon sources, and variable conditions. Prokaryotes have been able to live in every environment by using whatever energy and carbon sources are available. Prokaryotes fill many niches on Earth, including being involved in nutrient cycles such as nitrogen and carbon cycles, decomposing dead organisms, and thriving inside living organisms, including humans. The very broad range of environments that prokaryotes occupy is possible because they have diverse metabolic processes.\nNeeds of Prokaryotes\nThe diverse environments and ecosystems on Earth have a wide range of conditions in terms of temperature, available nutrients, acidity, salinity, and energy sources. Prokaryotes are very well equipped to make their living out of a vast array of nutrients and conditions. To live, prokaryotes need a source of energy, a source of carbon, and some additional nutrients.\nMacronutrients\nCells are essentially a well-organized assemblage of macromolecules and water. Recall that macromolecules are produced by the polymerization of smaller units called monomers. For cells to build all of the molecules required to sustain life, they need certain substances, collectively called nutrients. When prokaryotes grow in nature, they obtain their nutrients from the environment. Nutrients that are required in large amounts are called macronutrients, whereas those required in smaller or trace amounts are called micronutrients. Just a handful of elements are considered macronutrients\u2014carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur. (A mnemonic for remembering these elements is the acronym CHONPS.)\nWhy are these macronutrients needed in large amounts? They are the components of organic compounds in cells, including water. Carbon is the major element in all macromolecules: carbohydrates, proteins, nucleic acids, lipids, and many other compounds. Carbon accounts for about 50 percent of the composition of the cell. Nitrogen represents 12 percent of the total dry weight of a typical cell and is a component of proteins, nucleic acids, and other cell constituents. Most of the nitrogen available in nature is either atmospheric nitrogen (N2) or another inorganic form. Diatomic (N2) nitrogen, however, can be converted into an organic form only by certain organisms, called nitrogen-fixing organisms. Both hydrogen and oxygen are part of many organic compounds and of water. Phosphorus is required by all organisms for the synthesis of nucleotides and phospholipids. Sulfur is part of the structure of some amino acids such as cysteine and methionine, and is also present in several vitamins and coenzymes. Other important macronutrients are potassium (K), magnesium (Mg), calcium (Ca), and sodium (Na). Although these elements are required in smaller amounts, they are very important for the structure and function of the prokaryotic cell.\nMicronutrients\nIn addition to these macronutrients, prokaryotes require various metallic elements in small amounts. These are referred to as micronutrients or trace elements. For example, iron is necessary for the function of the cytochromes involved in electron-transport reactions. Some prokaryotes require other elements\u2014such as boron (B), chromium (Cr), and manganese (Mn)\u2014primarily as enzyme cofactors.\nThe Ways in Which Prokaryotes Obtain Energy\nProkaryotes can use different sources of energy to assemble macromolecules from smaller molecules. Phototrophs (or phototrophic organisms) obtain their energy from sunlight. Chemotrophs (or chemosynthetic organisms) obtain their energy from chemical compounds. Chemotrophs that can use organic compounds as energy sources are called chemoorganotrophs. Those that can also use inorganic compounds as energy sources are called chemolitotrophs.\nThe Ways in Which Prokaryotes Obtain Carbon\nProkaryotes not only can use different sources of energy but also different sources of carbon compounds. Recall that organisms that are able to fix inorganic carbon are called autotrophs. Autotrophic prokaryotes synthesize organic molecules from carbon dioxide. In contrast, heterotrophic prokaryotes obtain carbon from organic compounds. To make the picture more complex, the terms that describe how prokaryotes obtain energy and carbon can be combined. Thus, photoautotrophs use energy from sunlight, and carbon from carbon dioxide and water, whereas chemoheterotrophs obtain energy and carbon from an organic chemical source. Chemolitoautotrophs obtain their energy from inorganic compounds, and they build their complex molecules from carbon dioxide. The table below (Table) summarizes carbon and energy sources in prokaryotes.\n| Carbon and Energy Sources in Prokaryotes | ||||\n|---|---|---|---|---|\n| Energy Sources | Carbon Sources | |||\n| Light | Chemicals | Carbon dioxide | Organic compounds | |\n| Phototrophs | Chemotrophs | Autotrophs | Heterotrophs | |\n| Organic chemicals | Inorganic chemicals | |||\n| Chemo-organotrophs | Chemolithotrophs |\nRole of Prokaryotes in Ecosystems\nProkaryotes are ubiquitous: There is no niche or ecosystem in which they are not present. Prokaryotes play many roles in the environments they occupy. The roles they play in the carbon and nitrogen cycles are vital to life on Earth.\nProkaryotes and the Carbon Cycle\nCarbon is one of the most important macronutrients, and prokaryotes play an important role in the carbon cycle (Figure). Carbon is cycled through Earth\u2019s major reservoirs: land, the atmosphere, aquatic environments, sediments and rocks, and biomass. The movement of carbon is via carbon dioxide, which is removed from the atmosphere by land plants and marine prokaryotes, and is returned to the atmosphere via the respiration of chemoorganotrophic organisms, including prokaryotes, fungi, and animals. Although the largest carbon reservoir in terrestrial ecosystems is in rocks and sediments, that carbon is not readily available.\nA large amount of available carbon is found in land plants. Plants, which are producers, use carbon dioxide from the air to synthesize carbon compounds. Related to this, one very significant source of carbon compounds is humus, which is a mixture of organic materials from dead plants and prokaryotes that have resisted decomposition. Consumers such as animals use organic compounds generated by producers and release carbon dioxide to the atmosphere. Then, bacteria and fungi, collectively called decomposers, carry out the breakdown (decomposition) of plants and animals and their organic compounds. The most important contributor of carbon dioxide to the atmosphere is microbial decomposition of dead material (dead animals, plants, and humus) that undergo respiration.\nIn aqueous environments and their anoxic sediments, there is another carbon cycle taking place. In this case, the cycle is based on one-carbon compounds. In anoxic sediments, prokaryotes, mostly archaea, produce methane (CH4). This methane moves into the zone above the sediment, which is richer in oxygen and supports bacteria called methane oxidizers that oxidize methane to carbon dioxide, which then returns to the atmosphere.\nProkaryotes and the Nitrogen Cycle\nNitrogen is a very important element for life because it is part of proteins and nucleic acids. It is a macronutrient, and in nature, it is recycled from organic compounds to ammonia, ammonium ions, nitrate, nitrite, and nitrogen gas by myriad processes, many of which are carried out only by prokaryotes. As illustrated in Figure, prokaryotes are key to the nitrogen cycle. The largest pool of nitrogen available in the terrestrial ecosystem is gaseous nitrogen from the air, but this nitrogen is not usable by plants, which are primary producers. Gaseous nitrogen is transformed, or \u201cfixed\u201d into more readily available forms such as ammonia through the process of nitrogen fixation. Ammonia can be used by plants or converted to other forms.\nAnother source of ammonia is ammonification, the process by which ammonia is released during the decomposition of nitrogen-containing organic compounds. Ammonia released to the atmosphere, however, represents only 15 percent of the total nitrogen released; the rest is as N2 and N2O. Ammonia is catabolized anaerobically by some prokaryotes, yielding N2 as the final product. Nitrification is the conversion of ammonium to nitrite and nitrate. Nitrification in soils is carried out by bacteria belonging to the genera Nitrosomas, Nitrobacter, and Nitrospira. The bacteria performs the reverse process, the reduction of nitrate from the soils to gaseous compounds such as N2O, NO, and N2, a process called denitrification.\nArt Connection\nWhich of the following statements about the nitrogen cycle is false?\n- Nitrogen fixing bacteria exist on the root nodules of legumes and in the soil.\n- Denitrifying bacteria convert nitrates (NO3-) into nitrogen gas (N2).\n- Ammonification is the process by which ammonium ion (NH4+) is released from decomposing organic compounds.\n- Nitrification is the process by which nitrites (NO2-) are converted to ammonium ion (NH4+).\nSection Summary\nProkaryotes are the most metabolically diverse organisms; they flourish in many different environments with various carbon energy and carbon sources, variable temperature, pH, pressure, and water availability. Nutrients required in large amounts are called macronutrients, whereas those required in trace amounts are called micronutrients or trace elements. Macronutrients include C, H, O, N, P, S, K, Mg, Ca, and Na. In addition to these macronutrients, prokaryotes require various metallic elements for growth and enzyme function. Prokaryotes use different sources of energy to assemble macromolecules from smaller molecules. Phototrophs obtain their energy from sunlight, whereas chemotrophs obtain energy from chemical compounds.\nProkaryotes play roles in the carbon and nitrogen cycles. Carbon is returned to the atmosphere by the respiration of animals and other chemoorganotrophic organisms. Consumers use organic compounds generated by producers and release carbon dioxide into the atmosphere. The most important contributor of carbon dioxide to the atmosphere is microbial decomposition of dead material. Nitrogen is recycled in nature from organic compounds to ammonia, ammonium ions, nitrite, nitrate, and nitrogen gas. Gaseous nitrogen is transformed into ammonia through nitrogen fixation. Ammonia is anaerobically catabolized by some prokaryotes, yielding N2 as the final product. Nitrification is the conversion of ammonium into nitrite. Nitrification in soils is carried out by bacteria. Denitrification is also performed by bacteria and transforms nitrate from soils into gaseous nitrogen compounds, such as N2O, NO, and N2.\nArt Connections\nFigure Which of the following statements about the nitrogen cycle is false?\n- Nitrogen fixing bacteria exist on the root nodules of legumes and in the soil.\n- Denitrifying bacteria convert nitrates (NO3-) into nitrogen gas (N2).\n- Ammonification is the process by which ammonium ion (NH4+) is released from decomposing organic compounds.\n- Nitrification is the process by which nitrites (NO2-) are converted to ammonium ion (NH4+).\nHint:\nFigure D\nReview Questions\nWhich of the following elements is not a micronutrient?\n- boron\n- calcium\n- chromium\n- manganese\nHint:\nB\nProkaryotes that obtain their energy from chemical compounds are called _____.\n- phototrophs\n- auxotrophs\n- chemotrophs\n- lithotrophs\nHint:\nC\nAmmonification is the process by which _____.\n- ammonia is released during the decomposition of nitrogen-containing organic compounds\n- ammonium is converted to nitrite and nitrate in soils\n- nitrate from soil is transformed to gaseous nitrogen compounds such as NO, N2O, and N2\n- gaseous nitrogen is fixed to yield ammonia\nHint:\nA\nPlants use carbon dioxide from the air and are therefore called _____.\n- consumers\n- producers\n- decomposer\n- carbon fixers\nHint:\nB\nFree Response\nThink about the conditions (temperature, light, pressure, and organic and inorganic materials) that you may find in a deep-sea hydrothermal vent. What type of prokaryotes, in terms of their metabolic needs (autotrophs, phototrophs, chemotrophs, etc.), would you expect to find there?\nHint:\nResponses will vary. In a deep-sea hydrothermal vent, there is no light, so prokaryotes would be chemotrophs instead of phototrophs. The source of carbon would be carbon dioxide dissolved in the ocean, so they would be autotrophs. There is not a lot of organic material in the ocean, so prokaryotes would probably use inorganic sources, thus they would be chemolitotrophs. The temperatures are very high in the hydrothermal vent, so the prokaryotes would be thermophilic."}
{"text": "Energy pathways in Ecosystems\nOverview\nBy the end of this section, you will be able to:\n- Describe the basic types of ecosystems on Earth\n- Differentiate between food chains and food webs and recognize the importance of each\nLife in an ecosystem is often about competition for limited resources, a characteristic of the theory of natural selection. Competition in communities (all living things within specific habitats) is observed both within species and among different species. The resources for which organisms compete include organic material from living or previously living organisms, sunlight, and mineral nutrients, which provide the energy for living processes and the matter to make up organisms\u2019 physical structures. Other critical factors influencing community dynamics are the components of its physical and geographic environment: a habitat\u2019s latitude, amount of rainfall, topography (elevation), and available species. These are all important environmental variables that determine which organisms can exist within a particular area.\nAn ecosystem is a community of living organisms and their interactions with their abiotic (non-living) environment. Ecosystems can be small, such as the tide pools found near the rocky shores of many oceans, or large, such as the Amazon Rainforest in Brazil (Figure).\nThere are three broad categories of ecosystems based on their general environment: freshwater, ocean water, and terrestrial. Within these broad categories are individual ecosystem types based on the organisms present and the type of environmental habitat.\nOcean ecosystems are the most common, comprising 75 percent of the Earth's surface and consisting of three basic types: shallow ocean, deep ocean water, and deep ocean surfaces (the low depth areas of the deep oceans). The shallow ocean ecosystems include extremely biodiverse coral reef ecosystems, and the deep ocean surface is known for its large numbers of plankton and krill (small crustaceans) that support it. These two environments are especially important to aerobic respirators worldwide as the phytoplankton perform 40 percent of all photosynthesis on Earth. Although not as diverse as the other two, deep ocean ecosystems contain a wide variety of marine organisms. Such ecosystems exist even at the bottom of the ocean where light is unable to penetrate through the water.\nFreshwater ecosystems are the rarest, occurring on only 1.8 percent of the Earth's surface. Lakes, rivers, streams, and springs comprise these systems; they are quite diverse, and they support a variety of fish, amphibians, reptiles, insects, phytoplankton, fungi, and bacteria.\nTerrestrial ecosystems, also known for their diversity, are grouped into large categories called biomes, such as tropical rain forests, savannas, deserts, coniferous forests, deciduous forests, and tundra. Grouping these ecosystems into just a few biome categories obscures the great diversity of the individual ecosystems within them. For example, there is great variation in desert vegetation: the saguaro cacti and other plant life in the Sonoran Desert, in the United States, are relatively abundant compared to the desolate rocky desert of Boa Vista, an island off the coast of Western Africa (Figure).\nEcosystems are complex with many interacting parts. They are routinely exposed to various disturbances, or changes in the environment that effect their compositions: yearly variations in rainfall and temperature and the slower processes of plant growth, which may take several years. Many of these disturbances are a result of natural processes. For example, when lightning causes a forest fire and destroys part of a forest ecosystem, the ground is eventually populated by grasses, then by bushes and shrubs, and later by mature trees, restoring the forest to its former state. The impact of environmental disturbances caused by human activities is as important as the changes wrought by natural processes. Human agricultural practices, air pollution, acid rain, global deforestation, overfishing, eutrophication, oil spills, and illegal dumping on land and into the ocean are all issues of concern to conservationists.\nEquilibrium is the steady state of an ecosystem where all organisms are in balance with their environment and with each other. In ecology, two parameters are used to measure changes in ecosystems: resistance and resilience. The ability of an ecosystem to remain at equilibrium in spite of disturbances is called resistance. The speed at which an ecosystem recovers equilibrium after being disturbed, called its resilience. Ecosystem resistance and resilience are especially important when considering human impact. The nature of an ecosystem may change to such a degree that it can lose its resilience entirely. This process can lead to the complete destruction or irreversible altering of the ecosystem.\nFood Chains and Food Webs\nThe term \u201cfood chain\u201d is sometimes used metaphorically to describe human social situations. In this sense, food chains are thought of as a competition for survival, such as \u201cwho eats whom?\u201d Someone eats and someone is eaten. Therefore, it is not surprising that in our competitive \u201cdog-eat-dog\u201d society, individuals who are considered successful are seen as being at the top of the food chain, consuming all others for their benefit, whereas the less successful are seen as being at the bottom.\nThe scientific understanding of a food chain is more precise than in its everyday usage. In ecology, a food chain is a linear sequence of organisms through which nutrients and energy pass: primary producers, primary consumers, and higher-level consumers are used to describe ecosystem structure and dynamics. There is a single path through the chain. Each organism in a food chain occupies what is called a trophic level. Depending on their role as producers or consumers, species or groups of species can be assigned to various trophic levels.\nIn many ecosystems, the bottom of the food chain consists of photosynthetic organisms (plants and/or phytoplankton), which are called primary producers. The organisms that consume the primary producers are herbivores: the primary consumers. Secondary consumers are usually carnivores that eat the primary consumers. Tertiary consumers are carnivores that eat other carnivores. Higher-level consumers feed on the next lower tropic levels, and so on, up to the organisms at the top of the food chain: the apex consumers. In the Lake Ontario food chain shown in Figure, the Chinook salmon is the apex consumer at the top of this food chain.\nOne major factor that limits the length of food chains is energy. Energy is lost as heat between each trophic level due to the second law of thermodynamics. Thus, after a limited number of trophic energy transfers, the amount of energy remaining in the food chain may not be great enough to support viable populations at yet a higher trophic level.\nThe loss of energy between trophic levels is illustrated by the pioneering studies of Howard T. Odum in the Silver Springs, Florida, ecosystem in the 1940s (Figure). The primary producers generated 20,819 kcal/m2/yr (kilocalories per square meter per year), the primary consumers generated 3368 kcal/m2/yr, the secondary consumers generated 383 kcal/m2/yr, and the tertiary consumers only generated 21 kcal/m2/yr. Thus, there is little energy remaining for another level of consumers in this ecosystem.\nThere is a one problem when using food chains to accurately describe most ecosystems. Even when all organisms are grouped into appropriate trophic levels, some of these organisms can feed on species from more than one trophic level; likewise, some of these organisms can be eaten by species from multiple trophic levels. In other words, the linear model of ecosystems, the food chain, is not completely descriptive of ecosystem structure. A holistic model\u2014which accounts for all the interactions between different species and their complex interconnected relationships with each other and with the environment\u2014is a more accurate and descriptive model for ecosystems. A food web is a graphic representation of a holistic, non-linear web of primary producers, primary consumers, and higher-level consumers used to describe ecosystem structure and dynamics (Figure).\nA comparison of the two types of structural ecosystem models shows strength in both. Food chains are more flexible for analytical modeling, are easier to follow, and are easier to experiment with, whereas food web models more accurately represent ecosystem structure and dynamics, and data can be directly used as input for simulation modeling.\nLink to Learning\nHead to this online interactive simulator to investigate food web function. In the Interactive Labs box, under Food Web, click Step 1. Read the instructions first, and then click Step 2 for additional instructions. When you are ready to create a simulation, in the upper-right corner of the Interactive Labs box, click OPEN SIMULATOR.\nTwo general types of food webs are often shown interacting within a single ecosystem. A grazing food web (such as the Lake Ontario food web in Figure) has plants or other photosynthetic organisms at its base, followed by herbivores and various carnivores. A detrital food web consists of a base of organisms that feed on decaying organic matter (dead organisms), called decomposers or detritivores. These organisms are usually bacteria or fungi that recycle organic material back into the biotic part of the ecosystem as they themselves are consumed by other organisms. As all ecosystems require a method to recycle material from dead organisms, most grazing food webs have an associated detrital food web. For example, in a meadow ecosystem, plants may support a grazing food web of different organisms, primary and other levels of consumers, while at the same time supporting a detrital food web of bacteria, fungi, and detrivorous invertebrates feeding off dead plants and animals.\nEvolution Conenction\nThree-spined SticklebackIt is well established by the theory of natural selection that changes in the environment play a major role in the evolution of species within an ecosystem. However, little is known about how the evolution of species within an ecosystem can alter the ecosystem environment. In 2009, Dr. Luke Harmon, from the University of Idaho in Moscow, published a paper that for the first time showed that the evolution of organisms into subspecies can have direct effects on their ecosystem environment.Nature (Vol. 458, April 1, 2009)\nThe three-spines stickleback (Gasterosteus aculeatus) is a freshwater fish that evolved from a saltwater fish to live in freshwater lakes about 10,000 years ago, which is considered a recent development in evolutionary time (Figure). Over the last 10,000 years, these freshwater fish then became isolated from each other in different lakes. Depending on which lake population was studied, findings showed that these sticklebacks then either remained as one species or evolved into two species. The divergence of species was made possible by their use of different areas of the pond for feeding called micro niches.\nDr. Harmon and his team created artificial pond microcosms in 250-gallon tanks and added muck from freshwater ponds as a source of zooplankton and other invertebrates to sustain the fish. In different experimental tanks they introduced one species of stickleback from either a single-species or double-species lake.\nOver time, the team observed that some of the tanks bloomed with algae while others did not. This puzzled the scientists, and they decided to measure the water's dissolved organic carbon (DOC), which consists of mostly large molecules of decaying organic matter that give pond-water its slightly brownish color. It turned out that the water from the tanks with two-species fish contained larger particles of DOC (and hence darker water) than water with single-species fish. This increase in DOC blocked the sunlight and prevented algal blooming. Conversely, the water from the single-species tank contained smaller DOC particles, allowing more sunlight penetration to fuel the algal blooms.\nThis change in the environment, which is due to the different feeding habits of the stickleback species in each lake type, probably has a great impact on the survival of other species in these ecosystems, especially other photosynthetic organisms. Thus, the study shows that, at least in these ecosystems, the environment and the evolution of populations have reciprocal effects that may now be factored into simulation models.\nSection Summary\nEcosystems exist on land, at sea, in the air, and underground. Different ways of modeling ecosystems are necessary to understand how environmental disturbances will affect ecosystem structure and dynamics. Conceptual models are useful to show the general relationships between organisms and the flow of materials or energy between them. Analytical models are used to describe linear food chains, and simulation models work best with holistic food webs.\nIdentifying components of a local ecosystem\nThis activity takes the student outside to a local area, such as a college campus, to identify the trophic levels of living organisms, and will reinforce the concept of an energy pyramid. This activity takes about 90 minutes to complete.\nEnergy Flow in Ecosystems: Local examples\nAfter reading and learning about trophic levels in ecosystems, let\u2019s identify the parts of an ecosystem at a local level. The college campus, although a built environment, provides an opportunity to help us identify and check our understanding of trophic levels and the pathways of nutrients and energy as they are transferred from one trophic level to the next.\nTake a slow walk through campus (or use google earth to locate the campus and do this activity virtually). Record, via written notes, photos or video, the primary producers on campus. Identify the three most abundant primary producers. Don\u2019t worry if you don\u2019t know the names of the species. You can use descriptions or photos.\nHow many different species can you find?\na. 3 \u2013 5\nb. 5 \u2013 10\nc. 10 \u2013 20\nd. too many to count\nWhat do all of these species have in common? Be descriptive here.\n________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________\nWhile you are on your walk, take a photo of the campus (take a \u201cmental photo\u201d if you prefer). Approximately what percentage of the photo is filled with primary producers? ____________________\nHow many primary consumers can you find? Note that you may not see them directly. Can you find evidence of any species? Look for nests, scat, or claw marks. Look overhead- in the sky, in the tree branches. Look in the grasses, on the leaves of trees, etc. List what you find:\n_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________\nHow many secondary consumers can you find? ____________________________________________\n____________________________________________________________________________________________________________________________________________________________________\nBy now, you have noticed a trend: the further up the food chain, the fewer the species in each trophic level. Use what you learned in the text, to explain this trend.\n_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________\nCan you find any decomposers on campus? Where are these organisms? _______________________________________________\nOn a separate sheet of paper, sketch a cartoon of campus, including representative organisms at each trophic level.\nAdd labeled arrows to show the pathway of energy through this ecosystem. Add labeled arrows to show the pathway of nutrients such as carbon and nitrogen.\n Why or why not? Are there aspects of your culture that remind you that you are part of an ecosystem? Are there aspects of your culture that influence your choice to be a primary or secondary consumer?\n________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________"}
{"text": "Education Standards\nLego Engineering Simple Machines\nOverview\nThis lesson will give beginner Lego-builders a fun introduction to gears and how they function. If used in a classroom setting, there is also a video about the History of Lego and an activity for students to free-build the flag of Denmark in honor of the company's beginnings there.\nLesson One: Intro and Gears\nOn board: Engineer, drive gear, driven gear, idler gear, crown gear, spur gear, arrows as needed for models A1-A5\nItems needed: can opener, construction paper, scissors, crayons/colored pencils, glue sticks, pencils, A books, copies of attached worksheet\n*this lesson is designed so a student can complete it alone. However, if using it in a classroom setting, the following instructions are better suited.*\nTalk about value of legos; biting, minifigs, etc.\nTalk about what an engineer does. Talk about \u201cfair test\u201d principle.\nDiscuss our first concept \u2013 gears (show images for classroom use, introduce vocab., show real-life gear examples \u2013 can opener, clock) with \u201cThings to Talk About\u201d at top, point out vocab. : Gears Lesson\nGroup partners, have them bring box to table, strict instructions.* Lid doesn\u2019t open till I say so. ALSO, they need to work together with their partner, even if they are not the one building!\nOrganize trays. ELEMENT SEPARATOR. Each person find one spur gear (why is it called this?), find one crown gear (why?), find one of your largest gears. Count teeth on each (see student worksheet). We\u2019re going to see what difference the number of teeth makes in our gear models today.\nBuild models A1; raise hand when finished. Ask questions on p. 22 of worksheet, reminding about fair test principle. Keep answer to yourself!\nContinue with A2-A5, asking questions of each.\nFinal gears questions: gears placed next to each other, or \u201cmeshing\u201d go in the same direction, or different directions? (different) To gear up, or increase the speed of rotation of your gears, which of your gears needs to be larger? (drive gear) To gear down, or decrease the speed of rotation, which of your gears needs to be larger? (driven gear) What would be a reason you would want to slow something down? What does a crown gear allow us to do? (gear at an angle)\nBuild A6 (as kids are building, add questions to the board for A6/A7; continue with A7\nBREAK!! Take merry-go-rounds apart, close boxes, return to large box\nNext we\u2019re going to begin our work as Lego Theoreticians (working with history of Lego and also with principles of legos and experimenting and discovering what we can with those principles).\nRemind kids that even though with these legos they will use separate boxes, they are still under the same instructions to ONLY open the box when I say so, then allow them to get boxes and make Denmark flag out of legos.\nFor the remaining time, pass out Creationary Cards and have students choose one thing to build on the card. They should keep the card hidden from others and, depending on class size, have either teacher or other students guess what they\u2019ve made. If guess is incorrect, look at card and guess. Build two things from same card before getting a new card.\nClean up and head home!\n*1. No biting the legos. If you bite, you lose the ability to touch them\u2026for the REST of class!\n2. Figure out a way to get along with your partner. Take some ideas for how to do this. Take a few minutes for each set of partners to decide how they will manage their area.\n3. How do you know you have the right piece? Many pieces are similar.\nLearning Goals: learn about different types and sizes of Lego gears and how they work together in different ways; learn the terminology surrounding the simple machine \"gear\"\nhttps://education.lego.com/en-us/lessons/sm/gears#construct\n1. Open the link above in a new window.\n2. Go through the Things to Talk About under the lesson heading.\n3. Print off a copy of the attached worksheet for yourself and any partners with whom you're working.\n4. Work through the worksheet, building your models according to the instructions on the above web lesson (the one you've opened in a new window).\nAssessment: Student should build all five models in the lesson and answer items on the worksheet correctly."}
{"text": "The Truth About Genetically Modified Food\nThe Truth About GMOs\nGMOs Text Set\nOverview\nText set to pair with \"The Omnivore's Dilemma\" to address an argument prompt on genetically modified foods.\nThe Truth about GMOs\nUse the attached guided reading document.\nThe Truth about Genetically Modified Food\nSee attached\nPros and Cons of Genetically Modified Food\nSee attached\nThe Omnivore's Dilemma\nPair with current curricula on \"The Omnivore's Dilemma\""}
{"text": "NSG 144: Mental Health Nursing\nOverview\nCourse Description\nIntroduction to the concepts of psychosocial nursing care for clients throughout the life span. Emphasis on the use of the nursing process to assess and integrate therapeutic communication techniques, learning/teaching, psychosocial, diversity/cultural, spiritual, nutritional, pharmacological, legal and ethical issues. Introduction to adaptive and maladaptive, psychosocial and physiological responses related to commonly occurring psychological disorders as seen in the various healthcare settings. Integration QSEN competencies of patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics. Prerequisite: Admission to nursing program. Corequisite: NSG 140, NSG 142, NSG 143, NSG 145.\nCourse Information\nCourse Description\nIntroduction to the concepts of psychosocial nursing care for clients throughout the life span. Emphasis on the use of the nursing process to assess and integrate therapeutic communication techniques, learning/teaching, psychosocial, diversity/cultural, spiritual, nutritional, pharmacological, legal and ethical issues. Introduction to adaptive and maladaptive, psychosocial and physiological responses related to commonly occurring psychological disorders as seen in the various healthcare settings. Integration QSEN competencies of patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics. Prerequisite: Admission to nursing program. Corequisite: NSG 140, NSG 142, NSG 143, NSG 145.\nCourse Content\n- Principles of nursing care related to mental health nursing standards of care\n- Principles of nursing care related to psychosocial and mental status assessment\n- Principles of nursing care related to development of the nurse client relationship\n- Principles of nursing care related to adaptation to stress / coping\n- Principles of nursing care related to religion / spirituality\n- Principles of nursing care related to developmental theories / transitions\n- Principles of nursing care related to end of life care / grief and loss\n- Principles of nursing care related to legal/ethical aspects related to clients with mental health needs\n- Principles of nursing care related to crisis intervention / suicide\n- Principles of nursing care related to therapeutic environment / milieu management /behavioral management\n- Principles of nursing care related to care of clients from vulnerable populations\nCourse Outcomes\n- Patient-centered care - Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient\u2019s preferences, values and needs. (1-12)\n- Teamwork and Collaboration - Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and sharing decision making to achieve quality patient care. (1-12)\n- Evidence-Based Practice - Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. (1-12)\n- Quality Improvement - Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems. (1-12)\n- Safety - Minimize risk of harm to patients and providers through both system effectiveness and individual performance. (1-12)\n- Informatics - Use information and technology to communicate, manage knowledge, mitigate error and support decision making. (1-12)\nCourse Link in Canvas Commons (for Canvas LMS\nCommon Cartridge Download (for non-Canvas LMS)\nDownload this file to load the course in any non-Canvas LMS (Moodle, Blackboard, D2L, etc)."}
{"text": "On Targer SEL LESSON 3 EFFICIENCY\nOn Target Rules for SEL lesson 3\nUnit for SEL Lesson 3 Goal Setting\nSEL Goal Setting\nOverview\nThis lesson is designed to build goal setting as a class and individual. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.\nSEL Unit, Lesson 3, Goal Setting"}
{"text": "Education Standards\n2. Who Are We - Appreciating Diverse Backgrounds and Cultures Through Music (editable)\nSEL 3 Signature Practices Playbook | CASEL\nSEL-Music Unit: Who Are We? Appreciating Diverse Backgrounds and Cultures Through Music\nOverview\nThrough a sequence of activities using songs, creative movement, and picture books, students will learn about each others\u2019 similarities and differences, gain an appreciation for cultural diversity, and identify ways that various social and cultural groups bring new ideas to society.\nUnit Overview\nFlexible Activities\nThe activities in this unit are deliberately presented in a flexible format, so teachers can take an idea and adjust it for their unique teaching situations. Each main activity is followed by suggested follow up ideas.\nThe broad state music standard listed here is \u201cPerforming,\u201d but individual music teachers may prefer to adapt these activities to suit their own sequence and goals for their students.\nThe CASEL SEL 3 Signature Practices Playbook - A Tool That Supports Systemic SEL provides best practice guidance for creating lessons using the 3 Signature Practices.\nTable of Contents\nLesson 1 - Same and Different\n- Activity 1 - \u201cJump In, Jump Out!\u201d\n- Activity 2 - Same, Same, but Different\n- Activity 3 - \u201cLike\u201d Charades\n- Activity 4 - Magic Ears\nLesson 2 - Diverse Cultures\n- Activity 1 - \u201cWe Like Spinach\u201d\n- Activity 2 - \u201cMary Wore Her Red Dress\u201d\nAttribution and License\nAttribution\nThis lesson was developed by Betty Baeskens, Northshore School District.\nSEL 3 Signature Practices Playbook copyright Collaborative for Academic, Social, and Emotional Learning (CASEL) and developed by the 2016-2017 Oakland Unified School District SEL Team based on the 2013 work of CASEL Consultant Ann McKay Bryson. | License Agreement\nSocial Emotional Learning: Standards, Benchmarks, and Indicators developed for the Washington Office of Superintendent of Public Instruction by the SEL Workgroup is licensed under a Creative Commons Attribution 4.0 International License.\nWashington Arts K\u201312 Learning Standards by the Washington Office of Superintendent of Public Instruction are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License.\nCover image by Albrecht Fietz from Pixabay\nLicense\nExcept where otherwise noted, this lesson by Northshore School District is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners."}
{"text": "Presentations Slides pptx\nCurrent use of Technology in Teaching Introductory Statistics by Igor Baryakhtar\nOverview\nIgor Baryakhtar's Presentation at Virtual NEMATYC 2021 Conference, 4/08/2021.\nThe technologies that support learning of introductory statistics are reviewed. Advantages and disadvantages of using Graphing calculator TI 83 / TI 84, StatCrunch (Pearson's web- based statistical software), Apple Numbers, Microsoft Excel, R language and software is discussed. Tablet implementation of Introductory Statistic Open Education Resources based course is described.\nPresentation Slides\nIgor Baryakhtar\nMiddlesex Community College and MassBay Community College"}
{"text": "Whole Child Development through Centers\nOverview\nThis is a template for an inquiry project in a senior level early childhood course.\nThe Importance of Centers Beyond Academics\nCenters are beneficial to children of all ages and class levels. When centers are mentioned, oftentimes there is a misconception that they are only being used for content learning. However, centers are crucial for the development of many other skills that are necessary for the continuous growth of maturation.\nThroughout our website you will view examples of skills that children will progress in with the use of centers. These skills will vary from content to developmental appropraite skills that will follow them into adulthood.\nRefrences:\n\"Where Teacher Driven Change Works \" is licensed under CC BY-NC 4.0\n\"Whole child development \" by Sprouts is licensed under CC BY 4.0\nThe Beneficial Aspects of Centers\nWhat are centers?\nAs defined by Barbara Dian O'Donnell and Rebecca Hitpas, \"centers are small areas within the classroom where students select from teacher prepared activities to practice and apply the skills they have been taught.\" These centers are set up strategically to enhance the educational aspect in the classroom as well as the rate in which the children will develop a variety of skills they will benefit from as they grow into adulthood.\n\"Two Teachers learn from their students: Examining teaching, learning, and the use of learning centers \" is licensed under CC BY-NC 4.0\nDevelopmental Based Centers:\nAccording to Bob Wagner, \"Center activites play a critical role in fostering student learning. Cognitive skills are developed in a child-centered environemnt as students are empowered to make decisions, negotiate with peers, and create projects and scenarios while engaged in play. Executive function skills, such as self-control, planning/organizing, and cognitive flexibility, are central as students cooperate, problem solve and persist in an environment of creativity and curiosity. These same skills are behaviors, which are also assessed on the Kindergarten Readiness Assessment, connect directly to a person's later success in school, college and career.\"\n\"Using Center Activities to Promote Student Learning\" by userMSDE Admin, userBob Wagner is licensed under CC BY-ND 4.0\nHere are a few more resources to check if you are wanting to learn creative ways to integrate centers into your classroom, and develop problem solving skills along with enhancing students creativity and curiosity.\nResources:\n\"Developmental Centers Vocabulary Posters\" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagneris licensed under CC BY-NC-SA 4.0\n\"Dramatic Play Center- Campout\" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0\n\"Dramatic Play or Writing Center- Post Office\" by MSDE Admin, userCheri Helmstetter, userAmy Toms, userKristen Johnson, userBob Wagner is licensed under CC BY-NC-SA 4.0\nContent Based Centers:\nEvery classroom is full of diverse learners. The key to teaching each learner is differentiation. Centers are one of the best ways to differentiate so that fundamental curriculum concepts can be taught to all students. It is best to keep center groups small ideally having no more than four students per group. It is important to note that centers will look different for each classroom and for each subject being taught. Centers allow for peer tutoring, ability grouping, mastery, review, and also gives the teacher an idea of where the child is academically through interventions.\nBelow are a few resources to help integrate centers with a specific subject area while keeping in mind that students enjoy mastering the subject being taught when they can be done through creative and fun centers.\nResources:\n- \"Introduction to Chemistry Tools and Vocabulary through Word Walls and Centers\" by Faith Sohns is licensed under CC BY-NC-SA 4.0\n- \"Math center overview\" by MSDE Admin, userCheri Helmstetter, userAmy Toms, userKristen Johnson, userBob Wagner is licensed under CC BY-NC-SA 4.0\n- \"popping up some fun \" by Cathy Wolf-Wegener is licensed under CC BY-NC-SA 4.0\nAdditional Information\nCenters play a key role in a student's overall development. For more guidance in developing a beneficial center, we have provided a few resources. Throughout your readings, you will find sample skills and concepts as well as suggested materual that can be implemented in all subject areas of your classroom. Along with guidance for developing centers, we have also linked information regarding how to find your own valuable resources within OER Commonons in order to create these centers.\n- \"Learning Centers Suggested Materials\" by userKristin Johnson, userMSDE Admin, userCheri Helmstetter, userAmy Toms, userBob Wagner is licensed under CC BY-NC-SA 4.0\n- \"Open Educational Resources and OER Commons\" by Lynn Ann Wiscount, Vince Mariner, Erin Halovanic is licensed under CC BY 4.0"}
{"text": "French Level 2, Activity 01: Les introductions / Introductions (Face-to-Face)\nOverview\nIn this activity, students will practice introducing themselves and their classmates. The will also use whiteboards to play a quick answer question game.\nActivity Information\nDid you know that you can access the complete collection of Pathways Project French activities in our new Let\u2019s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench\nPlease Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact<EMAIL_ADDRESS>with any suggestions and we will update the content in a timely manner.\nIntroductions / Les introductions\nDescription\nIn this activity, students will practice introducing themselves and their classmates. The will also use whiteboards to play a quick answer question game.\nSemantic Topics\nQuestions, introductions, la structure des questions, the structure of questions\nProducts\nGetting to know others and presentation.\nPractices\nGestures and other non-verbal forms of communication, turn-taking in conversation, the use of forms of discourse, socially appropriate behaviors for acquaintance.\nPerspectives\nValue of age, social class/ social rank, the importance of family.\nNCSSFL-ACTFL World-Readiness Standards\n- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.\n- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.\nIdaho State Content Standards\n- Comm 1.1: Interact and negotiate meaning (spoken, signed, and written conversation) to share information, reactions, feelings, and opinions.\n- Comm 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.\n- Comm 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.\nNCSSFL-ACTFL Can-Do Statements\n- I can learn basic etiquette and rules for language activities.\n- I can answer questions about myself in the target language.\n- I can give my opinion about a variety of topics.\nMaterials Needed\nWarm-Up\nWarm-Up\n1. Begin by introducing the Can-Dos for today's activity.\n2. Begin with an introduction activity.\nAujourd'hui, nous allons commencer avec une petite activit\u00e9 d'introduction.\n3. Present the rules to the students:\n- Le premier \u00e9tudiant va se pr\u00e9senter (leur nom, leur r\u00e9sidence, leur mati\u00e8re principale). (The first student will introduce themselves (name, where they're from, their major).)\n- Puis, la personne \u00e0 sa droite va r\u00e9p\u00e9ter l'introduction de la premi\u00e8re personne et se pr\u00e9senter. (Then the person to their right will repeat the first person's introduction, then add on their own.)\n- Nous allons continuer cette activit\u00e9 jusqu'\u00e0 ce que tout le monde fasse leur pr\u00e9sentation. Ensuite, la premi\u00e8re personne va r\u00e9p\u00e9ter l'introduction de la derni\u00e8re personne pour terminer l'activit\u00e9. (Continue this until you've reached the last person. The first person will then repeat the last person's introduction to finish the activity.)\nExample:\nStudent 1: Bonjour! Je m'appelle... Je viens de... J'\u00e9tudie... (Hello! My name is... I'm from... I study...)\nStudent 2: Salut, tout le monde. Il/elle s'appelle... Il/elle vient de... Il/elle \u00e9tudie... Je m'appelle... Je viens de... J'\u00e9tudie... (Hello, everyone. His/her name is... He/she is from... He/she studies... My name is... I am from... I study...)\n*Note: each person only needs to repeat the intro of the person who went immediately before them, not everyone who's gone before them.\nMain Activity\nMain Activity\n1. Distribute whiteboards amongst the students so each student has one whiteboard and marker.\n- The student's answer should be as close to one word as possible.\n- Give them as little time as possible to think of a word (approximately 10 seconds). Possible questions:\nDistribuez les ardoises blanches et les marqueurs aux \u00e9tudiants. Les \u00e9tudiants devront r\u00e9pondre \u00e0 la question de la mani\u00e8re la plus pr\u00e9cise possible. Donnez-leur environ 10 secondes pour penser \u00e0 leur r\u00e9ponse. Exemples de question:\n- Comment t\u2019appelles-tu ? (What is your name?)\n- Comment est-ce que tu te d\u00e9cris ? (How would you describe yourself?)\n- Quelle est une qualit\u00e9 importante que doit avoir un camarade ? (What is an important quality you look for in a friend?)\n- Quel est un mot que tu utilises trop ? (What is a word you use too much?)\n- Si tu pouvais dire qu'un seul mot pour le reste de ta vie, \u00e7a serait quel mot ? (If you could only say one word for the rest of your life, which word would it be?)\n- Quelle est ta nourriture pr\u00e9f\u00e9r\u00e9e ? (What is your favorite food?)\n- Que fais-tu trop fr\u00e9quemment ? (What is an activity you do too frequently?)\n- Dis-moi une chose que tout le monde devrait faire plus. (Tell me something that everyone should do more.)\n- Qu'est-ce que tu aimes le plus dans le monde ? (What do you like the most in the whole world?)\n- Dis-moi un adjectif que tu aimes. (Tell me an adjective that you like.)\n- Quel est ton meilleur trait personnel ? (What is your best personality trait?)\n- Qu'est-ce que tu ferais pour un Klondike bar ? (What would you do for a Klondike bar?)\n- Quelle est ta barre chocolat\u00e9e pr\u00e9f\u00e9r\u00e9e ? (What is your favorite chocolate bar?)\n- Quelle saison pr\u00e9f\u00e8res-tu ? (What is your favorite season?)\n- Si tu pouvais faire n'importe quoi juste maintenant, que ferais-tu ? (If you could do anything right now, what would you do?)\n- Qu'est-ce que tu aimes de la langue fran\u00e7aise ? (What do you like about the French language?)\n- Dis-moi une chose qui te g\u00e8ne/t'irrite/ t'\u00e9nerve. (Tell me something that bothers you/irritates you/gets on your nerves.)\nWrap-Up\nWrap-Up\n1. To finish the activity, ask the students to recap what they learned about their classmates during the warm-up.\nMaintenant, nous allons r\u00e9capituler ce que vous avez appris sur vos camarades de classe pendant l'\u00e9chauffement.\n2. Each student will say at least 2 things they learned about one of their classmates (name, where they're from, their major). Encourage them to not have any repeats.\nChaque \u00e9tudiant va dire 2 choses qu'il/elle a appris sur l'une de leur camarades de classes (nom, r\u00e9sidence, mati\u00e8re principale). Pas de r\u00e9p\u00e9titions !\nExample: Voici... Il/elle \u00e9tudie... Il/elle vient de... (Here is... He/she studies... He/she is from...)\nCultural Resources\nDifferent Introduction Formulas\nHow to make \"small talk\" in French\nEnd of Activity\n- Can-Do statement check-in... \u201cWhere are we?\u201d\n- Read can-do statements and have students evaluate their confidence.\n- Encourage students to be honest in their self-evaluation\n- Pay attention, and try to use feedback for future activities!\nNCSSFL-ACTFL Can-Do Statements\n- I can learn basic etiquette and rules for language activities.\n- I can answer questions about myself in the target language.\n- I can give my opinion about a variety of topics."}
{"text": "Trauma-Informed Practice\nOverview\nThese are class assignment and instructor resources that can be used to teach trauma-informed practice.\nTrauma-Informed Practice- Assignment\nASSIGNMENT\n- Juliet Cohen, Questions of Credibility: Omissions, Discrepancies and Errors of Recall in the Testimony of Asylum-Seekers, 13 International Journal of Refugee Law 293 (2002).\n- Annie Lemoine, LMDW, Good Storytelling: A Trauma-Informed Approach to the Preparation of Domestic Violence-Related Asylum Claims, 19 Loyola Journal of Public Interest Law 27 (2017).\n- Optional reading: excerpt from Care Work, by Leah Lakshmi Piepnzna-Samarasihna. I included this brief excerpt because I felt it was important to include a different perspective on trauma. Leah Lakshmi Piepnzna-Samarasihna is a disability justice activist, writer, and performance artist. She makes reference to her experiences of childhood abuse, but does not go into detail. If you are concerned about being triggered (or if you are offended by colorful language), skip this reading.\n- Watch the video on Trauma-Informed Practice and consider the following questions:\n- What are some ways you can create a welcoming environment with your client even when you can't meet face-to-face?\n- What concerns do you have about interviewing a client about a traumatic experience?\nTrauma-Informed Practice-- Instructor Resources\nSarah Katz and Deeya Haldar, Pedagogy of Trauma-Informed Lawyering, 22 Clin. L. Rev. 359 (2016)\nIntroduce grounding techniques\n- Resource: Seeking Safety by Lisa M. Najavits (2002)\n- Example: Tula Biedermand and Rocio Molina, Grounding Tool, developed for National Immigrant Women's Advocacy Project (NIWAP) at American University, Washington College of Law (2014):"}
{"text": "Who Are the Elderly? Aging in Society\nOverview\n- Understand the difference between senior age groups (young-old, middle-old, and old-old)\n- Describe the \u201cgraying of the United States\u201d as the population experiences increased life expectancies\n- Examine aging as a global issue\nThink of U.S. movies and television shows you have watched recently. Did any of them feature older actors and actresses? What roles did they play? How were these older actors portrayed? Were they cast as main characters in a love story? Or were they cast as grouchy old people?\nMany media portrayals of the elderly reflect negative cultural attitudes toward aging. In the United States, society tends to glorify youth and associate it with beauty and sexuality. In comedies, the elderly are often associated with grumpiness or hostility. Rarely do the roles of older people convey the fullness of life experienced by seniors\u2014as employees, lovers, or the myriad roles they have in real life. What values does this reflect?\nOne hindrance to society\u2019s fuller understanding of aging is that people rarely understand the process of aging until they reach old age themselves. (As opposed to childhood, for instance, which we can all look back on.) Therefore, myths and assumptions about the elderly and aging are common. Many stereotypes exist surrounding the realities of being an older adult. While individuals often encounter stereotypes associated with race and gender and are thus more likely to think critically about them, many people accept age stereotypes without question (Levy 2002). Each culture has a certain set of expectations and assumptions about aging, all of which are part of our socialization.\nWhile the landmarks of maturing into adulthood are a source of pride, signs of natural aging can be cause for shame or embarrassment. Some people try to fight off the appearance of aging with cosmetic surgery. Although many seniors report that their lives are more satisfying than ever, and their self-esteem is stronger than when they were young, they are still subject to cultural attitudes that make them feel invisible and devalued.\nGerontology is a field of science that seeks to understand the process of aging and the challenges encountered as seniors grow older. Gerontologists investigate age, aging, and the aged.  As a multidisciplinary field, gerontology includes the work of medical and biological scientists, social scientists, and even financial and economic scholars.\nSocial gerontology refers to a specialized field of gerontology that examines the social (and sociological) aspects of aging. Researchers focus on developing a broad understanding of the experiences of people at specific ages, such as mental and physical wellbeing, plus age-specific concerns such as the process of dying. Social gerontologists work as social researchers, counselors, community organizers, and service providers for older adults. Because of their specialization, social gerontologists are in a strong position to advocate for older adults.\nScholars in these disciplines have learned that \u201caging\u201d reflects not only the physiological process of growing older but also our attitudes and beliefs about the aging process. You\u2019ve likely seen online calculators that promise to determine your \u201creal age\u201d as opposed to your chronological age. These ads target the notion that people may \u201cfeel\u201d a different age than their actual years. Some sixty-year-olds feel frail and elderly, while some eighty-year-olds feel sprightly.\nEqually revealing is that as people grow older they define \u201cold age\u201d in terms of greater years than their current age (Logan 1992). Many people want to postpone old age and regard it as a phase that will never arrive. Some older adults even succumb to stereotyping their own age group (Rothbaum 1983).\nIn the United States, the experience of being elderly has changed greatly over the past century. In the late 1800s and early 1900s, many U.S. households were home to multigenerational families, and the experiences and wisdom of elders was respected. They offered wisdom and support to their children and often helped raise their grandchildren (Sweetser 1984).\nMultigenerational U.S. families began to decline after World War II, and their numbers reached a low point around 1980, but they are on the rise again. In fact, a 2010 Pew Research Center analysis of census data found that multigenerational families in the United States have now reached a record high. The 2008 census data indicated that 49 million U.S. families, 16.1 percent of the country's total population, live in a family household with at least two adult generations\u2014or a grandparent and at least one other generation.\nAttitudes toward the elderly have also been affected by large societal changes that have happened over the past 100 years. Researchers believe industrialization and modernization have contributed greatly to lowering the power, influence, and prestige the elderly once held.\nThe elderly have both benefitted and suffered from these rapid social changes. In modern societies, a strong economy created new levels of prosperity for many people. Healthcare has become more widely accessible, and medicine has advanced, which allows the elderly to live longer. However, older people are not as essential to the economic survival of their families and communities as they were in the past.\nStudying Aging Populations\nSince its creation in 1790, the U.S. Census Bureau has been tracking age in the population. Age is an important factor to analyze with accompanying demographic figures, such as income and health. The population pyramid below shows projected age distribution patterns for the next several decades.\nStatisticians use data to calculate the median age of a population, that is, the number that marks the halfway point in a group\u2019s age range. In the United States, the median age is about forty (U.S. Census Bureau 2010). That means that about half of the people in the United States are under forty and about half are over forty. This median age has been increasing, which indicates the population as a whole is growing older.\nA cohort is a group of people who share a statistical or demographic trait. People belonging to the same age cohort were born in the same time frame. Understanding a population\u2019s age composition can point to certain social and cultural factors and help governments and societies plan for future social and economic challenges.\nSociological studies on aging might help explain the difference between Native American age cohorts and the general population. While Native American societies have a strong tradition of revering their elders, they also have a lower life expectancy because of lack of access to healthcare and high levels of mercury in fish, which is a traditional part of their diet.\nPhases of Aging: The Young-Old, Middle-Old, and Old-Old\nIn the United States, all people over eighteen years old are considered adults, but there is a large difference between a person who is twenty-one years old and a person who is forty-five years old. More specific breakdowns, such as \u201cyoung adult\u201d and \u201cmiddle-aged adult,\u201d are helpful. In the same way, groupings are helpful in understanding the elderly. The elderly are often lumped together to include everyone over the age of sixty-five. But a sixty-five-year-old\u2019s experience of life is much different from a ninety-year-old\u2019s.\nThe United States\u2019 older adult population can be divided into three life-stage subgroups: the young-old (approximately sixty-five to seventy-four years old), the middle-old (ages seventy-five to eighty-four years old), and the old-old (over age eighty-five). Today\u2019s young-old age group is generally happier, healthier, and financially better off than the young-old of previous generations. In the United States, people are better able to prepare for aging because resources are more widely available.\nAlso, many people are making proactive quality-of-life decisions about their old age while they are still young. In the past, family members made care decisions when an elderly person reached a health crisis, often leaving the elderly person with little choice about what would happen. The elderly are now able to choose housing, for example, that allows them some independence while still providing care when it is needed. Living wills, retirement planning, and medical power of attorney are other concerns that are increasingly handled in advance.\nThe Graying of the United States\nWhat does it mean to be elderly? Some define it as an issue of physical health, while others simply define it by chronological age. The U.S. government, for example, typically classifies people aged sixty-five years old as elderly, at which point citizens are eligible for federal benefits such as Social Security and Medicare. The World Health Organization has no standard, other than noting that sixty-five years old is the commonly accepted definition in most core nations, but it suggests a cut-off somewhere between fifty and fifty-five years old for semi-peripheral nations, such as those in Africa (World Health Organization 2012). AARP (formerly the American Association of Retired Persons) cites fifty as the eligible age of membership. It is interesting to note AARP\u2019s name change; by taking the word \u201cretired\u201d out of its name, the organization can broaden its base to any older people in the United States, not just retirees. This is especially important now that many people are working to age seventy and beyond.\nThere is an element of social construction, both local and global, in the way individuals and nations define who is elderly; that is, the shared meaning of the concept of elderly is created through interactions among people in society. This is exemplified by the truism that you are only as old as you feel.\nDemographically, the U.S. population over sixty-five years old increased from 3 million in 1900 to 33 million in 1994 (Hobbs 1994) and to 36.8 million in 2010 (U.S. Census Bureau 2011c). This is a greater than tenfold increase in the elderly population, compared to a mere tripling of both the total population and of the population under sixty-five years old (Hobbs 1994). This increase has been called \u201cthe graying of America,\u201d a term that describes the phenomenon of a larger and larger percentage of the population getting older and older. There are several reasons why the United States is graying so rapidly. One of these is life expectancy: the average number of years a person born today may expect to live. When we review Census Bureau statistics grouping the elderly by age, it is clear that in the United States, at least, we are living longer. In 2010, there were about 80,000 centenarians in the United States alone. They make up one of the fastest-growing segments of the population (Boston University School of Medicine 2014).\nPeople over ninety years of age now account for 4.7 percent of the older population, defined as age sixty-five or above; this percentage is expected to reach 10 percent by the year 2050 (U.S. Census Bureau 2011). As of 2013, the U.S. Census Bureau reports that 14.1 percent of the total U.S. population is sixty-five years old or older.\nIt is interesting to note that not all people in the United States age equally. Most glaring is the difference between men and women; as shows, women have longer life expectancies than men. In 2010, there were ninety sixty-five-year-old men per one hundred sixty-five-year-old women. However, there were only eighty seventy-five-year-old men per one hundred seventy-five-year-old women, and only sixty eighty-five-year-old men per one hundred eighty-five-year-old women. Nevertheless, as the graph shows, the sex ratio actually increased over time, indicating that men are closing the gap between their life spans and those of women (U.S. Census Bureau 2010).\nBaby Boomers\nOf particular interest to gerontologists today is the population of baby boomers, the cohort born between 1946 and 1964 and now reaching their 60s. Coming of age in the 1960s and early 1970s, the baby boom generation was the first group of children and teenagers with their own spending power and therefore their own marketing power (Macunovich 2000). As this group has aged, it has redefined what it means to be young, middle-aged, and now old. People in the boomer generation do not want to grow old the way their grandparents did; the result is a wide range of products designed to ward off the effects\u2014or the signs\u2014of aging. Previous generations of people over sixty-five were \u201cold.\u201d Baby boomers are in \u201clater life\u201d or \u201cthe third age\u201d (Gilleard and Higgs 2007).\nThe baby boom generation is the cohort driving much of the dramatic increase in the over-sixty-five population. shows a comparison of the U.S. population by age and gender between 2000 and 2010. The biggest bulge in the pyramid (representing the largest population group) moves up the pyramid over the course of the decade; in 2000, the largest population group was age thirty-five to fifty-five. In 2010, that group was age forty-five to sixty-five, meaning the oldest baby boomers were just reaching the age at which the U.S. Census considers them elderly. In 2020, we can predict, the baby boom bulge will continue to rise up the pyramid, making the largest U.S. population group between sixty-five and eighty-five years old.\nThis aging of the baby boom cohort has serious implications for our society. Healthcare is one of the areas most impacted by this trend. For years, hand-wringing has abounded about the additional burden the boomer cohort will place on Medicare, a government-funded program that provides healthcare services to people over sixty-five years old. And indeed, the Congressional Budget Office\u2019s 2008 long-term outlook report shows that Medicare spending is expected to increase from 3 percent of gross domestic product (GDP) in 2009 to 8 percent of GDP in 2030, and to 15 percent in 2080 (Congressional Budget Office 2008).\nCertainly, as boomers age, they will put increasing burdens on the entire U.S. healthcare system. A study from 2008 indicates that medical schools are not producing enough medical professionals who specialize in treating geriatric patients (Gerontological Society of America 2008). However, other studies indicate that aging boomers will bring economic growth to the healthcare industries, particularly in areas like pharmaceutical manufacturing and home healthcare services (Bierman 2011). Further, some argue that many of our medical advances of the past few decades are a result of boomers\u2019 health requirements. Unlike the elderly of previous generations, boomers do not expect that turning sixty-five means their active lives are over. They are not willing to abandon work or leisure activities, but they may need more medical support to keep living vigorous lives. This desire of a large group of over-sixty-five-year-olds wanting to continue with a high activity level is driving innovation in the medical industry (Shaw).\nThe economic impact of aging boomers is also an area of concern for many observers. Although the baby boom generation earned more than previous generations and enjoyed a higher standard of living, they also spent their money lavishly and did not adequately prepare for retirement. According to a 2008 report from the McKinsey Global Institute, approximately two-thirds of early boomer households have not accumulated enough savings to maintain their lifestyles. This will have a ripple effect on the economy as boomers work and spend less (Farrel et al. 2008).\nJust as some observers are concerned about the possibility of Medicare being overburdened, Social Security is considered to be at risk. Social Security is a government-run retirement program funded primarily through payroll taxes. With enough people paying into the program, there should be enough money for retirees to take out. But with the aging boomer cohort starting to receive Social Security benefits and fewer workers paying into the Social Security trust fund, economists warn that the system will collapse by the year 2037. A similar warning came in the 1980s; in response to recommendations from the Greenspan Commission, the retirement age (the age at which people could start receiving Social Security benefits) was raised from sixty-two to sixty-seven and the payroll tax was increased. A similar hike in retirement age, perhaps to seventy, is a possible solution to the current threat to Social Security (Reuteman 2010).\nAging around the World\nFrom 1950 to approximately 2010, the global population of individuals age sixty-five and older increased by a range of 5\u20137 percent (Lee 2009). This percentage is expected to increase and will have a huge impact on the dependency ratio: the number of nonproductive citizens (young, disabled, or elderly) to productive working citizens (Bartram and Roe 2005). One country that will soon face a serious aging crisis is China, which is on the cusp of an \u201caging boom\u201d\u2014 a period when its elderly population will dramatically increase. The number of people above age sixty in China today is about 178 million, which amounts to 13.3 percent of its total population (Xuequan 2011). By 2050, nearly a third of the Chinese population will be age sixty or older, which will put a significant burden on the labor force and impacting China\u2019s economic growth (Bannister, Bloom, and Rosenberg 2010).\nAs healthcare improves and life expectancy increases across the world, elder care will be an emerging issue. Wienclaw (2009) suggests that with fewer working-age citizens available to provide home care and long-term assisted care to the elderly, the costs of elder care will increase.\nWorldwide, the expectation governing the amount and type of elder care varies from culture to culture. For example, in Asia the responsibility for elder care lies firmly on the family (Yap, Thang, and Traphagan 2005). This is different from the approach in most Western countries, where the elderly are considered independent and are expected to tend to their own care. It is not uncommon for family members to intervene only if the elderly relative requires assistance, often due to poor health. Even then, caring for the elderly is considered voluntary. In the United States, decisions to care for an elderly relative are often conditionally based on the promise of future returns, such as inheritance or, in some cases, the amount of support the elderly provided to the caregiver in the past (Hashimoto 1996).\nThese differences are based on cultural attitudes toward aging. In China, several studies have noted the attitude of filial piety (deference and respect to one\u2019s parents and ancestors in all things) as defining all other virtues (Hsu 1971; Hamilton 1990). Cultural attitudes in Japan prior to approximately 1986 supported the idea that the elderly deserve assistance (Ogawa and Retherford 1993). However, seismic shifts in major social institutions (like family and economy) have created an increased demand for community and government care. For example, the increase in women working outside the home has made it more difficult to provide in-home care to aging parents, which leads to an increase in the need for government-supported institutions (Raikhola and Kuroki 2009).\nIn the United States, by contrast, many people view caring for the elderly as a burden. Even when there is a family member able and willing to provide for an elderly family member, 60 percent of family caregivers are employed outside the home and are unable to provide the needed support. At the same time, however, many middle-class families are unable to bear the financial burden of \u201coutsourcing\u201d professional healthcare, resulting in gaps in care (Bookman and Kimbrel 2011). It is important to note that even within the United States not all demographic groups treat aging the same way. While most people in the United States are reluctant to place their elderly members into out-of-home assisted care, demographically speaking, the groups least likely to do so are Latinos, African Americans, and Asians (Bookman and Kimbrel 2011).\nGlobally, the United States and other core nations are fairly well equipped to handle the demands of an exponentially increasing elderly population. However, peripheral and semi-peripheral nations face similar increases without comparable resources. Poverty among elders is a concern, especially among elderly women. The feminization of the aging poor, evident in peripheral nations, is directly due to the number of elderly women in those countries who are single, illiterate, and not a part of the labor force (Mujahid 2006).\nIn 2002, the Second World Assembly on Aging was held in Madrid, Spain, resulting in the Madrid Plan, an internationally coordinated effort to create comprehensive social policies to address the needs of the worldwide aging population. The plan identifies three themes to guide international policy on aging: 1) publically acknowledging the global challenges caused by, and the global opportunities created by, a rising global population; 2) empowering the elderly; and 3) linking international policies on aging to international policies on development (Zelenev 2008).\nThe Madrid Plan has not yet been successful in achieving all its aims. However, it has increased awareness of the various issues associated with a global aging population, as well as raising the international consciousness to the way that the factors influencing the vulnerability of the elderly (social exclusion, prejudice and discrimination, and a lack of socio-legal protection) overlap with other developmental issues (basic human rights, empowerment, and participation), leading to an increase in legal protections (Zelenev 2008).\nSummary\nThe social study of aging uses population data and cohorts to predict social concerns related to aging populations. In the United States, the population is increasingly older (called \u201cthe graying of the United States\u201d), especially due to the baby boomer segment. Global studies on aging reveal a difference in life expectancy between core and peripheral nations as well as a discrepancy in nations\u2019 preparedness for the challenges of increasing elderly populations.\nSection Quiz\nIn most countries, elderly women ______ than elderly men.\n- are mistreated less\n- live a few years longer\n- suffer fewer health problems\n- deal with issues of aging better\nHint:\nB\nAmerica\u2019s baby boomer generation has contributed to all of the following except:\n- Social Security\u2019s vulnerability\n- improved medical technology\n- Medicaid being in danger of going bankrupt\n- rising Medicare budgets\nHint:\nC\nThe measure that compares the number of men to women in a population is ______.\n- cohort\n- sex ratio\n- baby boomer\n- disengagement\nHint:\nB\nThe \u201cgraying of the United States\u201d refers to ________.\n- the increasing percentage of the population over sixty-five years old\n- faster aging due to stress\n- dissatisfaction with retirement plans\n- increased health problems such as Alzheimer\u2019s\nHint:\nA\nWhat is the approximate median age of the United States?\n- eighty-five\n- sixty-five\n- thirty-seven\n- eighteen\nHint:\nC\nShort Answer\nBaby boomers have been called the \u201cMe Generation.\u201d Do you know any baby boomers? In what way do they exemplify their generation?\nWhat social issues involve age disaggregation (breakdowns into groups) of a population? What kind of sociological studies would consider age an important factor?\nConduct a mini-census by counting the members of your extended family, and emphasize age. Try to include three or four generations, if possible. Create a table and include total population plus percentages of each generation. Next, begin to analyze age patterns in your family. What issues are important and specific to each group? What trends can you predict about your own family over the next ten years based on this census? For example, how will family members\u2019 needs and interests and relationships change the family dynamic?\nFurther Research\nGregory Bator founded the television show Graceful Aging and then developed a web site offering short video clips from the show. The purpose ofGraceful Aging is to both inform and entertain, with clips on topics such as sleep, driving, health, safety, and legal issues. Bator, a lawyer, works on counseling seniors about their legal needs. Log ontoGraceful Aging for a visual understanding of aging:http://openstaxcollege.org/l/graceful_aging\nReferences\nBannister, Judith, David E. Bloom, and Larry Rosenberg. 2010. Population Aging and Economic Growth in China. Cambridge, MA: The Program on the Global Demography of Aging.\nBartram, L., and B. Roe. 2005. \u201cDependency Ratios: Useful Policy-Making Tools?\u201d Geriatrics & Gerontology International 5:224\u2013228.\nBierman, Libby. 2011. \u201cThe Baby Boom = The BIG Boom in Healthcare.\u201d Forbes, July 22. Retrieved January 31, 2012 (http://www.forbes.com/sites/sageworks/2011/07/22/the-baby-boom-the-big-boom-in-healthcare/).\nBookman, Ann, and Delia Kimbrel. 2011. \u201cFamilies and Elder Care in the Twenty-First Century.\u201d The Future of Children 21:117\u2013140.\nBostrom, Josh. 2005. \u201cAging Baby Boomers Will Drive Health-Care Innovation.\u201d Infoworld. Retrieved January 31, 2012 (http://www.infoworld.com/t/business/aging-baby-boomers-will-drive-health-care-innovation-054).\nCongressional Budget Office. 2008. \u201cLong-Term Outlook for Medicare, Medicaid and Total Health Care Spending.\u201d Retrieved January 31, 2012 (http://www.cbo.gov/ftpdocs/102xx/doc10297/Chapter2.5.1.shtml).\nFarrel, Diana, David Court, Eric Beinhocker, John Forsyth, Ezra Greenberg, Suruchi Shukla, Jonathan Ablett, and Geoffrey Greene. 2008. Talkin' 'Bout My Generation: The Economic Impact of Aging US Baby Boomers. McKinsey Global Institute. Retrieved February 12, 2012 (http://www.mckinsey.com/Insights/MGI/Research/Americas/Talkin_bout_my_generation).\nGerontological Society of America. 2008. \u201cBaby Boomer Health Care Crisis Looms.\u201d Science Daily, April 17. Retrieved January 31, 2012 (http://www.sciencedaily.com/releases/2008/04/080417111300.htm).\nGilleard, Chris, and Paul Higgs. 2007. \u201cThe Third Age and the Baby Boomers: Two Approaches to the Social Structuring of Later Life.\u201d International Journal of Ageing and Later Life 2(2):13\u201330.\nHamilton, Gary. 1990. \u201cPatriarchy, Patrimonialism, and Filial Piety: A Comparison of China and Western Europe.\u201d British Journal of Sociology 41:77\u2013104.\nHashimoto, Akiko. 1996. The Gift of Generations: Japanese and American Perspectives on Aging and the Social Contract. New York: Cambridge University Press.\nHobbs, Frank. 1994. \u201cThe Elderly Population.\u201d Population Profile of the United States. Retrieved January 28, 2012 (http://www.census.gov/population/www/pop-profile/elderpop.html).\nHsu, Francis. 1971. \u201cFilial Piety in Japan and China: Borrowing, Variation and Significance.\u201d Journal of Comparative Family Studies 2:67\u201374.\nLee, Mary. 2009. \u201cTrends in Global Population Growth.\u201d Research Starters Sociology: Academic Topic Overview. Retrieved January 28, 2012 from (http://www.ebscohost.com/academic/academic-search-premier).\nLevy, Becca R., Martin D. Slade, Suzanne R. Kunkel, and Stanislav V. Kasl, 2002. \u201cLongevity Increased by Positive Self-perceptions of Aging.\u201d Journal of Personality and Social Psychology 83(2):261\u2013270.\nLogan, J.R., R. Ward, and G. Spitze. 1992. \u201cAs Old as You Feel: Age Identity in Middle and Later Life.\u201d Sociological Forces 71:451\u201367.\nMacunovich, Diane J. 2000. The Baby Boomers. New York: Barnard College Department of Economics.\nMujahid, G. 2006. \u201cPopulation Ageing in East and South-East Asia: Current Situation and Emerging Challenges.\u201d Papers in Population Ageing No.1. New York: United Nations Population Fund. Retrieved January 28, 2012 (http://www.eldis.org/assets/Docs/23355.html).\nNative News Network. 2011. \u201cAge Distribution: AIAN Compared to Total US.\u201d Retrieved January 22, 2012 (http://www.nativenewsnetwork.com/native-youth-count.html).\nOgawa, Naohiro, and Robert Retherford. 1993. \u201cCare of the Elderly in Japan: Changing Norms and Expectations.\u201d Journal of Marriage and the Family 55:585\u2013597.\nPew Research Center. 2010. \u201cThe Return of the Multi-Generational Family Household.\u201d Pew Research Social & Demographic Trends; Section I. Retrieved November 1, 2014 (http://www.pewsocialtrends.org/2010/03/18/the-return-of-the-multi-generational-family-household/).\nPopulation Fund. Retrieved January 28, 2012 (http://www.eldis.org/assets/Docs/23355.html).\nRaikhola, Pushkar Singh, and Yasuhiro Kuroki. 2009. \u201cAging and Elderly Care Practice in Japan: Main Issues, Policy and Program Perspective; What Lessons Can Be Learned from Japanese Experiences?\u201d Dhaulagiri: Journal of Sociology & Anthropology 3:41\u201382.\nReuteman, Rob. 2010. Will Baby Boomers Bankrupt Social Security? Retrieved January 31, 2012 (http://www.cnbc.com/id/34941334/Will_Baby_Boomers_Bankrupt_Social_Security).\nRothbaum, F. 1983. \u201cAging and Age Stereotypes.\u201d Social Cognition 2:171\u201384.\nShaw, Gina. \u201cHip and Knee Replacements on the Rise.\u201d Web MD. Retrieved February 13, 2012 (http://arthritis.webmd.com/features/hip-knee-replacements-rise).\nSweetser, Dorian Apple. 1984. \u201cLove and Work: Intergenerational Household Composition in the U. S. in 1900.\u201d Journal of Marriage and the Family 46(2):289\u2013293.\nU.S. Census Bureau. 2013. \u201cState and County Facts: USA Quick Facts.\u201d US Census Bureau. Retrieved November 1, 2014 (http://quickfacts.census.gov/qfd/states/00000.html).\nU.S. Census Bureau. 2011a. \u201cAge and Sex Composition 2010.\u201d 2010 Census Briefs, May. Retrieved February 13, 2012 (http://www.census.gov/prod/cen2010/briefs/c2010br-03.pdf).\nU.S. Census Bureau. 2011b. \u201cThe Older Population: 2010.\u201d 2010 Census Briefs, November. Retrieved December 13, 2011 (http://0-www.census.gov.iii-server.ualr.edu/prod/cen2010/briefs/c2010br-09.pdf).\nU.S. Census Bureau. 2011c. \u201cPopulation.\u201d The 2012 Statistical Abstract. Retrieved January 28, 2012 (http://www.census.gov/compendia/statab/cats/population.html).\nWerner, Carrie. 2011. \u201cThe Older Population: 2010.\u201d U.S. Census Bureau. Retrieved January 28, 2012 (http://www.census.gov/prod/cen2010/briefs/c2010br-09.pdf).\nWiencaw, Ruth. 2009. \u201cCaring for the Elderly in America.\u201d Research Starters. Retrieved January 28, 2012 (http://www.ebscohost.com/academic/academic-search-premier).\nWorld Health Organization. 2012. \u201cDefinition of an Older or Elderly Person.\u201d Retrieved January 28, 2012 (http://www.who.int/healthinfo/survey/ageingdefnolder/en/index.html).\nXuequan, Mu. 2011. \u201cPremier Wen Join Nursing Home Seniors to Celebrate Mid-Autumn Festival.\u201d Retrieved February 12, 2012 (http://news.xinhuanet.com/english2010/china/2011-09/13/c_131134367.htm).\nYap, Mui Teng, Leng Leng Thang, and John W. Traphagan. 2005. \u201cIntroduction: Aging in Asia\u2014Perennial Concerns on Support and Caring for the Old.\u201d Journal of Cross-Cultural Gerontology 20:257\u2013267.\nZelenev, Sergei. 2008. \u201cRegional Dimensions of the Ageing Situation.\u201d The United Nations. Retrieved January 28, 2012 (http://social.un.org/index/Ageing/Resources/PapersandPublications.aspx)."}
{"text": "Positive Bheaviours Lesson Plan # 2\nLesson #1: Positive Behaviours\nOverview\nCreators: Diljot Kahlon, Flora Che\nLesson #1: Promote social and emotional learning skills through a collaborative setting\nhttps://quizlet.com/678941230/match - Quizlet game (Gamification Element)\nhttps://docs.google.com/presentation/d/1IBrpV_h4fnlmapsbu13odXgGO5s1879NMYLxB_hgdFk/edit#slide=id.p - Slideshow that talks about plants.\nhttps://www.alberta.ca/positive-behaviour-supports.aspx (Information about positive behaviours is found here.)\nhttps://education.alberta.ca/science-k-6/program-of-studies/?searchMode=3 (Information about the Alberta Program of Studies and the lesson plan goals is found here.)\nThis lesson uses elements of gamification so that students can promote their social and emotional learning skills. Students will be able to work collaboratively by the end of the lesson, and this will improve their social and emotional skills. This lesson follows the Alberta Program of Studies and is meant for Grade 4 students. This lesson also has elements of science, and students will be able to identify all the parts of a plant.\nLesson #2: Getting students to behave in a collaborative setting.\nhttps://padlet.com/chef17/9c3lsp2rwslw1iv1 - Padelt Link (Gamification Element)\nhttps://www.youtube.com/watch?v=5YPSfaEGTQ0 - instructional Video to show the students\nhttps://www.alberta.ca/positive-behaviour-supports.aspx- (Information about positive behaviours is found here. )\nhttps://education.alberta.ca/science-k-6/program-of-studies/?searchMode=3 (Information about the Alberta Program of Studies and the lesson plan goals is found here.)\nThis lesson plan inserts gamification elements with the overall idea that students will be able to practice a set of behavioural expectations, specifically within a collaborative setting. It follows the Alberta Program of studies and is meant for students in Grade 4. It has elements of Science, and follows the objective that students will be know how to nurture a plant through a life cycle."}
{"text": "Investment Processes\nINVESTMENT MANAGEMENT PROCESS\nOverview\nINVESTING, FINANCING AND SPECULATION\n\u2022 Investing and financing are two important concepts in finance that are often used interchangeably but have distinct differences. Investing is the act of deploying funds in order to enhance one's wealth over time. This can be achieved through real investments, such as in tangible assets such as land and machinery, or through financial investments, such as stocks and bonds. The focus of this article is on financial investments.\nDr.S.Saravanan,\nProfessor In Commerce,\nDr.N.G.P. Arts and Science College,\nCoimbatore-641048\nINVESTMENT PROCESSES\nINVESTING, FINANCING AND SPECULATION\nINVESTMENT PROCESSES\nhttps://sites.google.com/view/drsaravananonline/investment-management"}
{"text": "En El Banco: El Banco, Cuenta Corriente vs. Cuenta de Ahorros, y Pr\u00e9stamos\nOverview\nStudents in my Spanish 2 class learn banking terms. However, for many students, it helps to strengthen working knowledge of banking before transferring the terms to our target language. This project aims to strengthen both background knowledge and Spanish vocabulary, so that students will engage more fully and learn the content with depth.\nFor the project, divide students into 3 groups: Bank, Checking vs. Savings, and Loans. If class sizes are large, you can have multiple groups research the same topic. Each group will become the experts on their specific topic and will share a Spanish presentation to the other groups. Each group only watches the English version of one video on one topic, but is expected to have a basic understanding of all three topics in Spanish by the end of the project. To check this understanding, all students will need to complete a quiz in Spanish based on all three presentations.\nEn El Banco\nSample Vocabulary Quiz link: https://docs.google.com/forms/d/e/1FAIpQLSfXt1yWpqfd3Hly7DUHIMnhyjE-tQjtAi8luJzRa5M8_g0oww/viewform?usp=sf_link\nSample Presentation Quiz link: https://docs.google.com/forms/d/e/1FAIpQLSeo0DFxFHQRs--unjIDvJpu2cAPl26IzZ4WbxmbD9lovUza3Q/viewform?usp=sf_link\nStudents will learn Spanish banking vocabulary through the basics of banking, including\n1. What is a bank and what does it do?\n2. What is the difference between a checking account and savings account?\n3. What is a loan and when should it be used? What are the advantages and disadvantages of a loan?\nOverview: Students in my Spanish 2 class learn banking terms. However, for many students, it helps to strengthen working knowledge of banking before transferring the terms to our target language. This project aims to strengthen both background knowledge and Spanish vocabulary, so that students will engage more fully and learn the content with depth.\nFor the project, divide students into 3 groups: Bank, Checking vs. Savings, and Loans. If class sizes are large, you can have multiple groups research the same topic. Each group will become the experts on their specific topic and will share a Spanish presentation to the other groups. Each group only watches the English version of one video on one topic, but is expected to have a basic understanding of all three topics in Spanish by the end of the project. To check this understanding, all students will need to complete a quiz in Spanish based on all three presentations.\nProcedure:\n1. Assign each group a video to watch. During the video, they are to take notes for content understanding, and write down terms that they will need to know in Spanish.\n As a whole class, have students share the terms they will need to successfully complete their presentations. Create a list of vocabulary words from the group that will be the list of terms to study for banking. A sample list can be found at https://quizlet.com/_a196dg?x=1qqt&i=s24pe. This list can be modified based on additions from students.\n3. Give students some time each day to work on their presentations. Presentations must be at least 2 minutes in length and completely in Spanish. Presentations should have a visual component to help ensure that students understand the material shared. Each student must contribute to the spoken portion of the presentation. Students should keep translated words to 20% or less and give credit to any words used from a translation tool (i.e. Google translate). In order to credit the translated words, students keep a translation reference sheet indicating the word in English, the word in Spanish, and the date accessed.\n3. On day 2, students should be prepared to take a quiz over the terms that they created in day 1. The quiz will be in a google forms format. Then provide more work time on the presentation.\n4. On day 4, presentations are due. Groups present and have question and answer sessions for clarifying purposes. Students who are not presenting take notes, which may be utilized during the quiz. After all presentations, students take a quiz over the content shared. Both quiz links can be found under instructor notes.\nTitle Image Attribution:\n\"Dinero\" by JohnSeb is licensed under CC BY 2.0"}
{"text": "The Cell Cycle\nOverview\nThe Cell Cycle and all of its stages; including interphase, mitosis, and cytokinesis.\nInstruction\nUnderstanding the cell cycle is a critical compontent to fully knowing how a cell functions. In this lesson, you will learn about the different stages of the cell cycle, watch a video, and evaluate your knowledge on the content and required reading materials through a quiz.\nLearn\nOpen the attached power point and review each stage of The Cell Cycle and all of the substages included within.\nExplore\nRead | Watch | Do |\nTo get started we will learn about the cell cycle. Read \u201cWhat is Cell Cycle?\u201d | Continue to learn about how cells divide through the process of mitosis by watching the following video \u201cSplitting Up is Complicated.\u201d While you watch, complete this \u201cVideo Guide.\u201d | Mitosis follows a series of steps that help the cell divide. Use the following article to learn more about mitosis by clicking here. For this \u201cDo\u201d you will complete a mitosis lab activity. You can access the \u201cstudent resources here.\u201d Once you are finished, you can review the assignment using this \u201canswer key.\u201d |\nEvaluate\nNow it is time to self check how much you have learned about mitosis. If you do not know as much as you thought, go back to the \u201cExplore\u201d section of this seminar and reread, rewatch, or redo the activities listed. See your facilitator if you have questions.\nClick here to take the quiz online. You do not have to log into the quiz site in order to take this quiz. If a window pops up asking you to sign up for the quiz site, just close the sign-up window and start your quiz."}
{"text": "Education Standards\nTeaching Cultural Diversity\nOverview\nOriginal Title :\nHow the Monuments Came Down\nAuthor:\nCreated by on October 8,2021 by #GoOpenVA.Administrator.\nLicense: Common Attributive\nIt is a great tool for teaching both writing and cultural diversity. It has a refreshing theme. It guides students to a 21st century relavant approach to Black History. Most students are repetitiously taught lessons about what happened back then. The lessons include current events which presents a connection between the present the past and the future generations.\nSeries Introduction\nHow the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.\nThrough personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond\u2019s landscape and why protestors demanded they come down.\nIn this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.\nHow the Monuments Came Down is a production of Field Studio, in association with VPM.\nNOTE TO TEACHERS:\nThe video clips, Caricatures of African Americans and Monument Avenue Commission, include depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored. Some abusive language appears in one primary resource in The Right to Vote.\nThe \u201cn\u201d word appears in one archival source commenting on the suppression of the Black vote in the late 19th and early 20th centuries.\nA reporter notes that a City Council member said that the city \u201cstill has a hell of a long way to go.\u201d\nSensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.\nEpisode List and Direct Links\n5. John Mitchell, Jr., and Maggie L. Walker\n6. Lost Cause Narrative and Building Monument Avenue\n7. Caricatures of African Americans\n8. Interstate 95 and the Destruction of Jackson Ward\n10. First Majority-Black City Council\n11. Arthur Ashe\n12. African American Monuments\n14. Monument Avenue Commission\n15. Summer 2020\n17. Marcus-David Peters and Systemic Racism\n18. How the Monuments Came Down Additional Resources\nCurriculum Guide Introduction\nDear Teachers,\nThank you for taking a moment in your busy day to consider this curriculum guide for How the\nMonuments Came Down, an essential film for viewing \u2014 and teaching.\nHow the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries.\nI have taught history in Richmond more than 20 years, and this film captures so much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. All students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. I challenge teachers and students to watch and have respectful, open, and honest conversations about power and race in the city of Richmond.\nThe guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Virginia Standards of Learning and Common Core State Standards.\nI hope that you find this guide as meaningful to teach as it was to create. My best wishes for your work,\nRodney Robinson\nRichmond Public Schools\n2019 National Teacher of the Year\nCultural Diversity\nHow the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries. This lesson was put together by a teacher that has taught history in Richmond more than 20 years, It includes films that capture much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. I concur that all students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. It is a challenge for teachers and students to watch and have respectful, open, and honest conversations about power and race not just in the city of Richmond but the United States abroad The guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Common Core State Standards. I hope that you utilize this guide for the dual purpose teaching writing across the curriculum as well as cultural diversiity through history,"}
{"text": "Documentation & Navigating Google Suite\nOverview\nThis resource is an outline for trainers to use when onboarding new therapy staff.\nEDITOR NOTES:\n- NO ACCESS TO \"AT FORMS\" DOCUMENT\nDocumentation & Navigating Google Suite\n*A .doc file is included in this resource so that it may be altered as needed to suit your district's needs\nGoogle Drive\n- Orient to side bar - explain the three different drives and what they are for (my drive, shared drive, shared with me)\n- Add folders to drive (OI Team and CORP)\n- How to search\n- How to share files\n- How to move (DON\u2019T DRAG)\n- How to convert to pdfs and put them in a file\n- How to add shared files to My Drive\nhttps://support.google.com/a/users/answer/9300017?hl=en&ref_topic=9348681\n- Orient to OI Team Folder and CORP STAFF INFO FOLDER\n- Bookmark AT forms https://docs.google.com/document/d/1JeJRTDtnGzsAXz7WB_s-rAhhsrZwnu9vBQfqlWgpe6w/edit\n- How to make labels\n- How to view a big long email chain.\nCalendar\n- How to view, make an appointment, and how to invite another person.\n- How to add Zoom meetings\n*Show Google Keep if there\u2019s enough time\n*Show how to make contact list if enough time - video is in video folder in Team Awesome folder\nDocumentation\n- Service summary form\n- Eval template\n- Where we keep assessments"}
{"text": "Students Group Activity (Exercise on Building Sentences)\nOverview\nFor building sentences, students discuss in groups of 4 how to use ChatGPT to create sentences based on the situations. They ask ChatGPT to provide suitable sentences for the situation that they want.\nMohd Khairi Razali\nSTUDENTS GROUP WORK (Buiding Sentences with ChatGPT)"}
{"text": "12.4.1 Non-Mendelian Genetics (video) 3 types of dominance\n12.4 Non-Mendelian Genetics\nMendel advanced that idea that traits were discreet and were passed on as dominant and recessive only. This animated video discusses the exceptions to Mendelian Inheritance.\n- Such as the three types of : Complete dominance, codominance, incomplete dominance.\n- Linked genes\n- Sex-linked\n- Epistasis\nMendel advanced that idea that traits were discreet and were passed on as dominant and recessive only. This animated video discusses the exceptions to Mendelian Inheritance.\n- Such as the three types of : Complete dominance, codominance, incomplete dominance.\n- Linked genes\n- Sex-linked\n- Epistasis"}
{"text": "Lewis and Clarke CX Phone Training\nOverview\nThe following course will take new customer service phone team members through day one of onboarding training.\nThese step-by-step sound bites will walk team members through:\n1. Logging into the appropriate applications to take calls and submit tickets\n2. How to answer customer phone calls and transfer to the corresponding department\n3. Edit customer profiles: name, email, address, and Add-Ons\n4. Ending a call and submitting a ticket\nPhone Team Training\nWelcome to phone training for the Lewis and Clarke Insurance Company. Click on the above sound bite to hear our Welcome message. Move onto the next section when finished!\nLearning Goals\nThe sound bite below will discuss the learning objectives for today's training. It's important to know what the goal for the training is so you can anticipate what you will need to learn by the end of the day today. Listen to the sound bite before moving on.\nPreparing CX Applications\nBefore you can beging to take calls from customers, you must have access to the applications that connect you to customer profiles and the online service that allows you to receive customer calls. Listen to the video below for a step-by step tutorial to get started. Once your computer applications are set up, move onto the next video.\nTaking A Customer Call\nNow that you have your apps set up, it's time to take a customer call. Don't worry, you won't be taking any real customer calls yet. These are just practice calls to walk you through the process. Both of our CX computer applications will take you through the process of filling out a ticket, which you can hear about in our next video below.\nTransfer Calls\nYou may want to take out a pen and paper for this next part! We are now going to identify each department's extension number so you can accurately transfer customer calls.\nPrimary Policy Holder\nNow that you can transfer customers to other departments, let's talk about customers that you can service. You can help anyone calling in to make small changes to their user profile. Insurance can be a very rules heavy industry because of legality. These next steps are very important to make sure that you are getting customers to verify their information before making any changes to their profile. Listen below for the steps how.\nAdd-On's\nThere are several ways you can add someone to a policy holder's account. However, it must be done correctly to remain compliant. Listen to the video below to hear the different types of add-on's we offer.\nSubmitting the Ticket\nNow that you've made changes to the customer's policy, save your changes, send a new copy of the policy document to your customer, end the call, fill out your ticket, and you are done! Listen to the video below to complete these steps.\nWell Done!\nYou did it! You got through your first customer call. Your trainer will now help you through several more practice rounds to get comfortable with the process. "}
{"text": "True or False Worksheet\nOverview\nTrue or False Worksheet\nShe is going to Los Angeles. (False. She is going to Long lsland.)\nIsabel is trying to book a ticket for a bus. (False, because she also tries to book a ticket for train.)\nShe has a dog. (False. She has a cat.)\nShe lives in New york. (True.)\nShe is free on Tuesday, Wednesday, and Saturday. (False. She is free on Sunday not Saturday.)\nShe is going to Long Island. (True.)\nShe wants to book her ticket before 11 pm. (False. She wants to book it before 1 pm.)"}
{"text": "11_Congress\n12_Presidency\n13_Federal Courts\n15_Bureaucracy\n17_Foreign Policy\n1_Government and Citizenship slides\n2_Constitution and Founding\n3_Federalism\n4_Civil Liberties\n5_Civil Rights\n6_Public Opinion\n7_Voting and Elections\n8_The Media\n9_Political Parties\nAmerican Government OER Materials (in-person section)\nOverview\nThese PowerPoint slides can be paired with the American Government 3e textbook by Openstax for in-class sections of the course. They provide matierial from the textbook, as well as data from the most recent elections, public opinion polls, and pew research center publications from within the last few years. This material provides both the political history of our country, as well as some pertinent information from current events affecting our political landscape.\nAmerican Government OER Materials (in-person section)\nThese slides are to be used in concert with the American Government 3e OER provided by Openstax. The textbook can be accessed using the link below:\nhttps://openstax.org/details/books/american-government-3e\nThe slides cover chapters 1-13, 15, and 17 and enhance the course content by utilizing the most up to date data collected through media outlets from which a subscription was purchased or are considered open source information."}
{"text": "World War I on the Eastern Front\nOverview\nStatewide Dual Credit Modern World History: Unit 12, Lesson 4\nA discussion of World War I on the Eastern Front, focusing on the Russian army's struggles against Germany and Austria-Hungary. Despite early victories, Russia's lack of resources and military leadership led to devastating losses, setting the stage for their eventual withdrawal from the war.\nWorld War I on the Eastern Front adapted from Statewide Dual Credit World History | CC By-SA\nWhen Germany declared war on Russia, two main concerns erupted for them. Firstly, Germany recognized it would have to serve on a two-front, European war (a fact to be repeated in World War II). It would engage in combat against the French and British along the Western Front and Russia along the Eastern Front.\nSecondly, most of Europe regarded Russia as a country with countless resources, particularly in manpower. For this reason, Germany attempted to knock France out of the war before England could fully deploy its strength. Then Germany could turn its full strength toward defeating Russia.\nFor its part, Russia sought to regain territory that had once belonged to it. In particular, they sought to reclaim parts of Eastern Prussia in Northern Germany. The Russians incorrectly believed that German forces proved less of a threat to them than those of Austria-Hungary, so they deployed massively insufficient troops to assault the German forces near Northern Prussia. Instead, most of their troops were sent further south to fight against the Austro-Hungarian army in Galicia\u2014a territory in the present-day areas of eastern Poland and western Ukraine.\nUnlike the Western Front, which was iconic for its use of trench warfare, the Eastern Front was largely a war of mobility. This involved troops attacking one other\u2019s borders and territory by launching large supply chains and armies. Logistics and Russia\u2019s dramatic lack of resources account for the different style of warfare. While strong in its human resources, Russia remained a century behind the rest of Europe in terms of its technological and military developments.\nBecause of the war on the Western Front, Germany was initially under-defended on their eastern borders. As a result, Russia experienced early, small success with their attacks. But by the third week of August, things would shift to favor Germany.\nThe Battle of Tannenberg\nIn late August 1914, the German High Command sent two officers, Paul von Hindenburg and Erich Ludendorff, to take command of their forces in East Prussia. Making use of the superior German artillery and the element of surprise, the German army encircled the Russians at the Battle of Tannenberg (present-day northeast Poland). Caught entirely by surprise, the battle resulted in the destruction of multiple Russian units with nearly 200,000 Russian casualties in less than a week. In comparison, the Germans lost only 12,000 men. The disparity in the battle casualties between Russia and Germany remained enormous for the next three years.\nAdding insult to the injury that the Russian army sustained at Tannenberg, the Austro-Hungarian army had achieved a strong victory against the Russians further south at the Battle of Lemberg (Lviv) in present-day Ukraine. By the end of August, the Central Powers had kicked Russia out of East Prussia and pushed the Eastern Front toward Russian territory. The fall of 1914 marked an ominous beginning for the Russian war effort and set in motion events that would bring down the mighty Russian empire.\nThe Great Russian Retreat: 1915\nIn the spring of 1915, the better organized and equipped German Army came to the aid of the struggling Austro-Hungarian Army. Their arrival marked the beginning of the end for the Russian Army, despite the fact it would take more than three years before the Treaty of Brest Litovsk was signed, officially ending Russia\u2019s involvement in the war.\nFrom May to September 1915, the German and Austro-Hungarian Armies repeatedly attacked and advanced against the Russian Army. Suffering from disorganization and severe lack of supplies the Russians suffered enormous casualties, with Russian prisoners of war numbering in the hundreds of thousands. In August, the Germans captured the city of Warsaw\u2014a city that had been under Russian control for a hundred years. By September, the Russian Army was pushed entirely out of Galicia (present-day Poland and Ukraine) and forced to retreat toward Russia. In their retreat, Russia lost access to grain-growing regions; villagers in the region succumbed to starvation and disease as the German Army occupied the lands.\nWorse news was yet to come for Russia. In September 1915, Tsar Nicholas II dismissed his senior military chiefs to lead and oversee the Russian Army himself from his headquarters at Stavka. This was a choice undertaken by Nicholas to inspire Russian troops to continue fighting. Moreover, it suited Nicholas\u2019 personal fascination with the military. However, the tsar entirely lacked knowledge in military matters, and his decision to lead the army proved disastrous."}
{"text": "Andrew Carnegie, \u201cThe Gospel of Wealth,\u201d 1889 (Excerpts)\nOverview\nCarnegie, Andrew. \"The Gospel of Wealth\" Carnegie Corporation of New York. 2017,\np.11-14, https://media.carnegie.org/filer_public/0a/e1/0ae166c5-\nfca3-4adf-82a7-74c0534cd8de/gospel_of_wealth_2017.pdf\nDescription: A millionaire industrialist addresses his philosophy of philanthropy\nCarnegie, Andrew. \"The Gospel of Wealth\" Carnegie Corporation of New York. 2017,\np.11-14, https://media.carnegie.org/filer_public/0a/e1/0ae166c5-\nfca3-4adf-82a7-74c0534cd8de/gospel_of_wealth_2017.pdf\nDescription: A millionaire industrialist addresses his philosophy of philanthropy"}
{"text": "What is a Resume?\nWhat is included in a resume and cover letter.\nCreating A Resume and Cover Letter\nOverview\nCreate and print (hard copy or digital) documents to aid in obtaining employment such as online resumes, applications, and cover letters.\nStudents will understand the importance of writing an effective resume and cover letter.\nInstructions\nObjectives:\nCreate and print (hard copy or digital) documents to aid in obtaining employment such as online resumes, applications, and cover letters.\nResumes and cover letters are essential tools for applying to jobs, internships, or even college programs. Follow the instructions below to create a professional resume and cover letter that showcase your skills, experiences, and strengths.\n1. Read the PowerPoint provided on what is included in a resume and cover letter.\n2. \n3. Read Units 1 and 2 about Resume Writing from Saylor Academy.\n4. Create a resume and a cover letter using the app of your choice. Be sure to include the key components covered in the reading material."}
{"text": "Models of the Atom\nOverview\nIn this lesson, students will learn about the history behind the atomic model and learn how to draw a Bohr model. To draw the models, cards are provided with examples for students to draw. Students can use the PhET Simulation: Build an Atom to check their answers.\nHistory of the Atom\nWhat does an atom really look like? The image above may be what you think it looks like, but it is really not.\nWatch the following video to learn about how the model of the atom has been developed over time:\nLearning How to Build Bohr Models\nIn a previous lesson, you learned how to determine the number of subatomic particles (protons, neutrons and electrons) in an atom using the periodic table.\nNeed a review?\nCheck out this lesson called What is an atom made of?\nYour next step is to be able to draw a Bohr Model on your own.\nWatch this quick video to see some examples on how to draw these models.\nPractice Building Bohr Models\nStudents will choose three atoms/ions to draw from the following cards:\nIf you are in person, you can cut up the cards and hand them directly to students.\nWhen they've completed their models, they can use the Build an Atom PhET Simulation to check their answers or you can personally check them.\nNow that you've seen some examples, it's time to try some on your own. On the following link are some choices for you: Cards for Atoms/Ions to Build. Open this document and choose three of the cards.\nOnce you've chosen your three cards, draw these Bohr Models on a piece of paper. When you're done, open up the Build an Atom PhET Simulation and check your answers."}
{"text": "Selective Media Virtual Lab\nOverview\nThis is a selective media lab that has been remixed to incorporate a virtual lab. I will add stock photos of \"results\" soon that can be used for the data analysis portion.\nSelective Media Lab\nAdapted from CUNY Academic Works - 2016 Laboratory Exercises in Microbiology: Discovering the Unseen World Through Hands-On Investigation. By: Joan Petersen CUNY Queensborough Community College and Susan McLaughlin CUNY Queensborough Community College\nRemixing to accommodate a virtual lab.\nCulturing Microorganisms from Environmental Samples\nEach pair of students: 1 MSA plate, 1 EMB plate, 1 TSA plate; 1 tube of sterile water; 1 sterile swab.\n(The highlighted part will be done via virtual lab demonstration)\nPick one part of the environment that you would like to sample. Possibilities include: bottom of shoe, floor, cell phone, sponge on table, or the bottom of your handbag or backpack. Be inventive\u2014pick an area you would find interesting! My environmental sample is from:_____________________________\nMoisten a swab in the sterile water; before the removing the swab, press it against the side of the tube to remove excess moisture.\nFirmly swab the region you would like to sample.\nUse the swab to inoculate the TSA plate, streaking the entire surface of the plate. Use the same swab to streak the MS plate and the EMB plate.\nDispose of the swab in designated plastic container at your lab table. (DO NOT throw swabs in the regular garbage!)\nIncubate the plates until the next lab period.\nStudents will organize and analyze data in charts like the example below:"}
{"text": "Dramaturgy\nOverview\nDramaturgy, a chapter from Media Studies 101\nAdapted from Media Studies 101: A Creative Commons Textbook\nDramaturgy\nAdapted fromMedia Studies 101: A Creative Commons Textbook\nby Media Texthack Team, BCcampus, Victoria, B.C.\nMedia Studies 101 by Media Texthack Team is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.\nDramaturgy\nAdapted from Media Studies 101: A Creative Commons Textbook\nby Media Texthack Team, BCcampus, Victoria, B.C.\nMedia Studies 101 by Media Texthack Team is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.\nDramaturgy is a sociological perspective on identity that uses the metaphor of theater to explore issues of identity formation and reformation. Dramaturgy assumes a place, a moment, and an audience to whom the identityis being presented. This places identity formation both in a social context (such as a classroom, a chatroom, a family, etc) as well as at a particular point in time. This implies that identities can shiftwith varying contexts and moments.\nThe key aspect to dramaturgy, however, is the concept of the audienceand an individual\u2019s relationship with that audience in that specific time and place. As with impressions management, the individual actor must control their presentation of self so as to evoke from this audience a desired reaction to that presentation. So you can probably start to see elements of both impressions management (reacting to audiences) and looking-glass self (imagining the audience) within dramaturgy.\nHowever, dramaturgy extends the metaphor of the stage even further, and this is where things get particularly interesting. A key element of dramaturgy is the concept of the front- and backstage. In face-to-face interactions, the front- and backstage are two related but separate areas, where the front is the space in which the performance of self takes place, and the back is where that performance is prepared. For example, to borrow Goffman\u2019s own example (1997), for a waiter, the frontstage is the restaurant floor, where the waiter performs their identity as waiter for the diners. The backstage is the kitchen, where that identity is relaxed, until another order is up. As the waiter passes through the kitchen doors, they become the waiter once more, playing their assigned role.\nIt may be useful to look at one specific communicative arena, online social networking sites, from the perspective of dramaturgy, and ask the question: where is the backstagein an online performance of self? The internet blurs the line between frontstage and backstage, and thus problematizes it. An individual can be simultaneously front- and backstage. Their World of Warcraft avatar, for example, can be performing to an audience, but at the same time you, as the extension of that avatar, can be alone in your room in front of the computer (maybe making snide comments about the people your avatar is talking to in a chat window). The backstage and the frontstage co-exist simultaneously instead of concurrently.\nAnother good example of this is when the virtual boundaries between front and backstage break down \u2013 like when someone is chatting in two windows, and mistakenly sends a comment meant for one recipient to another, or when someone tries to send a friend a private message via Facebook Messenger, but ends up posting it on a public wall instead.\nWhether online or off, the goal of a dramaturgical performance of self is the same \u2013 to project to a known audience a desired and desirable perception of self, and to maintain that dramatic portrayal in a consistent manner. Whether you are playing the role solo or in a team, these goals remain the same.\nDramaturgy acknowledges that identities are pluralistic\u2013 we have many identities that we put on and off as we move through time and space, and enter and exit different social contexts. As such, to achieve these goals, one has to be able to quickly switch and negotiate roles, or performative masks, as they move between different social contexts."}
{"text": "2. P4: Taking Action Project Instructions and Assessment\n3. P4: Student Presentation to City Officials Exemplar\n4. P4: End of Unit Reflection Instructions and Assessment\n5. P4: Post-Unit Learning Survey\nStudent Climate Assembly Phase 4: Taking Action and Presenting to Decision-Makers\nOverview\nPhase 4: Advocating for Action\nIn Phase 4, students apply C1.11-12.3 (applying civic virtues and democratic principles) by working together to advocate for their climate action recommendations to local government leaders, promoting civic responsibility and collaboration.\nMore specifically, the curriculum culminates in this phase with students choosing and carrying out an action to advocate for their recommendations with a focus on organizing and presenting their recommendations to local decision-makers. This real-world application highlights the practical relevance of their work and provides a platform for students' voices to be heard by advocating for their recommendations. Students also reflect on what they have learned. Key components of this final phase include:\n- Reviewing and discussing results of whole class voting.\n- A small group of students preparing and presenting the class findings and recommendations to local government officials.\n- Other students taking action to advocate for their recommendations in a variety of ways, such as writing letters to the editor, emailing council members, creating topical podcasts, and launching social media campaigns.\nFinal Lesson Overview\nThis is the final lesson in the Student Climate Assembly Unit. The lesson has three main components:\n1. Brainstorming and selecting key statements for all students to use in their advocacy project.\n2. Preparation of advocacy projects.\n3. Presentation of climate action recommendations through action projects (i.e., slide deck presentation, advocacy letters, emails, or other formats) to local government officials.\nThe lesson is designed to have a small group of students create and present final climate assembly recommendations to local policymakers and/or key stakeholders while other students prepare an advocacy project of their own. Students will demonstrate their critical thinking, problem solving, and communication skills. Their project will also include a brief description of how they and their class came up with their recommendations, and it will include highlights from their STEEP analysis to support their recommendations. Students will also be prepared to answer clarifying questions from local officials or representatives and provide examples to illustrate their points. This will be the culmination of their climate assembly and demonstrate taking action on a civic issue in their community. Students not presenting will take action as well, writing advocacy letters or otherwise advocating for their recommendations to their local officials.\nAll students will be engaged in meaningful discussions with members of local government and the lesson provides additional strategies and projects (enrichment) for students to take action on climate change at the global level. Informed, actively engaged citizens, including students, are essential in a democratic society. Student voice in supporting a sustainable future is critical for present and future generations. Overall, whether individually or collectively, students will learn they can make a positive difference in addressing issues that confront our local, national, and global communities.\nAttribution and License\nAttribution\nThis resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.\nProject Leads: Lisa Eschenbach, David Ketter\nInstructional Materials Author: Fernando Reyes, Ryan Hauck\nThank you to the following educators who contributed to planning, development, and material review:\nSteven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire\nThe Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.\nGraphic design by Julianna Patterson.\nThis work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.\nLicense\nExcept where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. \u00a7 107) are marked.\nThis resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos."}
{"text": "Education Standards\nPronounObjectSubject-answer key\nPronoun Poster Quiz Answer Key\nPronoun Quiz\nPronoun Quiz Options\nOER Pronoun Lesson\nOverview\nThis lesson will help students understand pronouns.\nIntro and Lesson\nIntroduce the lesson about how to chose of the right pronoun. Work through the PronounObjectSubject poster.\nGive the students an anticipatory quiz / activity to see if they can write or paste the options into the correct box.\nGo over the answers. Explain how to talk through each possibility so students come to the correct answer by answering the questions.\nHave students look for pronouns in something they are reading. Not where the pronoun fits in the chart.\nWhat do you call yourself when you talk about yourself? What about when you talk to someone else? When you talk about someone, what do you call them when you don't use their name?\nThe words you use are called prounouns, and the pronoun that you use depends on where the word comes in the sentence and how many people you're talking about."}
{"text": "NWRESD Care and Use of Equipment agreement_2022-23_Home_community.docx\nNWRESD Care and Use of Equipment agreement_2022-23_School District\nNWRESD Care and Use of Equipment agreement_2022-23_School District.docx\nEquipment Maintenance and Inspection\nOverview\nNew hires need to know what to look for in terms of safety inspection when checking equipment out and encountering equipment in the field. They should be aware of the program\u2019s policies and procedures regarding equipment inspection but may need to re-visit this information over time following the initial onboarding.\nThe following downloadable resources are provided to serve as examples of what a Care & Use agreement could look like.\nEquipment Maintenance and Inspection\nNew hires need to know what to look for in terms of safety inspection when checking equipment out and encountering equipment in the field. They should be aware of the program\u2019s policies and procedures regarding equipment inspection but may need to re-visit this information over time following the initial onboarding.\nThe following linked equipment folder provides examples of maintenance protocols.\nThe following downloadable resources are provided to serve as examples of what a Care & Use agreement could look like."}
{"text": "G1 Science Home Learning Resources-041020\nG2 Science Home Learning Resource -040920\nG2 Science Home Learning Resources\nK Science Home Learning Resources\nK Science Home Learning Resources-040920\nOSPI K-2 Science Home Learning Resources During COVID-19\nOverview\nThis document provides some learning resources associated with each of the K-2 Washington Science Content Learning Standards. They are intended to serve during this \u201cstay at home\u201d time, which includes all Washington schools. They are not intended to replace or be equivalent to face-to-face learning. Please feel free to use the resources or to make adaptations\nIntroduction\nThis document provides some learning resources associated with each of the K-2 Science Content Learning Standards. They are intended to serve during this \u201cstay at home\u201d time, which includes all Washington schools. They are not intended to replace or be equivalent to face-to-face learning. Please feel free to use the resources or to make adaptations.\nMany organizations including the Washington State Science Fellows Emeriti and the Washington State Science Teachers Association have provided expertise in vetting these resources. It is important to note that as much as possible the intention of these resources are to be discipline integrated for teachers and students in an effort to optimize student interest, engagement, and to prevent fatigue and overload. They are intended to be accessible as much as possible in both electronic and paper form.\nWhere possible, downloadable copies of openly licensed resources are provided. In some cases, links are provided for third party free online resources.\nAttribution\nNGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License\nCommon Core State Standards \u00a9 Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License\nCover image by Free-Photos from Pixabay\nLicense\nExcept where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.\nThis resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.\nKindergarten Science Home Learning Resources\nThis section shares learning resources intended to support the listed standard and to be done at home. They are not intended to be full supports or replace face-to-face learning.\nNGSS Standard | Possible Digital Learning Resources | Possible Printable Learning Resources |\nK-PS2: Forces and Interactions |\n| |\nPushes and Pulls This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project. | Push, Pull, Go Instructions | Carolina Biological Material on the Science Resources for Learning from Home, Grades K\u20135 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use. | |\nPushes and Pulls This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project. |\n| |\nK-PS3: Energy |\n| |\nWhy is my shadow always changing? This resource comes from NSTA Daily Dos | Sunlight Warms Earth\u2019s Surface | MA Department of Elementary & Secondary Education | CC BY NC SA Some Like it Hot | Mililani Uka Elem for Gather, Reason, Communicate | CC BY SA Addresses the effect of sunlight on Earth\u2019s surfaces. Puddles | Tools for Ambitious Science Teaching K-2 lesson unit portions of which can be used in K. | |\n| Why is it cooler in the Shade? | Technology Academy Hawaii for Gather, Reason, Communicate | CC BY SA In this activity students build a device to protect themselves from the sun. | |\nK-LS1: Structures and Processes |\n| |\n| Water Matters | Wailuku School and Koloa School for Gather, Reason, Communicate | CC BY SA Addresses what plants need to grow. The investigation can either go with student growing plant or using pictures. Phenomenon focus: Some plants, like the Kalo (taro) plant, need a lot of water to grow | |\nK-ESS2: Earth\u2019s Systems (Intro Weather) |\n| |\n| Feeling Hot, Hot, Hot! | Kilauea School and Maunawili School for Gather, Reason, Communicate | CC BY SA Addresses Patterns in Daily Temperature and the Phenomenon focus is: We are hotter and sweatier after lunch recess than morning recess. The investigation is about patterns and graphing with simple data. | |\n| Where Ever the Ribbon Blows | Manoa, Konawaena, and Ewa Elementary for Gather, Reason, Communicate | CC BY SA Addresses How animals change the environment. Phenomenon focus is: The Hawaiian Petrel can change the environment in which they live. This investigation engages young children in scientific discourse. Includes formative assessment | |\nK-ESS3: Earth and Human Activity |\n| |\nHow do we find patterns in the weather? This resource comes from NSTA Daily Dos. | Why did the gecko cross the wall? | Hawaii Schools for Gather, Reason, Communicate | CC BY SA Address the needs of animals. WA may not have lots of geckos, the activity can be an example for educators to modify. | |\n| Do you want to go to the beach? | Konawaena and Waialua Elementary for Gather, Reason, Communicate | CC BY SA Addresses weather forecasting. | |\n| Keep off the Grass | Hawaii Schools for Gather, Reason, Communicate | CC BY SA Addresses human impacts on the environment and how solutions can be engineered. | |\nK-2-ETS: Engineering and Technology |\n| |\nPushes and Pulls | DavidLeeEdTech via YouTube | CC BY This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project. Science and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n| |\nScience and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n| |\nScience and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n|\nAdditional resources that cover multiple grades and are organized by standard and performance expectations are listed below:\n- Gather, Reason, Communicate website | CC BY SA - lessons developed for K-5 that are NGSS aligned and teacher developed\n- Everyday phenomena | CC BY NC SA - for Elementary Students\n- NeverEnding Science | free online - is a fun site for children young and old\n- PBS Learning Activities | license varies with resource - many digital and printable materials which focus on K-5\n- Carolina Biological | temporary permission to access and print - Kindergarten resources\n- Oak Harbor Schools in Oak Harbor, WA is supporting six week of Kindergarten lessons on their website.\nNote: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.\nWSSLS/NGSS and Related Common Core Standards: Kindergarten\nWashington State Science Learning Standards/Next Generation Science Standards\nKindergarten teachers introduce students to physical science (2), life science (1), Earth and space science (2), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts. *Indicates an engineering connection.\nK-PS2 Motion and Stability: Forces and Motion\nK-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.\nK-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*\nK-PS3-1. Make observations to determine the effect of sunlight on Earth\u2019s surface.\nK-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.\nK-LS1 From Molecules to Organisms: Structures and Processes\nK-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.\nK-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.\nK-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.\nK-ESS3 Earth and Human Activity\nK-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.\nK-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*\nK-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*\nK-2-ETS1. Ask questions, make observations and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.\nK-2-ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem.\nK-2-ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.\nCommon Core State Standards Connections\nELA: RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)\nELA: W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2) CCSS_ELA: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K - ESS2 - 2)\nELA: W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)\nELA: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)\nMath: MP.2 Reason abstractly and quantitatively. (K-PS2-1)\nMath: MP.4 Model with mathematics. (K-ESS2-1)\nMath: K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)\nMath: K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has \u201cmore of\u201d/\u201dless of\u201d the attribute, and describe the difference. (K-PS2-1)\nMath: K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)\nKindergarten Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)\nThis section shows the primary SEPs and CCs emphasized in Kindergarten.\nScience and Engineering Practices (SEPs)\nAnalyze and interpret data\nAsk questions and define problems\nConstruct explanations and design solutions\nDevelop and use models\nEngaging in argument from evidence\nPlan and conduct investigations\nCrosscutting Concepts (CCCs)\n- Cause and effect\nPatterns\nStructure and function\nSystems and system models\nGrade 1 Science Home Learning Suggestions\nThis section shares learning resources intended to support the listed standard and to be done at home.\nThey are not intended to be full supports or replace face-to-face learning.\nNGSS Standard | Possible Digital Learning Resources | Possible Printable Learning Resources |\n1-PS4: | Waves and their application in technology for information transfer |\n|\n| Explore how light is needed to see things | PBS Learning Media | free online Integrated lesson. There are teaching tips and handouts for teachers. There are a small collection of very short videos which can be accessed to support this performance expectation. |\n|\n| What if there were no windows and Can you see in the dark? | Mystery Science | temporary access until 6/2020, teacher registration required Part of a larger unit on light and sound. |\n|\nExplore how light is needed to see things | PBS Learning Media | free online Integrated lesson. There are teaching tips and handouts for teachers. There are a small collection of very short videos which can be accessed to support this performance expectation. |\n| |\n| Explore how light is needed to see things | PBS Learning Media | free online Integrated lesson. There are teaching tips and handouts for teachers. There are a small collection of very short videos which can be accessed to support this performance expectation. |\n|\n1-LS1: | From Molecules to Organisms: Structures and Processes |\n|\n|\n| Water Matters | Wailuku School and Koloa School for Gather, Reason, Communicate | CC BY SA Addresses what plants need to grow. The investigation can either go with student growing plant or using pictures. Phenomenon focus: Some plants, like the Kalo (taro) plant, need a lot of water to grow Inspired by Nature STEM Storyline | Educational Service DIstrict 112 | CC BY Explore the practice of biomimicry by answering the driving question: How can we use our understanding of nature to help our family solve a problem? (Also aligned to 1-LS3) |\n| Plant and Animal Super powers | Mystery Science | temporary access until 6/2020, teacher registration required The lesson is also aligned to LS1-1 and LS3-1 and addresses way in which plants and animals survive through special parts and behaviors. |\n|\n1-LS3: | Heredity - Inheritance and Variation of Traits |\n|\nHeredity: Inheritance and Variation of Traits | Exploring Nature | free online This is a resource that provides multiple activities for children to explore variation in traits in dogs. A login is needed to view the activities without ads. | Inspired by Nature STEM Storyline | Educational Service DIstrict 112 | CC BY Explore the practice of biomimicry by answering the driving question: How can we use our understanding of nature to help our family solve a problem? (Also aligned to 1-LS1) Heredity: Inheritance and Variation of Traits | Exploring Nature | free online This is a resource that provides multiple activities for children to explore variation in traits in dogs. A login is needed to view the activities without ads. All resources in this lesson are printable. | |\n1-ESS1: | Earth\u2019s Place in the Universe |\n|\n| Spinning Sky: Sun, Moon, and Stars | Mystery Science | temporary access until 6/2020, teacher registration required Shifting Shadows | PBS Learning Media | free online | Patterns in the Sky STEM Storyline: | Educational Service DIstrict 112 | CC BY Embark on a journey with your students to answer the driving question: How are animals affected by changes in the sky? |\n|\n| Where Ever the Ribbon Blows | Manoa, Konawaena, and Ewa Elementary for Gather, Reason, Communicate | CC BY SA Addresses How animals change the environment. Phenomenon focus is: The Hawaiian Petrel can change the environment in which they live. This investigation engages young children in scientific discourse. Includes formative assessment |\nK-2-ETS: | Engineering and Technology |\n|\nPushes and Pulls | DavidLeeEdTech via YouTube | CC BY This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project. Science and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n| |\nScience and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n| |\nScience and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n|\nAdditional resources that cover multiple grades and are organized by standard and performance expectations are listed below:\n- Gather, Reason, Communicate website | CC BY SA - lessons developed for K-5 that are NGSS aligned and teacher developed\n- Everyday phenomena | CC BY NC SA - for Elementary Students\n- NeverEnding Science | free online - is a fun site for children young and old\n- PBS Learning Activities | license varies with resource - many digital and printable materials which focus on K-5\n- Carolina Biological | temporary permission to access and print - Kindergarten resources\n- Oak Harbor Schools in Oak Harbor, WA is supporting six week of Kindergarten lessons on their website.\nNote: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.\nWSSLS/NGSS and Related Common Core Standards: Grade 1\nWashington State Science Learning Standards/Next Generation Science Standards\nGrade 1 teachers introduce students to physical science (1), life science (2), Earth and space science (1), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts.\n1-PS4 Waves and Their Applications in Technologies for Information Transfer\n1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate\n1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.\n1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.\n1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*\n1-LS1 From Molecules to Organisms: Structures and Processes\n1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*\n1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.\n1-LS3 Heredity: Inheritance and Variation of Traits\n1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.\n1-ESS1 Earth\u2019s place in the universe\n1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.\n1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.\nK-2-ETS1. Ask questions, make observations and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.\nK-2-ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem.\nK-2-ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs\n*Indicates an engineering connection.\nCommon Core State Standards Connections\nELA: RI.1.1 Ask and answer questions about key details in a text. ELA: RI.1.2 Identify the main topic and retell key details of a text.\nELA: RI.1.10 With prompting and support, read informational texts appropriately complex for grade.\nELA: W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.\nELA: W.1.7 Participate in shared research and writing projects (e.g., explore a number of \u201chow-to\u201d books on a given topic and use them to write a sequence of instructions).\nELA: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.\nELA: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.\nMATH: MP.2 Reason abstractly and quantitatively.\nMath: MP.5 Use appropriate tools strategically.\nMATH: 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.\nMATH: 1.MD.A.2 Express the length of an object as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.\nMATH: 1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.\nMATH: 1.NBT.B.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols <, >, =.\nMATH: 1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.\nMATH: 1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.\nMATH: 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.\nMATH: 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem.\nGrade 1 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)\nThis section shows the primary SEPs and CCs emphasized in Grade 1.\nScience and Engineering Practices (SEPs)\n- Analyze and interpret data\n- Construct explanations and design solutions\n- Obtaining, Evaluating, and Communicating Information\n- Plan and conduct investigations\nCrosscutting Concepts (CCCs)\n- Cause and effect\n- Patterns\n- Structure and function\n- Influence of Engineering, Technology, and Science, on Society and the Natural World\nGrade 2 Science Home Learning Suggestions\nThis section shares learning resources intended to support the listed standard and to be done at home.\nThey are not intended to be full supports or replace face-to-face learning.\nNGSS Standard | Possible Digital Learning Resources | Possible Printable Learning Resources |\n2-PS1: | Matter and its Interaction |\n|\n| Integrated Physical Science Activities | Carolina Biological | temporary access The activities in this unit are developed from Matter, integrate math, social studies, English Language Arts (ELA), art, and more into physical science topics. These cross-curricular connections help students see how science is related to their lives, and the world they live in. Some activities are paper and pencil. Supporting videos for Grade 2 Phenomena | Carolina Biological | temporary access | Sand as a Solid and Liquid | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA Explores the phenomenon: When sand is poured into a container the sand assumes the shape of its container. The lesson provides an opportunity to discuss a couple of the properties of matter. The activity should take about one hour. It includes a formative assessment opportunity. Plastic Matters | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA Similar to the first activity, students explore the phenomenon: Some types of plastics bend but don\u2019t break, other types of plastics break when you bend them. This activity includes a formative assessment. |\nActivity Above | Slip and Slide | Utah Teachers for Gather, Reason, Communicate | CC BY SA In this activity, students explore the phenomenon: It is easier to move a heavy object sitting on furniture sliders than on the carpet. The activity focuses on Properties of Matter Texture - Structure and Function and provides an opportunity to discuss the properties of materials. It can be used as an engineering lesson as well. Includes formative assessment | |\nActivity Above | Unbeweavable | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA In this lesson, students take a home object and pull it apart and the smaller pieces are used to make a new object. In this lesson a woven placemat is used but can readily be substituted with other items. The phenomenon of study is: I can use the parts of my placemat to make a useful new object. | |\nActivity Above | As a Matter of Toast | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA Addresses chemical changes by looking at how marshmallows taste differently when they have been toasted. Bread can be substituted for marshmallows. The phenomenon of study is: When a marshmallow is toasted at the campfire it tastes different. | |\n2-LS2: | Ecosystems: Interactions, Energy and Dynamics |\n|\nSupporting videos for Grade 2 Phenomena | Carolina Biological | temporary access | Habitats in different climates | Carolina Biological Supply Company | temporary access Unit completely available in paper and pencil and which supports multiple performance expectations. Also in Spanish. Integrated learning unit | Carolina Biological | temporary access Supporting multiple disciplines and available in paper and pencil. Material on the Science Resources for Learning from Home, Grades K\u20135 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use. | |\nSupporting videos for Grade 2 Phenomena | Carolina Biological | temporary access | \u201cWhy won\u2019t our blueberries grow?\u201d STEM Storyline | Educational Service DIstrict 112 | CC BY Embark on a journey with your students to answer the driving question: How can we design a solution to help Shanelle\u2019s blueberries grow? The unit culminates with students creating a tool to help Shanelle pollinate her blueberry flowers so that they produce fruit. | |\n2-LS4: | Biological Evolution: Unity and Diversity |\n|\nSupporting videos for Grade 2 Phenomena | Carolina Biological | temporary access |\n| |\n2-ESS1: | Earth\u2019s Place in the Universe |\n|\n| Rock and Roll | Utah Teachers for Gather, Reason, Communicate | CC BY SA Lesson which studies the concept that some Earth changes happen quickly and some slowly. The phenomenon of study is: In November the road up the canyon had very few rocks by the side of the road, but in May there were a lot of rocks along the side of the road. The lesson uses images from stories and readings. A formative Assessment is included. | |\n2-ESS2: | Earth\u2019s Systems |\n|\nSupporting videos for Grade 2 Phenomena | Carolina Biological | temporary access | \u201cWhere did the Beach Go?\u201d STEM Storyline: | Educational Service DIstrict 112 | CC BY Embark on a journey with your students to answer the driving question: How can we design a solution to prevent Washington\u2019s coast from eroding? The unit culminates in students designing a blockade to help prevent erosion in Washaway Beach (North Cove, WA) | |\nMy time machine | Carolina Biological | temporary access Provides readings, templates, and images for students to explore Earth Systems. Many of the lessons are reproducible in paper and pencil. Material on the Science Resources for Learning from Home, Grades K\u20135 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use. | Cross curricular activities | Carolina Biological | temporary access Integrated series of lessons for students to explore Earth Systems. Material on the Science Resources for Learning from Home, Grades K\u20135 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use. | |\nK-2-ETS: | Engineering and Technology |\n|\nPushes and Pulls | DavidLeeEdTech via YouTube | CC BY This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project. Science and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n| |\nScience and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n| |\nScience and Engineering Resources | Smithsonian Science Education Center | free online \u2013 various licenses Provides activities to support the engineering and design performance expectations. |\n|\nAdditional resources that cover multiple grades and are organized by standard and performance expectations are listed below:\n- Gather, Reason, Communicate website | CC BY SA - lessons developed for K-5 that are NGSS aligned and teacher developed\n- Everyday phenomena | CC BY NC SA - for Elementary Students\n- NeverEnding Science | free online - is a fun site for children young and old\n- PBS Learning Activities | license varies with resource - many digital and printable materials which focus on K-5\n- Carolina Biological | temporary permission to access and print - Kindergarten resources\n- Oak Harbor Schools in Oak Harbor, WA is supporting six week of Kindergarten lessons on their website.\nNote: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.\nWSSLS/NGSS and Related Common Core Standards: Grade 2\nGrade 2 teachers introduce students to physical science (1), life science (1), Earth and space science (2), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts.\nWashington State Science Learning Standards/Next Generation Science Standards\n2-PS1 Matter and Its Interactions\n2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.\n2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*\n2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.\n2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.\n2-LS2 Ecosystems: Interactions, Energy, and Dynamics\n2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.\n2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*\n2-LS4 Biological Evolution: Unity and Diversity\n2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.\n2-ESS1 Earth's Place in the Universe\n2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.\n2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*\n2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.\n2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.\nK-2-ETS1. Ask questions, make observations and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.\nK-2-ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem.\nK-2-ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.\n*Indicates an engineering connection.\nCommon Core State Standards Connections:\nELA: RI.2.1 Ask and answer such questions as who , what , where , when , why , and how to demonstrate understanding of key details in a text.\nELA: RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.\nELA: RI.2.8 Describe how reasons support specific points the author makes in a text.\nELA: RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.\nELA: W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because , and , also ) to connect opinion and reasons, and provide a concluding statement or section.\nELA: W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.\nELA: W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).\nELA: W.2.8 Recall information from experiences or gather information from provided sources to answer a question.\nELA: SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.\nELA: SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.\nMATH: MP.2 Reason abstractly and quantitatively.\nMATH: MP.4 Model with mathematics.\nMATH: MP.5 Use appropriate tools strategically.\nMATH: 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.\nMATH: 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.\nMATH: 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems.\nGrade 2 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)\nThis section shows the primary SEPs and CCs emphasized in Grade 2.\nScience and Engineering Practices (SEPs)\n- Developing and Using Models\n- Constructing Explanations and Designing Solutions\n- Obtaining, Evaluating, and Communicating Information\nCrosscutting Concepts (CCCs)\n- Patterns\n- Stability and Change\n- Influence of Engineering, Technology, and Science on Society and the Natural World"}
{"text": "Learning Hacks\nOverview\nProvided by: Lumen Learning. License: CC BY: Attribution\nLearning Hacks: How Should I Study Across Topics?\nThe Hack\nFrequently switch up what you study rather than focusing on the same topic\nThe Story\nMany students group their studying by topic within a course. This means that they will study Chapter 2 material first before they move on to study Chapter 3 material. Once they are finished with those, they finally move on to Chapter 4 material, and so on. This is called blocking, or taking all of the things you need to study and chopping it into blocks based on chapter or unit. It makes a lot of sense to study this way, but is it the most effective way to study? Spoiler alert, the answer is no! Interleaving is a more effective way to study. Interleaving is splitting your study topics into smaller chunks, and then moving frequently between study topics rather than studying the same material for hours at a time.\nLet\u2019s say you have three study topics: A, B, and C. Here\u2019s how each of these techniques would look:\n- Blocking Practice (not as good): AAABBBCCC\n- Interleaved Practice (much better): ABCABCABC\nThe Research\nRohrer et al. and Taylor investigated the effects of interleaved practice when compared with blocked practice. They found that interleaving was a significantly more effective learning strategy and helped students learn more in the same amount of time. Interestingly, students who implemented interleaving practice felt like they were learning less, but ended up doing much better than students who felt like they were learning more with blocking practice. Here are some practical tips for implementing interleaving practice.\n- Switch up what you study. Interleaving is studying one topic for a relatively short period of time, then switching to a different topic. You could also interleave what you study by mixing up your flashcards from different chapters or courses into the same study set.\n- Keep at it even if it seems hard. When students implement interleaving, research shows that students feel like they are learning less. However, these students end up retaining information better and scoring higher on exams than students who did not implement interleaving. So even if it is hard, realize you are studying in a more effective way.\nThe Source\nRohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900.\nLicenses and Attributions\nCC licensed content, Original\n- Learning Hacks: How Should I Study Across Topics?. Authored by: Lumen Learning. License: CC BY: Attribution\nCC licensed content, Shared previously\n- Image of student studying at desk. Authored by: English106. Located at: https://www.flickr.com/photos/english106/4357228667/in/photostream/. License: CC BY: Attribution"}
{"text": "ADDIE MODEL\nOverview\nThe ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases\u2014Analysis, Design, Development, Implementation, and Evaluation\u2014represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.\nANALYSIS\nDESIGN\nDEVELOPMENT\nIMPLEMENTATION\nEVALUATION\nADDIE MODEL LESSON PLAN"}
{"text": "Learning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Find, evaluate, and select appropriate sources to answer questions.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Demonstrate creativity by using multiple resources and formats.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Maintain a critical stance by questioning the validity and accuracy of all information.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Display emotional resilience by persisting in information searching despite challenges.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Display persistence by continuing to pursue information to gain a broad perspective.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Respect copyright/intellectual property rights of creators and producers.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Follow ethical and legal guidelines in gathering and using information.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Contribute to the exchange of ideas within the learning community.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Use information technology responsibly.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Use interaction with and feedback from teachers and peers to guide own inquiry process.\nLearning Domain: Inquiry, Critical Thinking, and Knowledge Acquisition\nStandard: Seek appropriate help when it is needed."}
{"text": "Organogenesis and Vertebrate Formation\nOverview\nBy the end of this section, you will be able to:\n- Describe the process of organogenesis\n- Identify the anatomical axes formed in vertebrates\nGastrulation leads to the formation of the three germ layers that give rise, during further development, to the different organs in the animal body. This process is called organogenesis. Organogenesis is characterized by rapid and precise movements of the cells within the embryo.\nOrganogenesis\nOrgans form from the germ layers through the process of differentiation. During differentiation, the embryonic stem cells express specific sets of genes which will determine their ultimate cell type. For example, some cells in the ectoderm will express the genes specific to skin cells. As a result, these cells will differentiate into epidermal cells. The process of differentiation is regulated by cellular signaling cascades.\nScientists study organogenesis extensively in the lab in fruit flies (Drosophila) and the nematode Caenorhabditis elegans. Drosophila have segments along their bodies, and the patterning associated with the segment formation has allowed scientists to study which genes play important roles in organogenesis along the length of the embryo at different time points. The nematode C.elegans has roughly 1000 somatic cells and scientists have studied the fate of each of these cells during their development in the nematode life cycle. There is little variation in patterns of cell lineage between individuals, unlike in mammals where cell development from the embryo is dependent on cellular cues.\nIn vertebrates, one of the primary steps during organogenesis is the formation of the neural system. The ectoderm forms epithelial cells and tissues, and neuronal tissues. During the formation of the neural system, special signaling molecules called growth factors signal some cells at the edge of the ectoderm to become epidermis cells. The remaining cells in the center form the neural plate. If the signaling by growth factors were disrupted, then the entire ectoderm would differentiate into neural tissue.\nThe neural plate undergoes a series of cell movements where it rolls up and forms a tube called the neural tube, as illustrated in Figure. In further development, the neural tube will give rise to the brain and the spinal cord.\nThe mesoderm that lies on either side of the vertebrate neural tube will develop into the various connective tissues of the animal body. A spatial pattern of gene expression reorganizes the mesoderm into groups of cells called somites with spaces between them. The somites, illustrated in Figure will further develop into the ribs, lungs, and segmental (spine) muscle. The mesoderm also forms a structure called the notochord, which is rod-shaped and forms the central axis of the animal body.\nVertebrate Axis Formation\nEven as the germ layers form, the ball of cells still retains its spherical shape. However, animal bodies have lateral-medial (left-right), dorsal-ventral (back-belly), and anterior-posterior (head-feet) axes, illustrated in Figure.\nHow are these established? In one of the most seminal experiments ever to be carried out in developmental biology, Spemann and Mangold took dorsal cells from one embryo and transplanted them into the belly region of another embryo. They found that the transplanted embryo now had two notochords: one at the dorsal site from the original cells and another at the transplanted site. This suggested that the dorsal cells were genetically programmed to form the notochord and define the axis. Since then, researchers have identified many genes that are responsible for axis formation. Mutations in these genes leads to the loss of symmetry required for organism development.\nAnimal bodies have externally visible symmetry. However, the internal organs are not symmetric. For example, the heart is on the left side and the liver on the right. The formation of the central left-right axis is an important process during development. This internal asymmetry is established very early during development and involves many genes. Research is still ongoing to fully understand the developmental implications of these genes.\nSection Summary\nOrganogenesis is the formation of organs from the germ layers. Each germ layer gives rise to specific tissue types. The first stage is the formation of the neural system in the ectoderm. The mesoderm gives rise to somites and the notochord. Formation of vertebrate axis is another important developmental stage.\nReview Questions\nWhich of the following gives rise to the skin cells?\n- ectoderm\n- endoderm\n- mesoderm\n- none of the above\nHint:\nA\nThe ribs form from the ________.\n- notochord\n- neural plate\n- neural tube\n- somites\nHint:\nD\nFree Response\nExplain how the different germ layers give rise to different tissue types.\nHint:\nOrgans form from the germ layers through the process of differentiation. During differentiation, the embryonic stem cells express a specific set of genes that will determine their ultimate fate as a cell type. For example, some cells in the ectoderm will express the genes specific to skin cells. As a result, these cells will differentiate into epidermal cells. The process of differentiation is regulated by cellular signaling cascades.\nExplain the role of axis formation in development.\nHint:\nAnimal bodies have lateral-medial (left-right), dorsal-ventral (back-belly), and anterior-posterior (head-feet) axes. The dorsal cells are genetically programmed to form the notochord and define the axis. There are many genes responsible for axis formation. Mutations in these genes lead to the loss of symmetry required for organism development."}
{"text": "Adolescent Work\nOverview\nThis video covers the topic of adolescent work and how to effectively teach this topic. This video includes Learning Objectives, a lesson plan, and ideas for learning activities.\nTeaching Adolescent Work- Trey Dickson & Daisy Harris\nThis video covers the topic of adolescent work and how to effectively teach this topic. This video includes Learning Objectives, a lesson plan, and ideas for learning activities."}
{"text": "Education Standards\nRemote Learning Plan: Law of Supply: 10th Grade\nOverview\nThis Remote Learning Plan was created by (Aaron Leibel) in collaboration with (Lori Broady) as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.\nThe attached Remote Learning Plan is designed for (10th Grade) (Social Studies) students. Students will (Create a law of supply chart for a concession stand item). This Remote Learning Plan addresses the following NDE Standard: (NDE Standard)\n2.5.a Summarize the role of competitions, markets, and prices\nIt is expected that this Remote Learning Plan will take students (45 minutes) to complete.\nRemote Learning Plan: Law of Supply: 10th Grade\nThis Remote Learning Plan was created by (Aaron Leibel) in collaboration with (Lori Broady) as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.\nThe attached Remote Learning Plan is designed for (10th Grade) (Social Studies) students. Students will (Create a law of supply chart for a concession stand item). This Remote Learning Plan addresses the following NDE Standard: (NDE Standard)\n2.5.a Summarize the role of competitions, markets, and prices.\nIt is expected that this Remote Learning Plan will take students (45 minutes) to complete.\nHere is the direct link to the Google Doc:\nhttps://docs.google.com/presentation/d/14jHNlnwYvA9D-G1VkeqZ5rj88OD7GHHOCyH-p0kf20Q/edit?usp=sharing"}
{"text": "Chapter 11: Note-Taking Strategies\nOverview\nLearning Framework: Effective Strategies for College Success\nChapter 11: Note-Taking Strategies\nLearning Objectives\nBy the end of this chapter, you will be able to:\n- Explain why taking notes is important.\n- Use the four primary methods of note taking: lists, outlines, concept maps, and the Cornell method.\n- Apply strategies to make note-taking more effective.\n- Organize your notes into effective study guides.\n- Use teacher handouts to complement your notes.\n- Determine what to do with your notes after the course is complete.\nNote-Taking Strategies\nNote-Taking Strategies\nNote-Taking Strategies\nEverybody takes notes, or at least everybody claims to. But if you take a close look, many who are claiming to take notes on their laptops are actually surfing the Web, and paper notebooks are filled with doodles interrupted by a couple of random words with an asterisk next to them reminding you that \u201cThis is important!\u201d In college, these approaches will not work. In college, your instructors expect you to make connections between class lectures and reading assignments; they expect you to create an opinion about the material presented; they expect you to make connections between the material and life beyond college. Your notes are your roadmaps for these thoughts. Do you take good notes? After learning to listen, note taking is the most important skill to ensure your success in a class.\nEffective note taking is important because it:\n- Supports your listening efforts.\n- Allows you to test your understanding of the material.\n- Helps you remember the material better when you write key ideas down.\n- Gives you a sense of what the instructor thinks is important.\n- Creates your \u201cultimate study guide.\u201d\nEffective note-taking helps students retain what they learned in class so that they can use the material to study and build their knowledge and tackle more complex concepts later on. In fact, research indicates that there\u2019s a 34 percent chance that students will remember key information if it\u2019s present in their notes but only a 5 percent chance if it\u2019s not. It doesn\u2019t matter whether you prefer to write brief summaries or make visual guides and diagrams in your notes. The important thing is to find a note-taking strategy that works for you.\nThere are various forms of taking notes, and which one you choose depends on both your personal style and the instructor\u2019s approach to the material. Each can be used in a notebook, index cards, or in a digital form on your laptop. No specific type is good for all students and all situations, so we recommend that you develop your own style, but you should also be ready to modify it to fit the needs of a specific class or instructor. To be effective, all of these methods require you to listen actively and to think; merely jotting down words the instructor is saying will be of little use to you.\nThe following are a few recommendations to try out:\n- Stay organized: Keep your notes and handouts separate for each class. For example, you might have a different notebook and folder for each class or a large notebook with a different tab for each class. This will save you the time of trying to organize and locate your notes when studying for an exam.\n- Use your paper: Many students try to fit all of a day\u2019s class notes onto one page and are often left with many extra blank pages in their notebooks. Instead, every time your instructor changes topics, flip to a new page. This allows you to find the material easily and makes your notes much cleaner.\n- Use visual cues: Try highlighting, underlining, or drawing arrows or exclamation points next to any main or difficult concepts. This will call attention to these sections and remind you to spend more time reviewing them.\n- Group together similar concepts: Grouping or \u201cchunking\u201d material is a good way to make studying and memorization easier. You can try drawing the main concept and connecting it to smaller, related concepts or making an outline of the information. Either one can serve as an effective study guide.\n- Make notes legible: Some people have messy handwriting. However, writing as clearly as possible when you take notes will make it easier to review them later. It\u2019s also helpful if you\u2019re asked to share your notes with another student who missed class. If laptop use is permitted during class, you can also type your notes.\nThe following video addresses other specific strategies for note-taking:\nNote-Taking Systems\nThe following is a chart with a brief explanation of the main note-taking system. They are described in more depth later in the chapter.\n| Method | Description | When to Use |\n|---|---|---|\n| Lists | A sequential listing of ideas as they are presented. Lists may be short phrases or complete paragraphs describing ideas in more detail. | This method is what most students use as a fallback if they haven\u2019t learned other methods. This method typically requires a lot of writing, and you may find that you are not keeping up with the professor. It is not easy for students to prioritize ideas in this method. |\n| Outlines | The outline method places the most important ideas along the left margin, which are numbered with Roman numerals. Supporting ideas to these main concepts are indented and are noted with capital letters. Under each of these ideas, further detail can be added, designated with an Arabic number, a lowercase letter, and so forth. | A good method to use when material presented by the instructor is well organized. Easy to use when taking notes on your computer. |\n| Concept Maps | When designing a concept map, place a central idea in the center of the page and then add lines and new circles on the page for new ideas. Use arrows and lines to connect the various ideas. | A great method to show relationships among ideas. Also good if the instructor tends to hop from one idea to another and back. |\n| Cornell Method | The Cornell method uses a two-column approach. The left column takes up no more than a third of the page and is often referred to as the \u201ccue\u201d or \u201crecall\u201d column. The right column (about two-thirds of the page) is used for taking notes using any of the methods described above or a combination of them. After class or completing the reading, review your notes and write the key ideas and concepts or questions in the left column. You may also include a summary box at the bottom of the page, in which to write a summary of the class or reading in your own words. | The Cornell method can include any of the methods above and provides a useful format for calling out key concepts, prioritizing ideas, and organizing review work. Most colleges recommend using some form of the Cornell method. |\nThe List Method\nThe list method is usually not the best choice because it is focused exclusively on capturing as much of what the instructor says as possible, not on processing the information. Most students who have not learned effective study skills use this method because it\u2019s easy to think that this is what note taking is all about. Even if you are skilled in some form of shorthand, you should probably also learn one of the other methods described here, because they are all better at helping you process and remember the material. You may want to take notes in class using the list method, but transcribe your notes to an outline or concept map method after class as a part of your review process. It is always important to review your notes as soon as possible after class and write a summary of the class in your own words.\nThe Outline Method\nThe advantage of the outline method is that it allows you to prioritize the material. Key ideas are written to the left of the page, subordinate ideas are then indented, and details of the subordinate ideas can be indented further. To further organize your ideas, you can use the typical outlining numbering scheme (starting with Roman numerals for key ideas, moving to capital letters on the first subordinate level, Arabic numbers for the next level, and lowercase letters following.) At first, you may have trouble identifying when the instructor moves from one idea to another. This takes practice and experience with each instructor, so don\u2019t give up! In the early stages, you should use your syllabus to determine what key ideas the instructor plans to present. Your reading assignments before class can also give you guidance in identifying the key ideas.\nIf you\u2019re using your laptop computer for taking notes, a basic word processing application (like Microsoft Word or Works) is very effective. Format your document by selecting the outline format from the format bullets menu. Use the increase or decrease indent buttons to navigate the level of importance you want to give each item. The software will take care of the numbering for you!\nAfter class, be sure to review your notes and then summarize the class in one or two short paragraphs using your own words. This summary will significantly affect your recall and will help you prepare for the next class.\nThe Concept Map Method\nThis is a very graphic method of note-taking that is especially good at capturing the relationships among ideas. Concept maps harness your visual sense to understand complex material \u201cat a glance.\u201d They also give you the flexibility to move from one idea to another and back easily (so they are helpful if your instructor moves freely through the material).\nTo develop a concept map, start by using your syllabus to rank the ideas you will listen to by level of detail (from high-level or abstract ideas to detailed facts). Select an overriding idea (high level or abstract) from the instructor\u2019s lecture and place it in a circle in the middle of the page. Then create branches off that circle to record the more detailed information, creating additional limbs as you need them. Arrange the branches with others that interrelate closely. When a new high-level idea is presented, create a new circle with its own branches. Link together circles or concepts that are related. Use arrows and symbols to capture the relationship between the ideas. For example, an arrow may be used to illustrate cause or effect, a double-pointed arrow to illustrate dependence, or a dotted arrow to illustrate impact or effect.\nAs with all note-taking methods, you should summarize the chart in one or two paragraphs of your own words after class.\nThe Cornell Method\nThe Cornell method was developed in the 1950s by Professor Walter Pauk at Cornell University. It is recommended by most colleges because of its usefulness and flexibility. This method is simple to use for capturing notes, is helpful for defining priorities, and is a very helpful study tool.\nThe Cornell method follows a very specific format that consists of four boxes: a header, two columns, and a footer.\nThe header is a small box across the top of the page. In it, you write identification information like the course name and the date of the class. Underneath the header are two columns: a narrow one on the left (no more than one-third of the page) and a wide one on the right. The wide column, called the \u201cnotes\u201d column, takes up most of the page and is used to capture your notes using any of the methods outlined earlier. The left column, known as the \u201ccue\u201d or \u201crecall\u201d column, is used to jot down main ideas, keywords, questions, clarifications, and other notes. It should be used both during the class and when reviewing your notes after class. Finally, use the box in the footer to write a summary of the class in your own words. This will help you make sense of your notes in the future and is a valuable tool to aid with recall and studying.\nUsing Index Cards with the Cornell Method\nSome students like to use index cards to take notes. They actually lend themselves quite well to the Cornell method. Use the \u201cback\u201d or lined side of the card to write your notes in class. Use one card per key concept. The \u201cfront\u201d unlined side of the card replaces the left hand \u201ccue\u201d column. Use it after class to write keywords, comments, or questions. When you study, the cards become flash cards with questions on one side and answers on the other. Write a summary of the class on a separate card and place it on the top of the deck as an introduction to what was covered in the class.\nYou will have noticed that all methods end with the same step: reviewing your notes as soon as possible after class. Any review of your notes is helpful (reading them, copying them into your computer, or even recasting them using another note-taking method). But THINK! Make your review of notes a thoughtful activity, not a mindless process. When you review your notes, think about questions you still have and determine how you will get the answers. (From the next class? Studying with a friend? Looking up material in your text or on the net?) Examine how the material applies to the course; make connections with notes from other class sessions, with the material in your text, and with concepts covered in class discussions.  Consider this both at the very strategic level (as in \u201cWhat does this material mean to me in relation to what I want to do with my life?\u201d) as well as at a very mundane level (as in \u201cIs there anything cool here I can work into a conversation with my friends?\u201d).\nInstructor Handouts\nSome instructors hand out or post their notes or their PowerPoint slides from their lectures. These handouts should never be considered a substitute for taking notes in class. They are a very useful complement and will help you confirm the accuracy of your notes, but they do not involve you in the process of learning as well as your own notes do. After class, review your notes with a highlighter in hand and mark keywords and ideas in your notes. This will help you write the summary of the class in your own words.\nWatch this video from College Info Geek on How to Take Notes in Class.\nGeneral Tips on Note Taking\nRegardless of what note-taking method you choose, there are some note-taking habits you should get into for all circumstances and all courses:\n- Be prepared. Make sure you have the tools you need to do the job.\n- If you are using a notebook, be sure you have it with you and that you have enough paper.\n- Have a separate notebook or designated section for each class, so your notes from math aren\u2019t mixed in with your Art History notes.\n- Have a pen and perhaps a pen with different colored ink to use for emphasis.\n- If you are taking notes on your laptop, make sure the battery is charged! Select the application that lends itself best to your style of note-taking. Microsoft Word works very well for outline notes, but you might find taking notes in Excel to work best if you are working within the Cornell method. (It\u2019s easier to align your thoughts in the cue or recall column to your notes in the right column. Just be sure you keep one idea per row!) You can often find good note-taking templates online.\n- Write on only one side of the paper. This will allow you to integrate your reading notes with your class notes. It will also keep your notes much cleaner.\n- Label, number, and date all notes at the top of each page. This will help you keep organized.\n- Leave space between topics. This will allow you to go back to a topic if the instructor re-visits it.\n- Leaving space between topics keeps your notes much cleaner.\n- Avoid writing cramped writing in the margins by turning to a blank page when your instructor switches topics.\n- This makes it much easier to locate specific topics when you are reviewing.\n- It is a nice visual representation of what topics your instructor spent the most time on.\n- When using a laptop, position it such that you can see the instructor and whiteboard right over your screen. This will keep the instructor in your field of vision even if you have to glance at your screen or keyboard from time to time.\n- Make sure your focus remains with the instructor and not on your laptop.\n- A word of caution about laptops for note taking: use them if you are very adept at keyboarding, but remember that not all note-taking methods work well on laptops because they do not easily allow you to draw diagrams and use special notations (scientific and math formulas, for example).\n- Ask your instructor before using a laptop for note-taking. Not all professors allow them.\n- Don\u2019t try to capture everything that is said. Listen for the big ideas and write them down.\n- Make sure you can recognize the instructor\u2019s emphasis cues and write down all ideas and keywords the instructor emphasizes.\n- Listen for clues like \u201cthe four causes were\u2026\u201d or \u201cto sum up.\u2026\u201d\n- Copy anything the instructor writes on the board. It\u2019s likely to be important.\n- Use signals and abbreviations. Which ones you use is up to you, but be consistent so you will know exactly what you mean by \u201catt.\u201d when you review your notes.\n- You may find it useful to keep a key to your abbreviations in all your notebooks.\n- Use some method for identifying your own thoughts and questions to keep them separate from what the instructor or textbook author is saying. Some students use different color ink; others box or underline their own thoughts. Do whatever works for you.\n- Create a symbol to use when you fall behind or get lost in your note-taking.\n- Jot down the symbol, leave some space, and focus on what the instructor is covering now.\n- Later you can ask a classmate or the professor to help you fill in what you missed, or you can find it in your textbook.\n- Review your notes as soon after class as possible (the same day is best). This is the secret to making your notes work!\n- Use the recall column to call out the key ideas and organize facts.\n- Fill in any gaps in your notes and clean up or redraw hastily drawn diagrams.\n- Write a summary of the main ideas of the class in your own words.\n- This process is a great aid to recall.\n- Be sure to include any conclusions from the lecture or discussion.\n- Pretend you are writing the summary for someone else. This will make it clear and detailed.\nOrganizing Your Notes And Class Materials\nThe class is over, and you have a beautiful set of notes in your spiral notebook or saved on your laptop. You have written the summary of the class in your own words. Now what?\nStart by organizing your notes. We recommend you use a three-ring binder for each of your subjects. Print your notes if you used a computer. If you used note cards, insert them in plastic photo holders for binders. Group all notes from a class or unit together in a section; this includes class notes, reading notes, and instructor handouts. You might also want to copy the instructor\u2019s syllabus for the unit on the first page of the section.\nNext, spend some time linking the information across the various notes. Use the recall column in your notes to link to related information in other notes (e.g., \u201cSee class notes date/page\u201d).\nIf you have had a quiz or test on the unit, add it to your binder, too, but be sure to write out the correct answer for any item you missed. Link those corrections to your notes, too.\nUse this opportunity to write \u201cnotes on your notes.\u201d Review your summary to see if it still is valid in light of your notes on the reading and any handouts you may have added to your notes package.\n It is fairly safe to toss them after the end of a course except in the following cases:\n- If the course you took is a prerequisite for another course, or when the course is part of a standard progression of courses that build upon each other (this is very common in math and science courses), you should keep them as a reference and review for the follow-up course.\n- If the course may pertain to your future major, keep your notes. You may not realize it now that they may have future value when you study similar topics or even the same topics in more depth.\n- If you are very interested in the course subject and would like to get into the material through a more advanced course, independent study, or even research, keep your notes as a prep tool for further work.\nWatch this video from College Info Geek on how to organize your notes and school files.\nKEY TAKEAWAYS\n- After effective listening, good note taking is the most important skill for academic success.\n- Choose among effective note-taking styles for what works best for you and modify it to meet the needs of a specific class or instructor.\n- Outlines work well for taking notes on a laptop when the instructor is well organized.\n- Concept map notes are good for showing the relationships among ideas.\n- The Cornell method is effective for calling out key concepts and organizing notes for review.\n- Instructor handouts and PowerPoint presentations help with, but do not replace, personal note taking.\n- Keep your notes organized in a way that makes it easy to study for tests and other uses in the future.\nLICENSES AND ATTRIBUTIONS\nLICENSES AND ATTRIBUTIONS\nCC LICENSED CONTENT, ORIGINAL\n- Note-Taking Strategies. Authored by: Heather Syrett. Provided by: Austin Community College. License: CC BY-NC-SA-4.0\nCC LICENSED CONTENT, SPECIFIC ATTRIBUTION\n- Class Attendance in EDUC 1300. Authored by: Jolene Carr. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/class-attendance/. License: CC BY 4.0\n- Chapter 4: Listening, Taking Notes, and Remembering in College Success. Authored by: Anonymous. Provided by: University of Minnesota. Located at: http://www.oercommons.org/courses/college-success/view. License: CC BY-NC-SA-4.0\nALL RIGHTS RESERVED CONTENT\n- College Info Geek - How To Take Notes in Class. Authored by: Thomas Frank. Located at: https://www.youtube.com/watch?v=AffuwyJZTQQ. License: All Rights Reserved. License Terms: Standard YouTube License\n- College Info Geek - How I Organize My Notes. Authored by: Thomas Frank. Located at: https://www.youtube.com/watch?v=yoheFZaYvLU. License: All Rights Reserved. License Terms: Standard YouTube License"}
{"text": "Remix Template to Support Teachers in Customizing Pathways Project Activities\nOverview\nThis is a template teachers can use to help guide them on how to remix digital humanities and/or authentic materials with the Pathways Project activities.\nDigital Humanities sites take collections of video, text, audio or other artifacts and transform them into something that is widely accessible online. While some sites are just virtual collections of content, the best sites showcase this information in new and interesting ways.\nRemixing Digital Humanities & Authentic Materials into Pathways Project Activities\nAccess this link to get a copy of this template in google doc format\nPathways Project Digital Humanities / Authentic Materials Index\n- Think\u2026\n|\n- Start brainstorming below\nDH/Authentic Materials Sites | Activities to Guide Comprehension Go to this thinglink or use interpretive communication activities that work for you |\n| Pre Activities: |\n| During Activities: |\n| Post Activities: |\nAlmost done! Briefly describe how the remixed materials and activities connect to the Pathways interpersonal speaking activity |\n|\nUnless otherwise noted, this guide is licensed by the Pathways Project under a Creative Commons Attribution 4.0 International License. We encourage users to remix, adapt, and select portions or the entirety of this document to meet their individual needs."}
{"text": "Daily Healthy Routines\nHealthy Covid Habits.\nHealthy Plate\nNutrients\nHealthy Habits\nOverview\nAll about being healthy.\nHealthy Plate.\nShow and discuss website of choose my plate https://www.choosemyplate.gov/\nPass out all balls and plates for each student. See if they can fill their plates with daily requirements of nutrients on their plates.\nDiscuss the outcome of their activity.\nShow video of How to Create a Healthy Plate https://www.youtube.com/watch?v=Gmh_xMMJ2Pw\nHave students write about what they could improve on, most shocked by, and what can they do to help others recognize.\nHealthy Activities\nHave the students turn in a paper stating five activities they do in daily life that are healthy.\nNo"}
{"text": "2. Financial Education Public Private Partnership\n3. EconEdLink Resource Collection\n4. EconLowdown Resource Gallery\n5. CFPB Financial Literacy Activities\n6. NGPF Arcade Games\n7. NGPF Units\n8. Biz Kids Teacher Resource Page\n9. Take Charge Today - Search Lesson Plans\nDigitalGames&ActivitiesforStudents6-12\nSpanishResourcesK-12\nFEPPP Suggested Resource Collections\nOverview\nFinancial education resource collections suggested by Financial Education Public Private Partnership during their training sessions.\nIntroduction\nThe Washington Financial Education Public-Private Partnership (FEPPP) was created by the legislature to bring public and private stakeholders together to improve and advocate for financial education in Washington schools and communities by providing teacher trainings and quality resources.\nResource collections in the sections below are ones frequently shared during FEPPP training sessions throughout the state.\n- Washington Educators, check out upcoming FEPPP Training and Events\n- Learn more about FEPPP\n- View the Washington State Financial Education Standards\nEconEdLink\nDescription\nEconEdLink is brought to you by the Council for Economic Education, the leading organization in the United States that focuses on the economic and financial education of K-12 students.\nSearch their collection of over 1200 resources by grade or topic area.\nThough a free registration is required to save resources into an online personal dashboard, registration is not required to view or download materials.\nProfessional Development\nRegister for upcoming webinars and view archived sessions on demand\nEconEdLink Professional Development\nPermitted Use\nUsers may use and make a limited number of copies of the Website images, text, programs, and other materials for non-commercial, classroom and instructional use. EconEdLink Permission Policy\nEcon Lowdown - Online Learning Resources\nDescription\nEcon Lowdown is brought to you by the St. Louis Federal Reserve's Education Program. On this portal, you\u2019ll find hundreds of ready-made online economic and personal finance lessons for use at no cost. Formats include video, audio and reading Q&As with post-tests; online modules with pre- and post-tests; and FRED\u00ae interactives. You can sort by grade (K-2, 3-5, middle school, high school, and college) as well as subject, topic, language and duration.\nOnline learning modules and Reading Q&A are available without registration.\nIn order to access other types of online resources, create online classrooms or monitor student progress, free teacher registration is required.\nVisit their FAQ page for more information regarding creating classrooms, student accounts, and FERPA compliance.\nProfessional Development\nThe Federal Reserve Banks of St. Louis and Atlanta now offer graduate credit for our online professional development. Teachers in certain states can earn one hour of CPDU credit by working with their students to complete an online course in one of more than a dozen topics spanning concepts in economics and personal finance. There is no fee.\nEconlowdown Professional Development options\nPermitted Use\nPermission is granted to reproduce and distribute downloadable individual resources in their entirety for non-commercial, personal or educational purposes.\nConsumer Financial Protection Bureau\nDescription\nThese classroom activities from the Consumer Financial Protection Bureau can be completed within a single class period. Each activity comes with a teacher guide and supporting student material, so it\u2019s easy to implement whether you\u2019re an experienced personal finance teacher, integrating financial literacy into another subject area, or supplementing your existing financial education curriculum.\nProfessional Development\nCFPB has created informational materials to support educators in putting this research into practice.\nGrade Level Guides\nUse these brief guides to incorporate developmentally appropriate strategies into your classroom to help students learn and practice skills to develop financial capability.\nEffective Teaching Strategies\nAlthough many strategies can be effective for teaching youth financial education, the Bureau has identified and defined some that are well suited for teaching particular building blocks.\nPermitted Use\nInformation created by the Consumer Financial Protection Bureau is in the public domain and you may reproduce, publish, or otherwise use it without the Bureau\u2019s permission. Please consider appropriate citation to the Bureau as the source.\nNext Gen Personal Finance\nDescription\nNext Gen Personal Finance (NGPF) provides FREE, openly licensed, up-to-date curriculum, engaging professional development and advocacy resources to increase access to financial education.\n- Arcade Games\nThese free online games provide the hooks to get students engaged in decision-making around paying for college, budgeting, investing, and more. - Units\nBrowse the Unit library below to find lessons, interactives, assessments and other resources for engaging students with quality personal finance curriculum. - Video Library\n- Questions of the Day\nRegistration is not required to view or download materials. In order to access exclusive resources for teachers in the Teacher Toolkit, free registration is required.\nProfessional Development\nRegister for upcoming webinars and view archived sessions on demand\nNext Gen Personal Finance Professional Development\nPermitted Use\nExcept as expressly otherwise noted, all CFCI Content (including CFCI Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution \u2013 Non-Commerical 3.0 Unported (CC BY-NC) License\nBiz Kids\nDescription\nBiz Kid$ lesson plans are aligned with all national and state Educational standards. Biz Kid$ is used in classrooms across America and the world.\nBiz Kid$ is a national financial education initiative based on an Emmy Award-winning public television series about kids, money, and business. The series includes Six Seasons with 71 episodes -six released in June 2017 on PBS with over one million viewers per episode. Using a clever blend of entertainment and education, each Biz Kid$ episode shows kids how to make and manage money by introducing concepts of financial literacy and entrepreneurship. To keep young viewers engaged, the series is a fast-paced mix of direct education delivered by young actors, sketch comedies, animation, and stories featuring real life young entrepreneurs.\nResources Available\nUsers may view the videos online, download lesson plans, activity sheets, family connection activity sheets, key topics and learning objectives are also provided. The standards are laid out and so are curriculum connections to other content areas.\nPermitted Use\nBIZKID$ authorizes you to copy materials on thieir site to a hard drive for the purpose of viewing and using the site on your computer. You may also print portions of the site in hard copy for the sole purpose of facilitating your personal, noncommercial use and retention of information from the site. BizKid$ Terms of Use.\nTake Charge Today\nDescription\nTake Charge Today, from the Center for the Philosophy of Freedom in the Office of Research, Innovation & Impact at The University of Arizona, .provides curriculum materials designed in a ready-to-teach, modular format. Each lesson includes hands-on learning activities, note-taking guides, worksheets, student reading, PowerPoint presentations and conclusions to reinforce key concepts, along with assessments to test knowledge retention.\nLesson plans are based on the multiple intelligences model and active learning theories. The materials offer maximum flexibility and can be taught sequentially as a complete personal finance course or as modular components that can be easily inserted into other courses.\nIn order to download materials from the Take Charge Today website, free registration is required.\nProfessional Learning\nOngoing professional development opportunities help educators develop the skills and confidence to teach financial education are available. Offerings include:\n- Trainings and Interactive Workshops\n- Take Charge Today Forum\n- Video Library and Webinars\n- Facebook and Twitter\nPermitted Use\nThe Take Charge Today curriculum copyright University of Arizona is not available under an open license. However, the curriculum is intended for classroom/educational purposes and use of the use of the curriculum materials for educational purposes is permitted , as long as the materials are not altered and/or used for profit-making purposes. Take Charge Today Copyright Letter.\nSpanish Resources for K-12 Students\nThis PDF contains links to financial resources in Spanish.\nDigital Games & Activities for Students K-5\nThis PDF contains links to financial education games and activities for students K-5.\nDigital Games & Activities for Students 6-12\nThis PDF contains links to financial education games and activities for students 6-12.\nAttribution and License\nAttribution\nNotes icon by Gregor Cresnar from the Noun Project\n- Econ EdLink | Council for Economic Education\n- Econ Lowdown | St. Louis Federal Reserve's Education Program\n- Consumer Financial Protection Bureau | Office of the Inspector General, U.S. Government\n- Next Gen Personal Finance | Next Gen Personal Finance\n- Take Charge Today | Take Charge Today The University of Arizona\nLogos from each of the organizations listed above are used under fair use.\nPermitted use of resources from each of the sites above is outlined in their respective sections.\nLicense\nExcept where otherwise noted, this website guidance document by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. \u00a7 107) are marked.\nThis resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI."}
{"text": "OpenStax Instructor Resources\nPreface\nOverview\nWelcome to American Government, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.\nUntitled Section\nWelcome to American Government, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.\nABOUT OPENSTAX\nOpenStax is a nonprofit based at Rice University, and it\u2019s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP\u00ae courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. The OpenStax mission is made possible through the generous support of philanthropic foundations. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.\nABOUT OPENSTAX RESOURCES\nCustomization\nAmerican Government is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.\nBecause our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book. Faculty also have the option of creating a customized version of your OpenStax book through the aerSelect platform. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your bookpage on openstax.org for a link to your book on aerSelect.\nErrata\nAll OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. Since our books are web-based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on openstax.org. Subject matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past errata changes on your book page on openstax.org.\nFormat\nYou can access this textbook for free in web view or PDF through openstax.org, and for a low cost in print.\nABOUT AMERICAN GOVERNMENT\nAmerican Government is designed to meet the scope and sequence requirements of the single-semester American Government course. This title includes innovative features designed to enhance student learning, including Insider Perspective features and a Get Connected module that shows students how they can get engaged in the political process. The book provides an important opportunity for students to learn the core concepts of American Government and understand how those concepts apply to their lives and the world around them.\nCoverage and Scope\nOur American Government textbook adheres to the scope and sequence of introductory American government courses nationwide. We have endeavored to make the workings of American Government interesting and accessible to students while maintaining the conceptual coverage and rigor inherent in the subject at the college level. With this objective in mind, the content of this textbook has been developed and arranged to provide a logical progression from the fundamental principles of institutional design at the founding, to avenues of political participation, to thorough coverage of the political structures that constitute American government. The book builds upon what students have already learned and emphasizes connections between topics as well as between theory and applications. The goal of each section is to enable students not just to recognize concepts, but to work with them in ways that will be useful in later courses, future careers, and as engaged citizens. The organization and pedagogical features were developed and vetted with feedback from American government instructors dedicated to the project.\nUnit I: Students and the System\n- Chapter 1: American Government and Civic Engagement\n- Chapter 2: The Constitution and Its Origins\n- Chapter 3: American Federalism\nUnit II: Individual Agency and Action\n- Chapter 4: Civil Liberties\n- Chapter 5: Civil Rights\n- Chapter 6: The Politics of Public Opinion\n- Chapter 7: Voting and Elections\nUnit III: Toward Collective Action: Mediating Institutions\n- Chapter 8: The Media\n- Chapter 9: Political Parties\n- Chapter 10: Interest Groups and Lobbying\nUnit IV: Delivering Collective Action: Formal Institutions\n- Chapter 11: Congress\n- Chapter 12: The Presidency\n- Chapter 13: The Courts\n- Chapter 14: State and Local Government\nUnit V: Outputs of Government\n- Chapter 15: The Bureaucracy\n- Chapter 16: Domestic Policy\n- Chapter 17: Foreign Policy\nAppendixes\n- Appendix A: Declaration of Independence\n- Appendix B: The Constitution of the United States\n- Appendix C: Federalist Papers #10 and #51\n- Appendix D: Electoral College Votes by State, 2012\u20132020\n- Appendix E: Selected Supreme Court Cases\nEngaging Feature Boxes\nThroughout American Government, you will find features that engage students by taking selected topics a step further. Our features include:\n- Get Connected! This feature shows students ways they can become engaged in the U.S. political system. Follow-up may include an activity prompt or a discussion question on how students might address a particular problem.\n- Finding a Middle Ground. This feature highlights a tradeoff or compromise related to the chapter\u2019s content area. Follow-up questions guide students to examine multiple perspectives on an issue, think critically about the complexities of the topic, and share their opinion.\n- Insider Perspective. This feature takes students behind the scenes of the governmental system to see how things actually work. Follow-up questions ask students for their reaction to this peek inside the \u201cblack box\u201d of politics.\n- Link to Learning. This feature provides a very brief introduction to a website that is pertinent to students\u2019 exploration of the topic at hand. Included in every module, Link to Learning boxes allow students to easily connect to the most current data of ever-changing content such as poll research, budget statistics, and election coverage.\n- Milestone. This feature looks at a key historical moment or series of events in the topic area. Follow-up questions link the milestone to the larger chapter theme and probe students\u2019 knowledge and opinions about the events under discussion.\nEffective Art Program\nOur art program is designed to enhance students\u2019 understanding of concepts through clear and effective statistical graphs, tables, and photographs.\nModule Materials That Reinforce Key Concepts\n- Learning Objectives. Every module begins with a set of clear and concise learning objectives. These objectives are designed to help the instructor decide what content to include or assign, and to guide students with respect to what they can expect to learn. After completing the module and end-of-module exercises, students should be able to demonstrate mastery of the learning objectives.\n- Summaries. Section summaries distill the information in each module for both students and instructors down to key, concise points addressed in the section.\n- Key Terms. Key terms are bold and are followed by a definition in context. Definitions of key terms are also listed in the Glossary, which appears at the end of the module online and at the end of the chapter in print.\n- Assessments. Multiple-choice and short-answer Review Questions provide opportunities to recall and test the information students learn throughout each module. End-of-chapter Critical Thinking Questions encourage deeper reflection on the chapter concepts and themes.\n- Suggestions for Further Study. This curated list of books, films, and online resources helps students further explore the chapter topic.\nADDITIONAL RESOURCES\nStudent and Instructor Resources\nWe\u2019ve compiled additional resources for both students and instructors, including Getting Started Guides, PowerPoint slides, and an Instructor Answer Guide. Instructor resources require a verified instructor account, which can be requested on your openstax.org log-in. Take advantage of these resources to supplement your OpenStax book.\nPartner Resources\nOpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org.\nABOUT THE AUTHORS\nSenior Contributing Authors\nGlen Krutz (Content Lead), University of Oklahoma\nDr. Glen Krutz received his BA and MPA from the University of Nevada\u2013Reno, and his PhD from Texas A&M University. He joined the University of Oklahoma\u2019s Department of Political Science in 2002 and serves as Professor of Political Science, teaching the American Government course to hundreds of students each semester. Prior to his academic career, Dr. Krutz worked in politics and policy, as a campaign assistant and then Capitol Hill aide to a U.S. senator, and as a research analyst for what would become the Nevada System of Higher Education. He has authored and co-authored several books, and his work has appeared in numerous leading journals. Dr. Krutz\u2019s current research probes questions of public policy agenda-setting in democratic political institutions, especially Congress.\nSylvie Waskiewicz (Lead Editor), PhD\nDr. Waskiewicz received her BSBA from Georgetown University and her MA and PhD from the Institute of French Studies at New York University. With a specialization in Franco-American relations and over ten years of teaching experience at the university level, Sylvie left academia to join the ranks of higher education publishing. She has spent the last nine years editing college textbooks and academic journals in the humanities, social sciences, and world languages.\nContributing Authors\nProsper Bernard, Jr., City University of New York\nJennifer Danley-Scott, Texas Woman\u2019s University\nAnn Kordas, Johnson & Wales University\nChristopher Lawrence, Middle Georgia State College\nTonya Neaves, George Mason University\nAdam Newmark, Appalachian State University\nBrooks D. Simpson, Arizona State University\nJoel Webb, Tulane University\nShawn Williams, Campbellsville University\nRhonda Wrzenski, Indiana University Southeast\nReviewers\nBrad Allard, Hill College\nMilan Andrejevich, Ivy Tech Community College\nThomas Arndt, Rowan University\nSue Atkinson, University of Maryland\u2013University College\nEdward Bond, Alabama A&M University\nJoseph Campbell, Rose State College\nJames Davenport, Rose State College\nSharon Deubreau, Rhodes State College\nHenry Esparza, University of Texas\u2013San Antonio\nTerri Fine, University of Central Florida\nMark Francisco, Volunteer State Community College\nSarah Gershon, Georgia State University\nRick Gianni, Indiana University Northwest\nTravis Grasser, Commerce High School\nEric Herzik, University of Nevada\u2013Reno\nMatthew Hipps, Dalton State College\nAlexander Hogan, Lone Star College\u2013CyFair\nCynthia Hunter-Summerlin, Tarrant County College\nTseggai Isaac, University of Missouri-Rolla\nWalter Jatkowski, III, Northwest College\nKevin Jeffries, Alvin Community College\nJ. Aaron Knight, Houston Community College\nRobert Lancaster, Kentucky State University\nJohn Lund, Keene State College\nShari MacLachlan, Palm Beach State College\nCarol Marmaduke-Sands, North Central Texas College\nJames McCormick, Iowa State University\nEric Miller, Blinn College\nSara Moats, Florida International University\nMarie Natoli, Emmanuel College\nCaryn Neumann, Miami University of Ohio\nJames Newman, Southeast Missouri State University\nCynthia Newton, Wesley College\nJeffrey S. Peake, Clemson University\nG. David Price, Santa Fe College\nJames Ronan, Rowan University\nDavid Smith, Texas A&M University-Corpus Christi\nLeniece Smith, Jackson State University\nKai Sorensen, Central Michigan University\nJames Starkey, Pasadena City College\nKaren Stewart, Collin College\nAbram Trosky, United States Coast Guard Academy\nAdam Warber, Clemson University\nAlexander Wathen, University of Houston\u2013Downtown\nReed Welch, West Texas A&M University\nYvonne Wollenberg, Rutgers University\nJohn Wood, University of Central Oklahoma\nLaura Wood, Tarrant County College\nMichael Zarkin, Westminster College"}
{"text": "Independence Movements in South America and Summary\nOverview\nStatewide Dual Credit Modern World History: Unit 7, Lesson 4\nA discussion of revolutions in South America during the 18th and 19th centuries, focusing on the Mexican War for Independence and the efforts of Simon Bolivar to liberate several South American countries from Spanish rule including the Battle of Ayacucho, the last major battle of the Spanish American War for Independence.\nAlthough inspired by similar Enlightenment trends, Latin American revolutionaries differed considerably from their Anglo-American counterparts. By the 1760s, the thirteen British North American colonies featured a decentralized imperial government, considerable regional political autonomy, a sizeable middling sort of attorneys, printers and other professionals, a preoccupation with private property, written contracts and the exclusion of most Native Americans from colonial society. However, the colonies of Nueva Espa\u00f1a sported top-down imperial governance, a ruling gentry of landholders, soldiers and church officials, an emphasis on personal relationships and multicultural societies that included large numbers of Native Americans and African Americans.\nFrom the 1500s to the 1700s, Spanish colonial governments remained deeply conservative. Dominated by large landholders, merchants, royal bureaucrats and church officials, colonial leaders became accustomed to a certain amount of autonomy within the empire. When Philip V (1683-1746) of the House of Bourbon became the Spanish King in 1700, he began to streamline colonial governments and centralize royal authority under his leadership. Latin American elites bitterly resented what they considered an attempt to rein in their autonomy.\nBy the late 1700s, South American revolutionary leaders like Simon Bol\u00edvar and Jos\u00e9 de San Mart\u00edn became inspired by the Enlightenment philosophy of John Locke, Baron de Montesquieu and Jean Jacques Rousseau. Encouraged by the success of the American, French and Haitian revolutions, Spanish colonial leaders formed junta- style governments that declared their independence from Spain in the 1810s and 1820s. However, while Bol\u00edvar and San Mart\u00edn promised liberal reforms to attract peasants to their cause, many of the newly freed countries of Latin America, such as Mexico, Colombia, Venezuela, Argentina and Bolivia, retained traditional political and social orders. Among other things, this created a political environment in which civil wars and coups became commonplace.\nMexico\nThe Mexican War for Independence began on September 16, 1810, when Father Miguel Hidalgo y Costilla (1753-1811) urged his parishioners in the province of Dolores, many of whom were Native Americans, to rebel against the Spanish Imperial government. Over 60,000 peasants heeded Hidalgo\u2019s \u201cGrito de Dolores\u201d (\u201cCry of Dolores\u201d) and marched upon Mexico City. Spanish officials responded by capturing and executing Hidalgo. However, his successor, Father Jos\u00e9 Mar\u00eda Morelos (1765-1815), routed Spanish forces across the Mexican countryside. Morelos was ultimately captured and executed by Spanish royalist forces in 1815.\nAugustin de Iturbide (1783-1824), a creole military officer who had previously fought for the Spanish Crown, later joined the independence movement in 1820. By 1821, Iturbide had consolidated all of Mexico under his rule.\nThe success of Mexican revolutionary armies also helped inspire independence movements in Central America. In 1823, the provinces of Guatemala, Honduras, El Salvador, and Costa Rica reconstituted themselves as the Federal Republic of Central America, although by 1840, they had emerged as independent nations.\nSpotlight On | MEXICAN CONSTITUTION\nIn 1824, Mexican officials gathered together in Mexico City to create the nation\u2019s first written Constitution. Modeled on the U.S. Constitution and the French Declaration of the Rights of Man and of the Citizen, the Mexican Constitution called for a federal government with a separation of powers, a system of checks and balances, and provincial assemblies with considerable autonomy. However, the Mexican Constitution differed from its American counterpart in several ways. First, rather than providing a separation of church and state, the Mexican Constitution declared Roman Catholicism to be the official state religion of the country. Second, the Mexican Constitution abolished slavery and provided equal rights for all minorities. Texas revolutionaries cited the suspension of the Mexican Constitution in 1836 as a key reason for declaring their independence from Mexico.\nVenezuela and Chile\nThe outbreak of the Mexican War for Independence paralleled similar developments in South America. An attempt by Napoleon Bonaparte to install his brother on the Spanish throne led to a power struggle. Unwilling to submit to a French ruler, local elites and revolutionaries in South America created several juntas to govern the colonies.\nWhen Madrid attempted to reassume its control over its American colonies in 1808, several juntas declared their independence. In 1811, wealthy creole Sim\u00f3n Bol\u00edvar (1783-1830) launched a bloody eleven-year independence movement in Venezuela. To promote support for his revolutionary movement, Bol\u00edvar offered full political rights to poor Venezuelans and ended slavery. In 1819, he and a small army conducted a daring journey across the Andes Mountains, catching Spanish forces by surprise and capturing the capital of Bogota.\nBol\u00edvar\u2019s war for independence inspired revolutionaries to the south. In 1816, Spanish military officer turned revolutionary Jos\u00e9 de San Mart\u00edn (1778-1850) liberated Argentina. The following year he and his soldiers pushed Spanish forces out of Chile. In 1821, Bol\u00edvar and San Mart\u00edn met in Guayaquil, Ecuador, where they planned a campaign against Spanish forces entrenched in the Peruvian Andes. No one knows how the two men reached an agreement, but San Mart\u00edn left his army for Bol\u00edvar to command. Soon after, San Mart\u00edn sailed for Europe, dying almost forgotten on French soil in 1850. Bol\u00edvar followed the Spaniards into the heights of the Andes. His forces defeated the Spanish army at the Battle of Ayacucho in 1824, which was the war\u2019s last major battle for independence.\nSpotlight On | BATTLE OF AYACUCHO\nThe Battle of Ayacucho, fought on December 9, 1824, represented the final major battle in the Spanish American War for Independence. In 1821, a revolutionary army led by Sim\u00f3n Bol\u00edvar invaded Spanish-occupied Peru. Three years later, a large Spanish army of 9,000 soldiers remained embedded in the Peruvian Andes. Leading an army of 6,000 soldiers representing provinces stretching from Colombia to Argentina, General Antonio Jos\u00e9 de Sucre (1795-1830) launched a devastating cavalry charge against extensive Spanish artillery. Capturing the Peruvian Viceroy and his officers, Sucre\u2019s victory represented the defeat of Spain\u2019s last large army in South America.\nBrazil adapted from Statewide Dual Credit World History | CC By-SA\nIn Brazil, independence took a different turn. When Napoleon\u2019s armies entered Portugal in 1807, the royal family escaped to Brazil, its largest colony. For the next 14 years, it would be the center of the Portuguese empire. In 1821, the Portuguese king returned to Portugal and left his eldest son, Pedro to rule Brazil as a regent.\nHowever, growing calls for independence emerged among the Brazilian population. Faced with increasing pressure from Brazilian elites and popular movements, and recognizing the growing sentiment for independence, Pedro declared Brazilian independence in 1822. This decision followed a period of complex negotiations and political maneuvering involving Brazilian elites, the Portuguese court, and various factions within Brazilian society.\nIn 1826, despite his role in Brazilian independence, Pedro I became the king of Portugal. In 1831, unable to manage both Brazil and the Portuguese throne (which his brother had usurped), Pedro I abdicated the Brazilian throne in favor of his young son, who then became Emperor Pedro II.\nUnder the young Pedro II's rule, Brazil went from the verge of disintegration to becoming an emerging international power. Pedro II brought peace and stability to the country, and Brazil was victorious in several major conflicts during his reign. The Brazilian economy prospered, leading to increased European immigration and the gradual abolition of slavery. The arts, literature, and culture also flourished, with Brazilian adaptations of European styles. Despite his lack of desire to maintain the monarchy, Pedro II's reign was marked by continuous internal peace and economic growth. Even after he was suddenly overthrown in a coup, some saw him as a model for the new Brazilian republic.\nSUMMARY\nThe impact of the American, French and Haitian Revolutions and the independence movements in South America and what they meant then and mean to us today are still widely debated. One aspect about these revolutions is certain: they still influence much of how humanity views and understands the world and continue to shape our conceptions of liberty, equality and freedom. The Haitian Revolution interfered with Napoleon\u2019s plan to establish a French Empire across the Atlantic world. The Louisiana Purchase extended slavery in the United States. It also blocked slave holding empires such as France and Britain from expansion, moving them closer to the abolition of the trans-Atlantic slave trade. The French abolished the slave trade in 1815, followed by the abolition of slavery in 1845. The British abolished the slave trade in 1807 and slavery in 1833. In Latin America, this period of revolutions was marked by violence and turmoil. Inspired by the America, French and Haitian Revolutions, rebellions against the Spanish and Portuguese led to the establishment of independent nations. Following these revolutions, each of the new countries would have to establish a new framework for governance as they attempted to create a new prosperous and independent nation."}
{"text": "Education Standards\nUsing Digital Tools-2nd Grade\nUsing Digital Tools for a Purpose & How Computers Work- grade 2\nOverview\nThis Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.\nUsing Digital Tools for a Purpose & How Computers Work\nOverview\nThis Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.\nGrade\nSecond grade\nDuration\nTwo Lessons, 20 minutes each\nStandards and Learning Objectives\nWashington State Ed Tech Standards\n- 1.a. With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process.\n- 1.b. With guidance from an educator, students learn about various technologies that can be used to connect to others or make their learning environments personal and select resources from those available to enhance their learning\n- 1.c. With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on it and use age-appropriate technology to share learning.\n- 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.\n- 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or provided by the teacher, to find information on topics of interest.\n- 5.a. With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions.\nEnglish Language Arts\n- CCSS.ELA-LITERACY.W.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.\n- CCSS.ELA-LITERACY.SL.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.\n- CCSS.ELA-LITERACY.RL.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.\nWashington State Computer Science Standards\n- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.\n- 1A-03: Describe basic hardware and software problems using accurate terminology.\nLesson One: How Computers Work & Coding\nMaterials\n- Laptops\n- Account names and passwords\n- Headphones\nFormative Assessment\nObserve to students to make sure they can navigate the coding game successfully.\nProcedure:\nDigital Citizen Identity Video about how the internet works (4-5 minutes)\n- Digital Citizen Identity, DQ Institute, August 2017, (Length: 4:12 minutes)\nDemonstration & Discussion (5 minutes)\n- Ask students what happens every time a picture or some information is sent through the internet. (It gets broken up into lots of little packets.)\n- Ask students what can happen when not all of the packets of information make it to your computer at the same time. (Videos can lag, or things can take a long time to load.)\n- Ask students who remembers some things that can get in the way of computer signals traveling through the air. (walls, appliances, furniture.)\n- Explain that computers are also trying to follow our directions when they perform commands using a coding language so they can understand what we want them to do. Explain that you will be practicing some coding today.\n- Demonstrate the following two coding games on the Smart Board. The coding games will need to be previewed so that you are able to demo each one for the students. These can be played now if time permits, or used during Coding Week in December. Minecraft has an intro video you can play for students.\nLesson Two: Using an Application for a Purpose (Sora)\nMaterials\n- Laptops\n- Headphones\n- Chart Paper\n- Checked out Sora book\n- Physical copy of chosen picture book\nFormative Assessment\nObserve students to make sure they can navigate to Sora and check out a read-along book. For the secondary activity make sure they can create a Word document, rename it, insert an image and table.\nProcedure:\nPreparation (before class arrives)\n- Choose a physical book to read (possibly a commonly known fairy tale)\n- Find a similar book in Sora under the Read Along books and check it out.\nRead-Aloud & Discussion (10-15 minutes)\n- Read the physical book you have chosen.\n- Demonstrate how to navigate to Sora from HelloID, expand the menu of Read-Along books, choose one, and check it out. Demonstrate where to find their shelf once it is checked out.\n- Play the Sora Read-Along version of the story you have chosen on the Smart Board.\n- Discuss what the students noticed was the same and different about the two stories. (You may want to write down some simple answers on a piece of chart paper divided into two sections.)\nActivity (5-10 minutes)\n- Have students log in to their own laptops and access Sora.\n- They need to find and check out at least one Read-Along book.\nOptional Secondary Lesson (10-15 minutes, probably on a different day)\n- Remind students of the two stories you read before. Show them the chart you made.\n- Demonstrate how to navigate to HelloID, Office 365, Word, and open a new blank document.\n- Demonstrate how to do the following: Rename the Document, recognize the mountain icon that stands for image under the Insert Tab and insert a picture from Bing online, Insert a Table using the same ribbon, type text in the table, use the Shift and CapsLock buttons, use the backspace and delete buttons, use the Undo icon if you make a mistake.\nOptional Secondary Activity (5-10 minutes)\n- Have students log in, open HelloID, Office 365, and a new document in Word.\n- They need to insert one image representing the stories you read, insert a table (See example below,) and begin to type the similarities and differences from your chart in their table.\nImage by Jenny Banker"}
{"text": "Career Profile Research\nOverview\nMiddle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.\nTitle of Lesson: Career Profile Research\nCourse Name: General English 12\nGrade Level: 12\nAuthor\u2019s Name: Jenna Reich\nAuthor\u2019s School District: Lebanon School District\n| PA Academic Standards for English Language Arts | |\nCC.1.2: Reading Informational Text CC. 1.2.11-12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.4: Writing CC.1.4.11-12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction CC.1.4.11\u201312.V - Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. | |\n| PA Academic Standards for Career Education and Work | |\n13.1: Career Awareness and Preparation 13.1.11.B - Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11.E - Justify the selection of a career.13.1.11.F - Analyze the relationship between career choices and career preparation opportunities. 13.2: Career Acquisition (Getting a Job) 13.2.11.B - Apply research skills in searching for a job\n| |\n| Learning Objectives | |\n| |\n| Conceptual Background | |\n| This unit begins with students learning how to set SMART goals. Students will take guided notes on what a SMART goal is and write a SMART goal for their future career. | |\n| Instructional Procedure | |\n| Pacing | Instructional Procedure |\n| Day 1 | |\n| 5 minutes | Activating strategy: Begin class by having students share their SMART goal with a partner. (relates to the previous lesson on how to write SMART goals) |\n| 10 minutes | Introduce the research assignment to the class and go over the expectations.\n|\n| 40 minutes | Allow students the remaining class time to begin conducting research on their chosen career. |\n| Day 2 | |\n| 62 minutes | Students should continue their research and answer the guided research questions during the class period. Students should submit the answers to the guided research assignment by the end of the second day. |\n| Formative Assessment | |\n| Students will submit their completed guided research assignment before they begin working on the Career Profile essay. | |\n| Materials Needed | |\n| Guided Research for Career Profile Occupational Outlook Handbook website | |\n| References | |"}
{"text": "-\n- ClimeTime\n- Engineering\n- High Schoool Science\n- Sea Level Rise\n- Solutions\n- Weather and Climate\n- climetime\n- wa-ela\n- License:\n- Creative Commons Attribution\n- Language:\n- English\nEducation Standards\nLearning Domain: Earth and Human Activity\nStandard: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.\nLearning Domain: Engineering, Technology, & Applications of Science\nStandard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.\nLearning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.\nLearning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.\nLearning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.\nLearning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: By the end of grade 10, read and comprehend science/technical texts in the grades 9\u201310 text complexity band independently and proficiently\nLearning Domain: Speaking and Listening\nStandard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11\u201312 topics, texts, and issues, building on others\u2019 ideas and expressing their own clearly and persuasively.\nLearning Domain: Speaking and Listening\nStandard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.\nLearning Domain: Speaking and Listening\nStandard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.\nLearning Domain: Speaking and Listening\nStandard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9\u201310 topics, texts, and issues, building on others\u2019 ideas and expressing their own clearly and persuasively.\nLearning Domain: Speaking and Listening\nStandard: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.\nLearning Domain: Speaking and Listening\nStandard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.\nLearning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\nLearning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.\nLearning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\nLearning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\nLearning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.\nLearning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects\nStandard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Speaking and Listening\nStandard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11\ufffd\ufffd\ufffd12 topics, texts, and issues, building on others\ufffd\u06ea ideas and expressing their own clearly and persuasively.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Speaking and Listening\nStandard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Speaking and Listening\nStandard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Speaking and Listening\nStandard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9\ufffd\ufffd\ufffd10 topics, texts, and issues, building on others\ufffd\u06ea ideas and expressing their own clearly and persuasively.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Speaking and Listening\nStandard: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Speaking and Listening\nStandard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.\nMaryland College and Career Ready English Language Arts Standards\nGrades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.\nMaryland College and Career Ready English Language Arts Standards\nGrades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects\nStandard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\nScience Domain: Earth and Space Sciences\nTopic: Human Sustainability\nStandard: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]\nScience Domain: Engineering, Technology, and Applications of Science\nTopic: Engineering Design\nStandard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.\nCluster: Comprehension and Collaboration.\nStandard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9\u201310 topics, texts, and issues, building on others\u2019 ideas and expressing their own clearly and persuasively.\nCluster: Comprehension and Collaboration.\nStandard: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.\nCluster: Presentation of Knowledge and Ideas.\nStandard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.\nCluster: Range of Reading and Level of Text Complexity.\nStandard: By the end of grade 10, read and comprehend science/technical texts in the grades 9\u201310 text complexity band independently and proficiently\nCluster: Range of Writing.\nStandard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\nCluster: Text Types and Purposes.\nStandard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.\nCluster: Research to Build and Present Knowledge.\nStandard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\nCluster: Comprehension and Collaboration.\nStandard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11\u201312 topics, texts, and issues, building on others\u2019 ideas and expressing their own clearly and persuasively.\nCluster: Comprehension and Collaboration.\nStandard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.\nCluster: Presentation of Knowledge and Ideas.\nStandard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.\nCluster: Integration of Knowledge and Ideas.\nStandard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.\nCluster: Integration of Knowledge and Ideas.\nStandard: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.\nCluster: Integration of Knowledge and Ideas.\nStandard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.\nCluster: Range of Writing.\nStandard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.\nCluster: Text Types and Purposes.\nStandard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.\nCluster: Research to Build and Present Knowledge.\nStandard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.\nPEI SOLS High School Coastal Hazards: Sea Level Rise\nOverview\nAs the climate is changing, one of the many consequences is sea level rise, which is not a standalone factor, but is closely related to erosion and extreme weather/storm conditions. The majority of coastal houses, recreational parks, and other coastal buildings were built as sturdy but stagnant structures that do not adjust well to the changing elements. Coastal homes have been collapsing into the ocean and restaurants have been destroyed by storm waves. The economic damage has been accumulating. In this storyline, students will explore the reasons behind sea level rise looking at thermal expansion, glacial ice melt, and sea ice melt. Students will examine real scenarios of coastal damage in Washington state and evaluate current city and tribal resilience plans. Finally, students will evaluate the constraints of existing challenges and propose strategies for solving these challenges."}
{"text": "Working As An Expat: A Free ESL Speaking Lesson Plan\nOverview\n\u201cWorking as an Expat\u201d is a speaking lesson plan download aimed at students with intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion regarding the similarities and differences of working outside one\u2019s home country.\nIf you enjoyed this ESL lesson plan download, there are 150+ more free lessons available with a free Off2Class account!\nOff2Class\nMany people choose to work outside their home country. Would you? Working as an expatriate (expat) comes with its fair share of challenges, but the new opportunities and perspectives it brings can be rewarding in many ways. The speaking lesson plan download titled \u201cWorking as an Expat\u201d encourages students to speak about their experiences and perspectives!\nWhen should \u201cWorking as an Expat\u201d be used?\n\u201cWorking as an Expat\u201d is a speaking lesson plan download aimed at students with intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion regarding the similarities and differences of working outside one\u2019s home country. Before using this speaking lesson plan download, I advise you to familiarize yourself with your students\u2019 cultural backgrounds along with the lesson content, to ensure that lesson material is inclusive and appropriate.\nHow to teach the \u201cWorking as an Expat\u201d lesson?\nWhen teaching this lesson, you must encourage your student to focus on speaking. New vocabulary and related images will also be helpful for context and to further prompts. Ask your students: what are the perks of expat life? What are some downsides? What influences do expats have on the countries they live and work in?\nIn this lesson, you will also encounter three real-life stories of expats, covering vocabulary words learned in previous slides. I find that these aid students in understanding how new words are used in different contexts. When you reach this portion of the lesson, ensure you give your student(s) a chance to self-pace. This is a great time to ask your student(s) questions about the text as well!\nYou can access full teacher notes for this lesson plan by signing up for a free Off2Class account."}
{"text": "Eukaryotic cell concept map KEY\nEukaryotic Cell Concept Map and KEY\nOverview\nThis resource will allow students to practice matching eukaryotic cell organelles with definitions.\nEukaryotic Cell Concept Map\nPractice Worksheet: Eukaryotic Cell Concept Map\nIntroductory Biology Course (non-majors)\nGuidance on how to use this assignment:\nThis activity provides the opportunity for the students to practice using new terminology that is associated with introduction to eukaryotic cells and their organelles in an undergraduate introductory biology course. This corresponds with\nOpenStax Concepts of Biology (Ch 3) https://openstax.org/books/concepts-biology/pages/2-3-biological-molecules\nInstructors could assign this worksheet to be completed as a pre-class assignment to assess understanding before any instruction begins and again as a post-class assignment to see how much they actually learn during instruction. It also could solely be assigned as a post-class assignment to challenge the students to use the new terminology right after the introductory"}
{"text": "Policy Arenas\nLearning Objectives\nBy the end of this section, you will be able to:\n- Identify the key domestic arenas of public policy\n- Describe the major social safety net programs\n- List the key agencies responsible for promoting and regulating U.S. business and industry\nIn practice, public policy consists of specific programs that provide resources to members of society, create regulations that protect U.S. citizens, and attempt to equitably fund the government. We can broadly categorize most policies based on their goals or the sector of society they affect, although many, such as food stamps, serve multiple purposes. Implementing these policies costs hundreds of billions of dollars each year, and understanding the goals of this spending and where the money goes is of vital importance to citizens and students of politics alike.\nSOCIAL WELFARE POLICY\nThe U.S. government began developing a social welfare policy during the Great Depression of the 1930s. By the 1960s, social welfare had become a major function of the federal government\u2014one to which most public policy funds are devoted\u2014and had developed to serve several overlapping functions. First, social welfare policy is designed to ensure some level of equity in a democratic political system based on competitive, free-market economics. During the Great Depression, many politicians came to fear that the high unemployment and low-income levels plaguing society could threaten the stability of democracy, as was happening in European countries like Germany and Italy. The assumption in this thinking is that democratic systems work best when poverty is minimized. In societies operating in survival mode, in contrast, people tend to focus more on short-term problem-solving than on long-term planning. Second, social welfare policy creates an automatic stimulus for a society by building a safety net that can catch members of society who are suffering economic hardship through no fault of their own. For an individual family, this safety net makes the difference between eating and starving; for an entire economy, it could prevent an economic recession from sliding into a broader and more damaging depression.\nOne of the oldest and largest pieces of social welfare policy is Social Security, which cost the United States about $845 billion in 2014 alone.\u201cAn Update to the Budget and Economic Outlook: 2014 to 2024,\u201d 27 August 2014. https://www.cbo.gov/publication/45653 (March 1, 2016). These costs are offset by a 12.4 percent payroll tax on all wages up to $118,500; employers and workers who are not self-employed split the bill for each worker, whereas the self-employed pay their entire share.\u201cUpdate 2016,\u201d https://www.ssa.gov/pubs/EN-05-10003.pdf (March 1, 2016). Social Security was conceived as a solution to several problems inherent to the Industrial Era economy. First, by the 1920s and 1930s, an increasing number of workers were earning their living through manual or day-wage labor that depended on their ability to engage in physical activity (Figure). As their bodies weakened with age or if they were injured, their ability to provide for themselves and their families was compromised. Second, and of particular concern, were urban widows. During their working years, most American women stayed home to raise children and maintain the household while their husbands provided income. Should their husbands die or become injured, these women had no wage-earning skills with which to support themselves or their families.\nSocial Security addresses these concerns with three important tools. First and best known is the retirement benefit. After completing a minimum number of years of work, American workers may claim a form of pension upon reaching retirement age. It is often called an entitlement program since it guarantees benefits to a particular group, and virtually everyone will eventually qualify for the plan given the relatively low requirements for enrollment. The amount of money a worker receives is based loosely on his or her lifetime earnings. Full retirement age was originally set at sixty-five, although changes in legislation have increased it to sixty-seven for workers born after 1959.https://www.ssa.gov/planners/retire/ageincrease.html (March 1, 2016). A valuable added benefit is that, under certain circumstances, this income may also be claimed by the survivors of qualifying workers, such as spouses and minor children, even if they themselves did not have a wage income.\nA second Social Security benefit is a disability payout, which the government distributes to workers who become unable to work due to physical or mental disability. To qualify, workers must demonstrate that the injury or incapacitation will last at least twelve months. A third and final benefit is Supplemental Security Income, which provides supplemental income to adults or children with considerable disability or to the elderly who fall below an income threshold.\nDuring the George W. Bush administration, Social Security became a highly politicized topic as the Republican Party sought to find a way of preventing what experts predicted would be the impending collapse of the Social Security system (Figure). In 1950, the ratio of workers paying into the program to beneficiaries receiving payments was 16.5 to 1. By 2013, that number was 2.8 to 1 and falling. Most predictions in fact suggest that, due to continuing demographic changes including slower population growth and an aging population, by 2033, the amount of revenue generated from payroll taxes will no longer be sufficient to cover costs. The Bush administration proposed avoiding this by privatizing the program, in effect, taking it out of the government\u2019s hands and making individuals\u2019 benefits variable instead of defined. The effort ultimately failed, and Social Security\u2019s long-term viability continues to remain uncertain. Numerous other plans for saving the program have been proposed, including raising the retirement age, increasing payroll taxes (especially on the wealthy) by removing the $118,500 income cap, and reducing payouts for wealthier retirees. None of these proposals have been able to gain traction, however.\nWhile Social Security was designed to provide cash payments to sustain the aged and disabled, Medicare and Medicaid were intended to ensure that vulnerable populations have access to health care. Medicare, like Social Security, is an entitlement program funded through payroll taxes. Its purpose is to make sure that senior citizens and retirees have access to low-cost health care they might not otherwise have, because most U.S. citizens get their health insurance through their employers. Medicare provides three major forms of coverage: a guaranteed insurance benefit that helps cover major hospitalization, fee-based supplemental coverage that retirees can use to lower costs for doctor visits and other health expenses, and a prescription drug benefit. Medicare faces many of the same long-term challenges as Social Security, due to the same demographic shifts. Medicare also faces the problem that health care costs are rising significantly faster than inflation. In 2014, Medicare cost the federal government almost $597 billion.\u201cThe Facts on Medicare Spending and Financing,\u201d http://kff.org/medicare/fact-sheet/medicare-spending-and-financing-fact-sheet/ (March 1, 2016); \u201cNational Health Expenditure Fact Sheet,\u201d https://www.cms.gov/research-statistics-data-and-systems/statistics-trends-and-reports/nationalhealthexpenddata/nhe-fact-sheet.html (March 1, 2016).\nMedicaid is a formula-based, health insurance program, which means beneficiaries must demonstrate they fall within a particular income category. Individuals in the Medicaid program receive a fairly comprehensive set of health benefits, although access to health care may be limited because fewer providers accept payments from the program (it pays them less for services than does Medicare). Medicaid differs dramatically from Medicare in that it is partially funded by states, many of which have reduced access to the program by setting the income threshold so low that few people qualify. The ACA (2010) sought to change that by providing more federal money to the states if they agreed to raise minimum income requirements. Many states have refused, which has helped to keep the overall costs of Medicaid lower, even though it has also left many people without health coverage they might receive if they lived elsewhere. Total costs for Medicaid in 2014 were about $492 billion, about $305 billion of which was paid by the federal government.\u201cNational Health Expenditure Fact Sheet,\u201d https://www.cms.gov/research-statistics-data-and-systems/statistics-trends-and-reports/nationalhealthexpenddata/nhe-fact-sheet.html (March 1, 2016).\nCollectively, Social Security, Medicare, and Medicaid make up the lion\u2019s share of total federal government spending, almost 50 percent in 2014 and more than 50 percent in 2015. Several other smaller programs also provide income support to families. Most of these are formula-based, or means-tested, requiring citizens to meet certain maximum income requirements in order to qualify. A few examples are TANF, SNAP (also called food stamps), the unemployment insurance program, and various housing assistance programs. Collectively, these programs add up to a little over $480 billion.\nSCIENCE, TECHNOLOGY, AND EDUCATION\nAfter World War II ended, the United States quickly realized that it had to address two problems to secure its fiscal and national security future. The first was that more than ten million servicemen and women needed to be reintegrated into the workforce, and many lacked appreciable work skills. The second problem was that the United States\u2019 success in its new conflict with the Soviet Union depended on the rapid development of a new, highly technical military-industrial complex. To confront these challenges, the U.S. government passed several important pieces of legislation to provide education assistance to workers and research dollars to industry. As the needs of American workers and industry have changed, many of these programs have evolved from their original purposes, but they still remain important pieces of the public policy debate.\nMuch of the nation\u2019s science and technology policy benefits its military, for instance, in the form of research and development funding for a range of defense projects. The federal government still promotes research for civilian uses, mostly through the National Science Foundation, the National Institutes of Health, the National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration. Recent debate over these agencies has focused on whether government funding is necessary or if private entities would be better suited. For example, although NASA continues to develop a replacement for the now-defunct U.S. space shuttle program (Figure), much of its workload is currently being performed by private companies working to develop their own space launch, resupply, and tourism programs.\nThe problem of trying to direct and fund the education of a modern U.S. workforce is familiar to many students of American government. Historically, education has largely been the job of the states. While they have provided a very robust K\u201312 public education system, the national government has never moved to create an equivalent system of national higher education academies or universities as many other countries have done. As the need to keep the nation competitive with others became more pressing, however, the U.S. government did step in to direct its education dollars toward creating greater equity and ease of access to the existing public and private systems.\nThe overwhelming portion of the government\u2019s education money is spent on student loans, grants, and work-study programs. Resources are set aside to cover job-retraining programs for individuals who lack private-sector skills or who need to be retrained to meet changes in the economy\u2019s demands for the labor force. National policy toward elementary and secondary education programs has typically focused on increasing resources available to school districts for nontraditional programs (such as preschool and special needs), or helping poorer schools stay competitive with wealthier institutions.\nBUSINESS STIMULUS AND REGULATION\nA final key aspect of domestic policy is the growth and regulation of business. The size and strength of the economy is very important to politicians whose jobs depend on citizens\u2019 believing in their own future prosperity. At the same time, people in the United States want to live in a world where they feel safe from unfair or environmentally damaging business practices. These desires have forced the government to perform a delicate balancing act between programs that help grow the economy by providing benefits to the business sector and those that protect consumers, often by curtailing or regulating the business sector.\nTwo of the largest recipients of government aid to business are agriculture and energy. Both are multi-billion dollar industries concentrated in rural and/or electorally influential states. Because voters are affected by the health of these sectors every time they pay their grocery or utility bill, the U.S. government has chosen to provide significant agriculture and energy subsidies to cover the risks inherent in the unpredictability of the weather and oil exploration. Government subsidies also protect these industries\u2019 profitability. These two purposes have even overlapped in the government\u2019s controversial decision to subsidize the production of ethanol, a fuel source similar to gasoline but generated from corn.\nWhen it comes to regulation, the federal government has created several agencies responsible for providing for everything from worker safety (OSHA, the Occupational Safety and Health Administration), to food safety (FDA), to consumer protection, where the recently created Bureau of Consumer Protection ensures that businesses do not mislead consumers with deceptive or manipulative practices. Another prominent federal agency, the EPA, is charged with ensuring that businesses do not excessively pollute the nation\u2019s air or waterways. A complex array of additional regulatory agencies governs specific industries such as banking and finance, which are detailed later in this chapter.\nThe policy areas we\u2019ve described so far fall far short of forming an exhaustive list. This site contains the major topic categories of substantive policy in U.S. government, according to the Policy Agendas Project. View subcategories by clicking on the major topic categories.\nSummary\nThe three major domestic policy areas are social welfare; science, technology, and education; and business stimulus and regulation. Social welfare programs like Social Security, Medicaid, and Medicare form a safety net for vulnerable populations. Science, technology, and education policies have the goal of securing the United States\u2019 competitive advantages. Business stimulus and regulation policies have to balance business\u2019 needs for an economic edge with consumers\u2019 need for protection from unfair or unsafe practices. The United States spends billions of dollars on these programs.\nSocial Security and Medicare are notable for their assistance to which group?\n- the poor\n- young families starting out\n- those in urban areas\n- the elderly\nHint:\nD\nSetting aside Social Security and Medicare, other entitlement programs in the U.S. government ________.\n- constitute over half the budget\n- constitute well under one-quarter of the budget\n- are paid for by the states with no cost to the Federal government\n- none of the above\nWhat societal ills are social welfare programs designed to address?\nHint:\nNeed-based programs exist to provide at least a minimal standard of living for those in dire straits and to provide opportunities to improve their fate in life. In the short term, they allow mere survival, while in the long term, they can help the individual and society."}
{"text": "Education Standards\nSWAYAM platform of MOOCs\nE CONTENT BY UGC and EMRC\nSWAYAM advertisements: Video and audio\nGuidelines for developing courses for SWAYAM\nUGC Gazette: credit framework for online learning courses through SWAYAM\nOER-V: OER in India and SWAYAM\nOverview\nThe Topic introduces various OER repositories in India including the SWAYAM. It also focus the challenges and tips for adopting OERs for beginners.\nActivity: Referring national educational repositories\nActivity\n\u2022See the above mentioned sites (Can you recall please?...) and its contents specially course offered and course contents of your subject/expertise/interest.\n\u2022Please see the epgpathshala http://epgp.inflibnet.ac.in/ and download the e content for your studies and teaching\n\u2022See https://tell.colvee.org and complete the course on Understanding OER and send me a copy of your certificate please at<EMAIL_ADDRESS>Activity\n\u2022See the above mentioned sites (Can you recall please?...) and its contents specially course offered and course contents of your subject/expertise/interest.\n\u2022Please see the epgpathshala http://epgp.inflibnet.ac.in/ and download the e content for your studies and teaching\n\u2022See https://tell.colvee.org and complete the course on Understanding OER and send me a copy of your certificate please at openknowledgeok@gmail.com."}
{"text": "Nucleic Acids\nOverview\nBy the end of this section, you will be able to:\n- Describe the structure of nucleic acids and define the two types of nucleic acids\n- Explain the structure and role of DNA\n- Explain the structure and roles of RNA\nNucleic acids are the most important macromolecules for the continuity of life. They carry the genetic blueprint of a cell and carry instructions for the functioning of the cell.\nDNA and RNA\nThe two main types of nucleic acids are deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). DNA is the genetic material found in all living organisms, ranging from single-celled bacteria to multicellular mammals. It is found in the nucleus of eukaryotes and in the organelles, chloroplasts, and mitochondria. In prokaryotes, the DNA is not enclosed in a membranous envelope.\nThe entire genetic content of a cell is known as its genome, and the study of genomes is genomics. In eukaryotic cells but not in prokaryotes, DNA forms a complex with histone proteins to form chromatin, the substance of eukaryotic chromosomes. A chromosome may contain tens of thousands of genes. Many genes contain the information to make protein products; other genes code for RNA products. DNA controls all of the cellular activities by turning the genes \u201con\u201d or \u201coff.\u201d\nThe other type of nucleic acid, RNA, is mostly involved in protein synthesis. The DNA molecules never leave the nucleus but instead use an intermediary to communicate with the rest of the cell. This intermediary is the messenger RNA (mRNA). Other types of RNA\u2014like rRNA, tRNA, and microRNA\u2014are involved in protein synthesis and its regulation.\nDNA and RNA are made up of monomers known as nucleotides. The nucleotides combine with each other to form a polynucleotide, DNA or RNA. Each nucleotide is made up of three components: a nitrogenous base, a pentose (five-carbon) sugar, and a phosphate group (Figure). Each nitrogenous base in a nucleotide is attached to a sugar molecule, which is attached to one or more phosphate groups.\nThe nitrogenous bases, important components of nucleotides, are organic molecules and are so named because they contain carbon and nitrogen. They are bases because they contain an amino group that has the potential of binding an extra hydrogen, and thus, decreases the hydrogen ion concentration in its environment, making it more basic. Each nucleotide in DNA contains one of four possible nitrogenous bases: adenine (A), guanine (G) cytosine (C), and thymine (T).\nAdenine and guanine are classified as purines. The primary structure of a purine is two carbon-nitrogen rings. Cytosine, thymine, and uracil are classified as pyrimidines which have a single carbon-nitrogen ring as their primary structure (Figure). Each of these basic carbon-nitrogen rings has different functional groups attached to it. In molecular biology shorthand, the nitrogenous bases are simply known by their symbols A, T, G, C, and U. DNA contains A, T, G, and C whereas RNA contains A, U, G, and C.\nThe pentose sugar in DNA is deoxyribose, and in RNA, the sugar is ribose (Figure). The difference between the sugars is the presence of the hydroxyl group on the second carbon of the ribose and hydrogen on the second carbon of the deoxyribose. The carbon atoms of the sugar molecule are numbered as 1\u2032, 2\u2032, 3\u2032, 4\u2032, and 5\u2032 (1\u2032 is read as \u201cone prime\u201d). The phosphate residue is attached to the hydroxyl group of the 5\u2032 carbon of one sugar and the hydroxyl group of the 3\u2032 carbon of the sugar of the next nucleotide, which forms a 5\u2032\u20133\u2032 phosphodiester linkage. The phosphodiester linkage is not formed by simple dehydration reaction like the other linkages connecting monomers in macromolecules: its formation involves the removal of two phosphate groups. A polynucleotide may have thousands of such phosphodiester linkages.\nDNA Double-Helix Structure\nDNA has a double-helix structure (Figure). The sugar and phosphate lie on the outside of the helix, forming the backbone of the DNA. The nitrogenous bases are stacked in the interior, like the steps of a staircase, in pairs; the pairs are bound to each other by hydrogen bonds. Every base pair in the double helivx is separated from the next base pair by 0.34 nm. The two strands of the helix run in opposite directions, meaning that the 5\u2032 carbon end of one strand will face the 3\u2032 carbon end of its matching strand. (This is referred to as antiparallel orientation and is important to DNA replication and in many nucleic acid interactions.)\nOnly certain types of base pairing are allowed. For example, a certain purine can only pair with a certain pyrimidine. This means A can pair with T, and G can pair with C, as shown in Figure. This is known as the base complementary rule. In other words, the DNA strands are complementary to each other. If the sequence of one strand is AATTGGCC, the complementary strand would have the sequence TTAACCGG. During DNA replication, each strand is copied, resulting in a daughter DNA double helix containing one parental DNA strand and a newly synthesized strand.\nArt Connection\nA mutation occurs, and cytosine is replaced with adenine. What impact do you think this will have on the DNA structure?\nRNA\nRibonucleic acid, or RNA, is mainly involved in the process of protein synthesis under the direction of DNA. RNA is usually single-stranded and is made of ribonucleotides that are linked by phosphodiester bonds. A ribonucleotide in the RNA chain contains ribose (the pentose sugar), one of the four nitrogenous bases (A, U, G, and C), and the phosphate group.\nThere are four major types of RNA: messenger RNA (mRNA), ribosomal RNA (rRNA), transfer RNA (tRNA), and microRNA (miRNA). The first, mRNA, carries the message from DNA, which controls all of the cellular activities in a cell. If a cell requires a certain protein to be synthesized, the gene for this product is turned \u201con\u201d and the messenger RNA is synthesized in the nucleus. The RNA base sequence is complementary to the coding sequence of the DNA from which it has been copied. However, in RNA, the base T is absent and U is present instead. If the DNA strand has a sequence AATTGCGC, the sequence of the complementary RNA is UUAACGCG. In the cytoplasm, the mRNA interacts with ribosomes and other cellular machinery (Figure).\nThe mRNA is read in sets of three bases known as codons. Each codon codes for a single amino acid. In this way, the mRNA is read and the protein product is made. Ribosomal RNA (rRNA) is a major constituent of ribosomes on which the mRNA binds. The rRNA ensures the proper alignment of the mRNA and the ribosomes; the rRNA of the ribosome also has an enzymatic activity (peptidyl transferase) and catalyzes the formation of the peptide bonds between two aligned amino acids. Transfer RNA (tRNA) is one of the smallest of the four types of RNA, usually 70\u201390 nucleotides long. It carries the correct amino acid to the site of protein synthesis. It is the base pairing between the tRNA and mRNA that allows for the correct amino acid to be inserted in the polypeptide chain. microRNAs are the smallest RNA molecules and their role involves the regulation of gene expression by interfering with the expression of certain mRNA messages. Table summarizes features of DNA and RNA.\n| Features of DNA and RNA | ||\n|---|---|---|\n| DNA | RNA | |\n| Function | Carries genetic information | Involved in protein synthesis |\n| Location | Remains in the nucleus | Leaves the nucleus |\n| Structure | Double helix | Usually single-stranded |\n| Sugar | Deoxyribose | Ribose |\n| Pyrimidines | Cytosine, thymine | Cytosine, uracil |\n| Purines | Adenine, guanine | Adenine, guanine |\nEven though the RNA is single stranded, most RNA types show extensive intramolecular base pairing between complementary sequences, creating a predictable three-dimensional structure essential for their function.\nAs you have learned, information flow in an organism takes place from DNA to RNA to protein. DNA dictates the structure of mRNA in a process known as transcription, and RNA dictates the structure of protein in a process known as translation. This is known as the Central Dogma of Life, which holds true for all organisms; however, exceptions to the rule occur in connection with viral infections.\nLink to Learning\nTo learn more about DNA, explore the Howard Hughes Medical Institute BioInteractive animations on the topic of DNA.\nSection Summary\nNucleic acids are molecules made up of nucleotides that direct cellular activities such as cell division and protein synthesis.  There are two types of nucleic acids: DNA and RNA. DNA carries the genetic blueprint of the cell and is passed on from parents to offspring (in the form of chromosomes). It has a double-helical structure with the two strands running in opposite directions, connected by hydrogen bonds, and complementary to each other. RNA is single-stranded and is made of a pentose sugar (ribose), a nitrogenous base, and a phosphate group. RNA is involved in protein synthesis and its regulation. Messenger RNA (mRNA) is copied from the DNA, is exported from the nucleus to the cytoplasm, and contains information for the construction of proteins. Ribosomal RNA (rRNA) is a part of the ribosomes at the site of protein synthesis, whereas transfer RNA (tRNA) carries the amino acid to the site of protein synthesis. microRNA regulates the use of mRNA for protein synthesis.\nArt Connections\nFigure A mutation occurs, and cytosine is replaced with adenine. What impact do you think this will have on the DNA structure?\nHint:\nFigure Adenine is larger than cytosine and will not be able to base pair properly with the guanine on the opposing strand. This will cause the DNA to bulge. DNA repair enzymes may recognize the bulge and replace the incorrect nucleotide.\nReview Questions\nA nucleotide of DNA may contain ________.\n- ribose, uracil, and a phosphate group\n- deoxyribose, uracil, and a phosphate group\n- deoxyribose, thymine, and a phosphate group\n- ribose, thymine, and a phosphate group\nHint:\nC\nThe building blocks of nucleic acids are ________.\n- sugars\n- nitrogenous bases\n- peptides\n- nucleotides\nHint:\nD\nFree Response\nWhat are the structural differences between RNA and DNA?\nHint:\nDNA has a double-helix structure. The sugar and the phosphate are on the outside of the helix and the nitrogenous bases are in the interior. The monomers of DNA are nucleotides containing deoxyribose, one of the four nitrogenous bases (A, T, G and C), and a phosphate group. RNA is usually single-stranded and is made of ribonucleotides that are linked by phosphodiester linkages. A ribonucleotide contains ribose (the pentose sugar), one of the four nitrogenous bases (A,U, G, and C), and the phosphate group.\nWhat are the four types of RNA and how do they function?\nHint:\nThe four types of RNA are messenger RNA, ribosomal RNA, transfer RNA, and microRNA. Messenger RNA carries the information from the DNA that controls all cellular activities. The mRNA binds to the ribosomes that are constructed of proteins and rRNA, and tRNA transfers the correct amino acid to the site of protein synthesis. microRNA regulates the availability of mRNA for translation."}
{"text": "sentence patterns\nWorksheet for Newspaper Reading Assignment\nNews and Current Events: Intermediate Academic English\nOverview\nThis module will cover Current Events, Paragraph writing,\nReading Assignment and Written Response\nThe instructor shoud choose three articles on a current events for students to read. The students can then choose one of the articles for the reading assignment. The purpose is to practice reading for the main idea and then writing about the information. Students should utilize the information learned from Reporter's questions.\nInteresting Article concerning newspapers and ESL students Information on choosing newspapers for ESL students\nIn this module, you will discuss current events and information in the news- locally, nationally, and internationally.\nObjectives\n- To increase ability to write on a variety of topics\n- To develop an understanding of sentence structure\n- To improve reading comprehension through practice in identifying main ideas and details\n- To increase reading skills by practicing predicting and skimming skills\n- To instill confidence in speaking by preparing and presenting a power point and giving a speech\nReading and Writing Activity\nReading Assignment with Journal Response (Reading Assignment will be posted the week of the assignment. It will be a state, national, or international article on a current event.)\nChoose one of the newspaper articles listed below. Read carefully and then answer questions concerning main idea, use of detail and prediction. Before reading, review the Worksheet for Newspaper Article. You will need to answer questions before, during, and after reading. You will then complete a journal assignment. The worksheet will help you with the assignment.\n(Article belongs here.)\nJournal Assisgnment: After reading the newspaper article and completing the attached worksheet, write two paragraphs about the assigned reading.\nParagraph One: Write a paragraph telling what the article is about. Use your notes to write the paragraph.\nParagraph Two: Critical Thinking Questions - In the paragraph tell why you think or do not think this story is newsworthy. Predict what you think will happen next.\nListening Activity\nThis reading assignment could also, of course, be used in the In the Community - Health Module. For using it in the Current Events Module, students can discuss how qucikly news information can change and the importance of keeping up with ourrent events. For more advanced intermediate students, it is a good introduction to comparing sources.\nListening Activity\nFor this assignment listen to Corona Virus TED TALK Copyright Information: [ESL Video - TEDTALK Education].\n- Listen to the Ted Talk without looking at the transcript.\n- Then listen to the TED Talk while reading the transcript. Underline any words you do not know.\n- Take the quiz on understanding the content of the talk. Review your results.\n- Take the Vocabulary Quiz and review your results.\n- Discuss the following questions with your classmates:\n- This Ted Talk was made in 2020 at the beginning of the Corona Virus outbreak. What information in this video is not longer current? Discuss this information with your classmates,\n- With your classmates, disuss changes that have occured in the world because of the Corona Virus.\nOral Presentation Assignment ` `\nDirections for Oral Presentation\nFor this assignment, you are to make a presentation on a current event you are interested in.\nTask: Choose a current event. It could be in the United States, your home country, or anywhere in the world. To prepare for the presentation, you must read one to two news stories about the event. You may also watch a news story about the event, but you still must find a news article. In your presentation you must\n- explain the current event.\n- tell why it is important.\n- give your opinion about the current event.\n- tell the name of the newspaper, the name of the article, and the author if there is one. You must also include any information about any videos you watched.\nVisuals: You must present your information in a Slide Presentation. You should have two to five slides. You should have no more than fifteen words per slide. You must use your own words. Use PowerPoint, Prezi, Google Slides, or presentation tool of your choice.\nOther: Your presentation should be less than ten minutes.\nRelated Discussion\nFor this topic, discuss the current event you have chosen for your slide Presentation. Tell the current event and tell if it is a local issue, a national issue, or an international issue. Is it an issue from your native country? If someone else has already posted the same topic, choose another topic or address the topic in a different way.\nSentence Structure Basic Sentence Patterns and Simple and Compound Sentences\nIn this lesson, you will review five basic sentence patterns, simple sentences, and compound sentences.\nSentence Patterns\nAll sentences in the English language have a subject and a verb. All the other parts of the sentence revolve around the subject and verb since they are the most important part of the sentence. The way that the sentence is arranged is called a sentence pattern. This part of the lesson reviews the five basic sentence patterns. Practicing writing different patterns will improve your writing as well as your conversation skills. You will see an explanation with examples in the presentation Sentence Patterns attached to this lesson. You may also follow this link to review basic patterns or open the file resources: Users\\ladpa\\Downloads\\sentence patterns.pdf.\nWriting Activity with Five Basic Sentence Patterns\nDirections: Show your understanding of the five sentence patterns by writing an example sentence for each pattern. All of your sentences should be on the same subject.\n (Source: https:webapps.towson.edu/SentPatt.html)\nSimple and Compound Sentences\nSentences can also be studied according to their structure or the types of clauses within the sentence. This lesson focuses on simple and compound sentences.\nTerms to Know\n- Clause - a group of words with a subject and a verb (I studied for the test.)\n- Dependent Clause or Subordinate \u2013 a clause that cannot stand alone as a sentence because it starts with a subordinate conjunction (because, although, even though) or a relative pronoun (Because I studied for the test.) A dependent clause is not a sentence.\n- Independent Clause \u2013 A clause that can stand alone as a sentence (I studied for the test. I made an A.).\n- Simple Sentence - One independent clause (I studied for the test. I made an A.).\n- Compound Sentence (Two independent clauses joined correctly.\n(I studied for the test, and I made an A.).\nMethods of Writing Compound Sentences\n- Join with a coordinate conjunction \u2013 BOYFANS \u2013 BUT, OR, YET, FOR, AND, NOR, SO\nI studied for the test, and I made an A.\nI studied for the test, so I made an A.\n- Use a semicolon to join the independent clauses.\nI studied for the test; I made an A.\n- Use a semicolon + transitional word (however/therefore)+ comma\nI studied for the test; therefore, I made an A.\nI forgot to study for test; however, I made an A.\nFor more review on compound sentences visit the websites below.\nlEnglish Hints: How to Make Compound Sentences Catherine (Cathy) Simonton\n(ahref=\"https://www.englishhints.com/compound-sentences.html\">Compound Sentences: Examples and Practice</a>(Copyright 2011-221)\nBasic Grammar and Punctuation: Compound Sentences\n(Compound Sentences - Basic Grammar and Punctuation - LibGuides at St. Petersburg College)\ninformation on Paragraph Writing\nInformation on Paragraph Writing\nWhat is a paragraph? A paragraph is a goup of sentences on a single subject.\nWhat are the parts of a paragraph? Most paragraphs have a topic sentence, supporting sentences, and a concluding sentence\nWhat is a topic sentence? A topic sentence is a sentence that states the main idea of the paragraph, It usually is the first sentence of the paragraph.\nWhat are supporting sentences? Supporting sentences are the sentences in a paragrph that support the topic sentence. The supporting sentences may be examples or a long illustration to explain the topic sentence. They may answer who, what, where, when, why, and how about the topic.\nWhat is a concluding sentence? A concluding sentence is the sentence that summarized the main idea of the paragraph. It is the last sentence of the paragraph.\nFollow the links below for more information about writing good paragraphs:"}
{"text": "Ghost Remix of OER Item Sharing Template - Introduction on How To Spot AI Images and Misinformation\nOverview\nOER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection.\nProject Planning\nMy OER Goals & Purpose:\nI've learned how to evaluate OERs better, how to remix existing OERs, and how to create them. I'm planning to work more on OER outreach to Pima Community College students and faculty.\nMy Audience:\nPublic librarians -- specifically in rural and older demographic areas.\nMy Team:\nI know of one public librarian who will use my OER item in a presentation later this month. I hope to have more librarians and other information professionals share my item.\nExisting Resources:\nNone that I'm aware of.\nNew Resources:\nNone\nSupports Needed:\nNone, no.\nOur Timeline: What deadlines do you have for your OER item deliverables?\n10/18/2024\nOER Item\nReflection\nPlease reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact."}
{"text": "Steam Device\nOverview\nWelcome to our Virtual Learning Scenario. This program has been designed to enhanced your English language skills. Through engaging activities, interactive lessons, and practical exercises, we aim to improve your vocabulary, grammar reading comprehension, and speaking abilities. Get ready to explore the issues related to the architecture in the city of Neiva and in the rest of the world. \nIntroduction\nWelcome to our Virtual Learning Scenario. This program has been designed to enhanced your English language skills. Through engaging activities, interactive lessons, and practical exercises, we aim to improve your vocabulary, grammar reading comprehension, and speaking abilities. Get ready to explore the issues related to the architecture in the city of Neiva and in the rest of the world. \nVLC Goals\nICT Goals:\n- One of the main aims of ICT is to help students to become competent and confident users who can use the basic knowledge and skills acquired to assist them in their daily lives. It aims to help learners to have an open and flexible mind. This will help them to adjust to the inevitable future changes.\n- It aims to equip learners with the appropriate social skills required to cooperate with fellow ICT learners for a more productive learning experience.\n- It aims to assist students to appreciate the beauty and diversity of culture. It also aims to help students become well-cultured citizens of the modern world.\n- It aims to assist students to grow personally by facilitating different methods of learning.\nEnglish goals\n- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.\n- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.\nVocabulary bank\nHere you will find some words that may be unfamiliar to you during the lesson:\nBuilding (Edificio): a structure with walls and a roof, such as a house or factory\nConstruction (construcci\u00f3n): the work of building or making something, especially buildings, bridges, etc.\nStadium (estadio): a large closed area of land with rows of seats around the sides and often with no roof, used for sports events and musical performances.\nRink (pista de patinaje): a large, flat surface, of ice or other hard material, for skating or the area or building that contains this.\nNeighborhood (vecindario): an area of a city, town, etc.\nDelay (retrasar): to make something happen at a later time than originally planned or expected.\nInvestment (Inversi\u00f3n): the act of putting money, effort, time, etc. into something to make a profit or get an advantage, or the money, effort, time, etc. used to do this\nOral production\nActivity: Presentation of the problem of white elephants and unfinished buildings to students\nTask 1: After introducing students to the topic and the problems, we will ask the students to tell us about their experiences with this type of structure. The objective is that the students develop their oral competences.\nTask 2: After they tell us their experiences with unfinished buildings, they now have to tell us what they know or understand about white elephants, abandoned buildings and unfinished buildings as well as to observe and analyze their previous knowledge of the topic.\nOral interaction\nActivity: Students have to watch the following video about unfinished buildings in Neiva and some the most famous ones.\nVideo: https://drive.google.com/file/d/1NizIUHhZEe7ace6AYFyUXYaKhLrWtC5X/view?usp=drive_link\nTask 1: Role Play. We are going to assign roles to each student, such as local residents, government officials, architects, and environmentalists. We will ask them to engage in a role play activity where they discuss the future of the white elephants. Each participant should present their perspective, share their concerns, and propose potential solutions.\nTask 2: We are going to conduct a debate on the topic of repurposing the white elephants after the Olympic Winter Games. The students are going to be divided into two teams: one supporting repurposing, and the other opposing it. Each team should research and prepare strong arguments and counter-arguments. During the debate, participants present their arguments, engage in rebuttals, and respond to questions from the opposing team and the audience.\nReading comprehension\nRead this presentation about Unfinished buildings and some examples of them in the city of Neiva.\nNEIVA, A CITY FULL OF UNFINISHED BUILDINGS.\nTask 1: Now with the information provided in the presentation, we are going to play the next game called \"Fill in the blanks\".\nGo to this link: Fill in the blanks Game\nTask 2: Now let's play Who wants to be a millionaire. The questions are related to the previous reading.\nYou will have access to the game in the document below.\nListening comprehension\nListen to the following audio which talks about the great white elephant leaving the Winter Olympics in Pyeongchang, South Korea to learn more about white elephants outside of Colombia.\nAudio: https://drive.google.com/file/d/1CRldMBR5cgOtKrX0SA0AhzIbBjoczG2l/view?usp=drive link\nTask 1: Answer the following question and share it with your peers taking into account what you remember about the audio.\n- What were some of the reasons mentioned in the audio documentary for the white elephants after the 2018 Olympic Winter Games?\n- How did the white elephants impact the local community and economy?\n- Were there any proposed plans or solutions mentioned in the audio for repurposing the white elephants?\nTask 2: Taking into account the information in the audio above, now let's play a kahoot game to demonstrate your knowledge about the white elephants and unfinished buildings.\nClick on the link to play and wait for the game pin: https://kahoot.it\nWriting production\nActivity: Writing at an opinion forum.\nFor this activity we are going to make a forum using the online platform Microsoft Teams.\nLink:https://teams.microsoft.com/l/channel/19%3aZN1hxlZQsTibh_dhDIXAhFbfyHDM5vHMWgtHDycyEM41%40thread.tacv2/General?groupId=7eac4d7a-115c-473e-acd7-004b831f9278&tenantId=4d96191b-021d-40c0-bbf2-e24bd37759be\nInstructions:\nTask 1: You have to write a commentary about white elephants, taking into account all the information given above. In the following classroom link they can make this comment in the activity defined as an opinion forum.\nTask 2: In addition to the above comment, give a short opinion about how these white elephants could be avoided and what we can do as a society so that these spaces can be finished or in what other ways we can use them.\nWriting interaction\nActivity: We are going to comment on a partner's opinion.\nWe are going to use the same forum: https://teams.microsoft.com/l/channel/19%3aZN1hxlZQsTibh_dhDIXAhFbfyHDM5vHMWgtHDycyEM41%40thread.tacv2/General?groupId=7eac4d7a-115c-473e-acd7-004b831f9278&tenantId=4d96191b-021d-40c0-bbf2-e24bd37759be\nTask 1: As in the previous activity each student had to participate in the forum postulating their own opinion regarding the unfinished buildings. Now, they have to reply to a partner's opinion, and comment whatever you think about his or her opinion.\nTask 2: Finally, as a partner replies to your opinion, you have to support your opinion against the comments of your peers. Demonstrating your ability to debate an issue in writing and reinforcing your opinion.\nVLS Assessment\nNOW LET'S EVALUATE YOUR LEARNING EXPERIENCE WITH THIS KAHOOT\nClick on this link and wait for the Game Pin: https://kahoot.it"}
{"text": "Introduction to Sociological Research\nHave you ever wondered if home schooling affects a person\u2019s later success in college or how many people wait until they are in their forties to get married? Do you wonder if texting is changing teenagers\u2019 abilities to spell correctly or to communicate clearly? How do social movements like Occupy Wall Street develop? How about the development of social phenomena like the massive public followings for Star Trek and Harry Potter? The goal of research is to answer questions. Sociological research attempts to answer a vast variety of questions, such as these and more, about our social world.\nWe often have opinions about social situations, but these may be biased by our expectations or based on limited data. Instead, scientific research is based on empirical evidence, which is evidence that comes from direct experience, scientifically gathered data, or experimentation. Many people believe, for example, that crime rates go up when there\u2019s a full moon, but research doesn\u2019t support this opinion. Researchers Rotton and Kelly (1985) conducted ameta-analysis of research on the full moon\u2019s effects on behavior. Meta-analysis is a technique in which the results of virtually all previous studies on a specific subject are evaluated together. Rotton and Kelly\u2019s meta-analysis included thirty-seven prior studies on the effects of the full moon on crime rates, and the overall findings were that full moons are entirely unrelated to crime, suicide, psychiatric problems, and crisis center calls (cited in Arkowitz and Lilienfeld 2009). We may each know of an instance in which a crime happened during a full moon, but it was likely just a coincidence.\nPeople commonly try to understand the happenings in their world by finding or creating an explanation for an occurrence. Social scientists may develop a hypothesis for the same reason. A hypothesis is a testable educated guess about predicted outcomes between two or more variables; it\u2019s a possible explanation for specific happenings in the social world and allows for testing to determine whether the explanation holds true in many instances, as well as among various groups or in different places. Sociologists use empirical data and thescientific method, or an interpretative framework, to increase understanding of societies and social interactions, but research begins with the search for an answer to a question.\nReferences\nArkowitz, Hal, and Scott O. Lilienfeld. 2009. \"Lunacy and the Full Moon: Does a full moon really trigger strange behavior?\" Scientific American. Retrieved December 30, 2014 (http://www.scientificamerican.com/article/lunacy-and-the-full-moon/).\nRotton, James, and Ivan W. Kelly. 1985. \"Much Ado about the Full Moon: A Meta-analysis of Lunar-Lunacy Research.\" Psychological Bulletin 97 (no. 2): 286\u2013306."}
{"text": "Pattern Ball\nOverview\nI Learn math with fun etwinning project. 'Math-pattern' plan for preschool teachers.\nI learn math with fun\nHalf the number of children is cut in blue, half of the number of children is cut in red. The apartments are distributed to the children mixed. They are allowed to study the circles for a while and are asked to say the name and color of the shape. Music is opened and children are asked to dance with their apartments. When the music is turned off, it is said that the blue circles gather on one side and the red circles on the other. Music opens again. Children dance freely with their apartments. The music is stopped, the children are asked to line up in a blue red. Children start from the beginning and say the name of their color in order. It is noticed to the children that the order formed is a pattern. After a few attempts, the children dance with the rhythm given, and when the rhythm is stopped, different pattern exercises are performed. Children are asked to say the pattern rule. Activity papers are distributed to children. The clown is asked to paint their balls in a red and blue way. Completed studies are checked and evaluation questions are passed.\nEVALUATION\nWhat was the name of the geometric shape we used in our event?\nHow many different colored circles were there?\nWhat was the rule of the first pattern we created?\nThen how did we create patterns?\nWas there a part you had difficulty in the event? Where?\nWhat is a pattern?\nWhat else can we pattern?\nAre there natural patterns around us?"}
{"text": "Education Standards\nCharacter List\nGrading Rubric\nHistorical Accuracy Worksheet\nPre-writing Worksheet\nTo Kill a Mockingbird Monologue Assignment\nOverview\nAfter reading the novel To Kill a Mockingbird, this culminating projects has students flex their creative muscles while showing understanding of perspectives and voice.\nEnglish 1\nFor our next major assignment, you will be assuming the identity of one character from Harper Lee\u2019s novel To Kill a Mockingbird. A monologue is a composition in which one single character speaks alone toward an audience. You will write a monologue for your character\u2014somewhat like a missing scene, but the only person speaking will be your character. The goal is to show the audience what your character was really thinking inside when certain events from the novel happened.\nYou get to choose what your character says and the underlying circumstances for the monologue (when, where, and why your character says what s/he does). You even get to make up a backstory that sheds new light on your character\u2014just so long as the new facts you add do not contradict the facts presented in the novel.\nLet your mind explore your character\u2019s deepest secrets, desires, and fears. Get under his/her skin and crawl around in it.\nAssignment Criteria:\nYour monologue must be 2 full pages, double-spaced, in 12-point Times New Roman font.\nYour monologue must be told in the first person point of view, as if you are that character. (For example, if your character is Aunt Alexandra, do not write, \u201cAunt Alexandra wants Scout to dress more like a girl.\u201d Instead, write something like, \u201cI just don\u2019t understand why a pretty young thing like Jean Louise would run around dressed like a boy in overalls. Doesn\u2019t she want to be a lady? I\u2019ll have to talk some sense into Atticus about the way he raises those children.\u201d)\nYour monologue must reflect your character\u2019s life story, as told in the novel and as supplemented by you, including but not limited to the following: diction, voice, clothing, lifestyle, age, career or other community role, socioeconomic background, etc. While you may add new information to create a rounder character, you may not contradict anything in the novel.\nYou will be responsible for outfitting your character during your performance.\nYou will find multiple attachments below to provide to your students to help guide them through the assignment."}
{"text": "PORTFOLIO ASSESSMENT\nOverview\nThis portfolio is a curated collection of documentaries that aims to inform, entertain, and provoke thoughtful discussion on a range of subjects. These portfolios can encompass a diverse array of topics, including social issues, historical events, scientific discoveries, cultural exploration, and personal narratives. By utilizing visual storytelling, interviews, archival footage, and expert analysis, documentary portfolios provide an immersive and engaging experience for viewers. The purpose of a documentary portfolio is to shed light on important issues, challenge preconceived notions, and inspire viewers to critically examine the world around them. Through the power of storytelling, these portfolios can educate, raise awareness, and promote understanding and empathy, ultimately encouraging positive social change.\nBTLED 2A BAGLEY\nThe purpose of a documentary portfolio is to showcase a collection of documentaries that explore diverse subjects, cultures, and issues, providing a platform for education, cultural appreciation, critical thinking, and storytelling. It aims to inform, inspire, and engage viewers, fostering empathy, understanding, and a sense of global citizenship, while encouraging the development of research, communication, and creative skills among students and audiences."}
{"text": "Abraham Lincoln, First Debate with Stephen A. Douglas at Ottawa, Illinois, August 21, 1858, Excerpts\nOverview\nLincoln, Abraham. 1858. \"First Debate with Stephen A. Douglas.\" Excerpts of speech delivered at Ottawa, Illinois, August 21, 1858. https://www.nps.gov/liho/learn/historyculture/debate1.htm\nHIST 2010 Election of 1860 - Sectional Tensions/Pre Civil War\nContains Lincoln\u2019s ideas about slavery."}
{"text": "Fundamentals of Physical Geography (2nd Edition)\nOverview\nThis resource is used for GEOG 120: Physical Geography Earth Systems\nhttp://www.physicalgeography.net/about.html\nGEOG 120\nThis resource is used for GEOG 120.\nThis resource is used for GEOG 120: Physical Geography Earth Systems\nhttp://www.physicalgeography.net/about.html\nThis resource is used for GEOG 120."}
{"text": "Sequence\nTeaching story retell and sequence writing\nOverview\n(All pictures courtesy of www.creativecommons.org)\nWhat is Sequencing?\nSequencing is when components of a story or event are identified.\n- Beginning\n- Middle\n- End\nSequencing is also when you have the ability to retell events of a text and the order in which they occurred.\nWhy is sequencing important?\nLearning sequencing is an important skill for reading and writing. It is important to make sure that early readers are able to identify the important events of a story. Sequencing helps with comprehension and understanding of the text.\nAs readers move to more advanced texts their sequencing skills will be useful. Adults use sequencing skills when they are using a new recipe or changing a tire in a car. There is an order that you need to follow when doing those tasks. Sequencing is important in reading in writing because students learn to identify what happens first, next, and last. As reading and writing improves there can be more added in the middle. Sequence writing can be used in all subjects. Prompts can be given for concepts that are more difficult.\nStory retell and Sequence writing\nStory retell and sequence writing work together. After a book in the classroom the teacher may ask students what they thought about the book. This prompting question will get students to think about the book and try to recall things that happened. The next thing that the teacher will ask is what happened at the beginning of the story. These questions will get students to think about retelling the story and what happened in the story. After the story has been retold students will get a chance to work on sequence writing. It is important for students to write what happened in order, they do not want to say the last thing was the first thing that happened.\nExample of Sequence Writing\nI know how a pumpkin grows. First a seed is planted. Next leaves and flowers grow on the vine. Then a small green pumpkin begins to grow. Finally the pumpkin turns orange and is ready to be turned into a jack-o-lantern."}
{"text": "Connect, engage, and inspire all learners at scale\nCreating your first Nearpod lesson\nFind lessons and videos in the Nearpod Library\nIntegrating Nearpod with Google Slides\nKeeping up to date: The latest updates to Nearpod\nNearpod for Higher Ed overview\nNearpod OER\nOpen Educational Resources (OER)\nTeaching with Nearpod\nThe Beginner\u2019s Guide to Nearpod\nWhat is Nearpod?\nWhat is Nearpod?\nOverview\nAre you tired of the same, boring lessons? Are your students ready to be engaged by interactive video presentations? Have you heard of Nearpod, but are unsure of how to get started? Then this resource is for you.\nKey Features\nNearpod Library\nThe Nearpod library offers 8,500+ premade K-12 video lesson presentations in all subject areas. Not seeing what you\u2019re looking for? Simply create your own lesson, video or class activity through Nearpod with a click of a button. Nearpod can also be integrated into any Google Slides presentation already created!\nIntegrating Nearpod with Google Slides\nPolls\nWhile in a Nearpod lesson presentation, teachers are able to spontaneously ask questions to their students to check for understanding, take a class vote, highlight student opinions, and more. Polls, like other activities in Nearpod, can include a reference photo, PDF, video, audio, or website.\nDraw It\nThis feature allows students to draw, underline, highlight and/or annotate while in a lesson. Teachers can also use this feature within their Nearpod lesson presentation to allow students to answer questions with an illustration.\nCollaborations\nTeachers can add the collaborative feature to any lesson presentation. Once your lesson is launched, teachers will be able to interact and engage students with discussions.\nMatching Pairs\nNearpod offers many interactive games within a Nearpod lesson presentation. To play, the teacher creates pairs of items that can be images, text or both. When activated, students see the full list of all possible tiles/options and match them together. When students correct pair items, they will disappear from the screen. Just as in other activities, the teacher can interact and prompt students with questions as they play.\nQuizzes\nQuizzes can be easily inserted into a presentation without requiring students to move to a new website. Quizzes can be in the form of multiple-choice, open-ended questions and fill in the blanks. When creating the quiz, the teacher can decide one or more correct answers for the software to simultaneously self grade. When all students are finished with the quiz, the teacher can receive a final report of student responses.\nVirtual Field Trips\nThis new feature on Nearpod allows teachers to take their students on virtual field trips around the world from within a presentation. Once activated, each student\u2019s device will display a 3D virtual reality experience of a preselected location. While within the Nearpod experience, students will be able to explore by moving and spinning using their devices.\nSummary Reports\nAs previously mentioned, summary reports are available for the teacher providing the grades and individual responses from all student participants from any completed activity throughout the presentation.\nStudent Pacing\nNearpod allows teachers to be able to pace their lessons providing synchronous and asynchronous learning. With student pacing turned on, students are able to move through an assigned NearPod presentation at whatever pace works best for them and their learning. Teachers are also able to share out any lesson or activity to their learning management system such as Google Classroom or Remind.\nSources:\nThe Nearpod Team. (2021, May 2). Integrating Nearpod with Google Slides. Nearpod. Retrieved April 21, 2022, from https://nearpod.com/blog/nearpod-google-slides/\nHow Does Nearpod Work?\nSources\nNearpod. (2020b, September 3). Creating your first Nearpod lesson [Video]. YouTube. https://www.youtube.com/watch?v=stIWHnJx5rc\nThe Nearpod Team. (2020, April 27). The Beginner\u2019s Guide to Nearpod. Nearpod. Retrieved April 21, 2022, from https://nearpod.com/blog/beginners-guide-to-nearpod/\nHow Does it Work for Educational Purposes?\nSources:\nNearpod. (2020, September 1). Find lessons and videos in the Nearpod Library [Video]. YouTube. https://www.youtube.com/watch?v=TASkbHHwszY\nWho is using Nearpod?\nThe customizable nature of the app means that it can be applied to any age range and teaching context. It saves you time with real-time formative assessment and session reports and helps build a connected culture in and outside of the classroom.\nReal Life Example:\nMiss Weis, Fourth Grade Teacher at Perry Elementary, New York\nMiss Weis' Library:\nMiss Weis uses premade Nearpod video lessons while teaching math to her 4th grade students.\nAdditional Example: (Youtube)\nAmanda Clark, high school teacher from Blount County School District in Maryville, Tennessee, shares her Nearpod story.\nSources:\nNearpod. (2019, May 1). #MyNearpodStory: Amanda C. [Video]. Youtube. https://youtu.be/ItQDvk780PE\nWhy Nearpod?\nWhy I Chose Nearpod?\nNearpod offers a range of engagement for any learning environment. My students thrive while using their 1:1 devices in my classroom. They enjoy being immersed in the lesson while experiencing real-time assessments and activities to help with comprehension.\nMy favorite part about Nearpod is that it is constantly changing to adapt with the modern day classroom.\nWhy Should You?\nNearpod is a fun and interactive gamified tool that can be used to help teach any concept K-12.\nNearpod is simple and easy to use. Substitute any Powerpoint or Google Slides presentation with an immersive Nearpod presentation. Upload any of your lessons into Nearpod and make them interactive, or select one of the 8,500+ premade lessons to use with your students. Additionally, choose from countless activities to use throughout your teaching as live formative assessments. Your students will thank you!\nSources:\nNearpod. (2021, October 20). What is Nearpod? [Video]. YouTube. https://youtu.be/anTtMRaQLsM\nChallenges to Nearpod\nCons\nIt'll take more time than some competitors to get comfortable.\nContent Filters could be better\nEvery free user gets up to 50 MBs of space, and can host up to 30 students per session\nSolutions\n- Test Drive the lesson prior to launching and presenting with your students.\n- Play around with the many interactive activities before selecting the one(s) you want.When filtering through the 8,500+ premade lessons within the Neapod Library, be sure to select your needed criteria using the side search tool.\n- To avoid having to upgrade your account, save lessons to a Google Document instead of your Nearpod Library by copying and pasting the URL. This ensures that your favorite lessons are kept safe and organized in your files, but avoids running out of space.\n- If you have more than 30 students in your class, encourage students to partner up. Another option could be to share a lesson on any LMS like Google Classroom, Canvas or Schoology by using the link on Nearpod. Additionally, for live and self-paced lessons, with upgraded school-level access, up to 150 students can join your lesson at the same time. For users with district-level access, 250 students can join your lesson at the same time.\nCommon Sense Education Rating:\nThe Future of Nearpod\nCheck out Nearpod's blog to learn more about what is new with Nearpod!\nOER\nOER on Nearpod by Erika Weis\nWhat is OER?\nOpen Educational Resources (OER) are free online resources, such as curriculum maps, lesson plans, and course materials, in addition to any other materials that have been designed for use in teaching and learning.\nThe unique thing about OER\u2019s is that they can be Reused, Retained, Revised, Remixed, and Redistributed.\nMy Viewpoints of OER:\nBeing able to reuse, retain and revise resources allows for educational transformation in the learning environment.\n\u201cWhile its educational value lies in the idea of using resources as an integral method of communication of curriculum in educational courses (i.e. resource-based learning), its transformative power lies in the ease with which such resources, when digitized, can be shared via the Internet\u201d (Butcher et al., 2011)."}
{"text": "Grammar\nOverview\nThere are three main verb tenses in English: present, past and future. The present, past and future tenses are divided into four aspects: the simple, progressive, perfect and perfect progressive\nTenses\nThere are three main verb tenses in English: present, past and future. The present, past and future tenses are divided into four aspects: the simple, progressive, perfect and perfect progressive."}
{"text": "Southeast Asia and Summary\nOverview\nStatewide Dual Credit Modern World History: Unit 4, Lesson 4\nSummary of the political and religious landscape of Southeast Asia from 1600-1700.\nIn 1600, the Portuguese lost control of the spice islands in Southeast Asia. To maintain their influence in the spice trade, Dutch merchants and officials built relationships with the Muslim Sultanates of Java and Sumatra. The Dutch East India Company put their headquarters on the Island of Java, from which they oversaw the regional trade. The British East India Company left the region. The only country where Europeans wielded influence was the Spanish Philippines. Malacca became an important trading crossroads in the Indian\nOcean and Southeast Asia from which the Portuguese controlled the spice islands. The region was dominated by Hinduism and Islam, except for the Philippines, where Catholicism was practiced. In 1700, Thailand, Burma and Vietnam dominated parts of Southeast Asia. Theravada Buddhism ruled supreme in Thailand and Burma, while the Vietnamese practiced Mahayana Buddhism. Cambodia had been divided between Thailand and Vietnam.\nSUMMARY\nThe period 1500-1700 witnessed a consolidation of power in Russia, China, Japan and parts of Southeast Asia. In each of these areas, local rulers effectively checked or at least reduced Western encroachment. The Russian Empire vastly expanded its borders, and this would bring it into conflict with other expanding powers including the Ottoman Empire. The Ming dynasty also centralized power and embarked on ambitious building projects, including the construction of a new imperial capital and an expansion of the Great Wall of China. The Qing dynasty, which overthrew the Mings in 1644, increasingly faced the challenges of Western encroachment. The establishment of the Tokugawa shogunate ushered in a period of relative stability in Japan. The shogunate introduced a policy of strict isolation as it banned Christianity and severely restricted trade and interaction with Western nations. This isolation would last until the 1850s. During this period, European influence in Southeast Asia remained relatively limited. The Spanish Philippines was the only real and significant area where Europeans wielded any meaningful authority. Over the next two centuries (18th and 19th), each of the powers/regions covered in this chapter would have to wrestle with Western ideas and the threat of foreign intrusion."}
{"text": "Faculty Using OER: Recognition Letter Template\nOverview\nThe following resource was shared by Jonas Lamb at the University of Alaska Southeast.\nEach year, Faculty Champions are recognized for their efforts to utilize Open Educational Resources (OER) or Affordable Educational Resources (AER) as required materials in their course(s). Increasing the use of OER is a strategic goal for Academics at UAS and use of OER and AER is recognized as as a form of academic leadership which advances innovation in teaching (a component of the UAS Value of Excellence) and learning with impact beyond UAS classrooms. The resources here are sample faculty recognition letter templates used to recognize faculty using OER and how the adoption of OER in their classroom has impacted students.\nYou can learn more on their website.\nFaculty Recognition Letter Templates for Using OER\nThe following resource was shared by Jonas Lamb at the University of Alaska Southeast.\nEach year, Faculty Champions are recognized for their efforts to utilize Open Educational Resources (OER) or Affordable Educational Resources (AER) as required materials in their course(s). Increasing the use of OER is a strategic goal for Academics at UAS and use of OER and AER is recognized as as a form of academic leadership which advances innovation in teaching (a component of the UAS Value of Excellence) and learning with impact beyond UAS classrooms. The resources here are sample faculty recognition letter templates used to recognize faculty using OER and how the adoption of OER in their classroom has impacted students.\nYou can learn more on their website.\nThe following sample email is sent to all faculty listing \"No Required Textbook\" during the Proposed Course Offering/Textbook Adoption process. I've saved it as a Gmail email template. Don't know about Gmail Templates, check it out.\n____\nSubject: Open UAS | No Textbook Required\nHello UAS Faculty,\nI'm reaching out to the instructors for all Fall 2020 courses that listed \"No Text Required for this Course\" during the textbook order process. If you have a second to respond, I'd love to know what course materials you are using (if any) instead of a commercial textbook.\nAs part of the affordable course materials work I coordinate through the Egan Library program, Open UAS, I'm excited to see faculty taking a step to reduce the financial barrier that an expensive textbook can create for students. I try to track all these adoptions in order to promote the work faculty are doing to reduce the cost of higher education for our students. So far, 47 faculty teaching 59 unique course sections have saved 1700 students $163,000 using OER or ACM instead of commercial textbooks. Let's add your Fall 2020 courses to this list!.\nDid you know at the national level, several large-scale surveys of undergraduate students have found that 6 of 10 students report not purchasing a required course text due to the cost? How does that decision impact their success in the course?\nSince 2016, I've been advocating for the use of Open Educational Resources (OER) which are teaching, learning and research materials in any medium \u2013 digital or otherwise \u2013 that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Additionally I've been helping faculty identify OER or library licensed e-books (I refer to these as Affordable Educational Resources/AER since they are no-cost for students) to use instead of commercial textbooks. As more and more classes eliminate expensive textbooks, UAS will join other institutions (mandated in part by the federal Higher Education Opportunity Act) in creating \"no-cost\" and \"low-cost\" designations/graphics that can be added to the semester course schedules so students have a better idea of the complete cost of the course: tuition, fees, materials.\nThanks-"}
{"text": "Learning Domain: Expressions and Equations\nStandard: Write and evaluate numerical expressions involving whole-number exponents.\nLearning Domain: Expressions and Equations\nStandard: Write, read, and evaluate expressions in which letters stand for numbers.\nLearning Domain: Expressions and Equations\nStandard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation \"Subtract y from 5\"\u0165 as 5 - y.\nLearning Domain: Expressions and Equations\nStandard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.\nLearning Domain: Expressions and Equations\nStandard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2.\nLearning Domain: Expressions and Equations\nStandard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.\nLearning Domain: Expressions and Equations\nStandard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.\nCluster: Apply and extend previous understandings of arithmetic to algebraic expressions\nStandard: Write and evaluate numerical expressions involving whole-number exponents.\nCluster: Apply and extend previous understandings of arithmetic to algebraic expressions\nStandard: Write, read, and evaluate expressions in which letters stand for numbers.\nCluster: Apply and extend previous understandings of arithmetic to algebraic expressions\nStandard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation \u201cSubtract y from 5\u201d as 5 \u2013 y.\nCluster: Apply and extend previous understandings of arithmetic to algebraic expressions\nStandard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.\nCluster: Apply and extend previous understandings of arithmetic to algebraic expressions\nStandard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2.\nCluster: Reason about and solve one-variable equations and inequalities\nStandard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.\nCluster: Reason about and solve one-variable equations and inequalities\nStandard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers."}
{"text": "The Timeline That Describes You\nOverview\nThis OER is for students to notice events in their lives and just putting them on a graphic organizer to just get a general understanding of how timelines work and how they are framed.\nIntroduction\nAdam Gerber\nStudent at the University of St. Francis\nAdam Gerber, a junior at the University of St. Francis studying Elementary Education. He is a person who is excited to get out in a school to teach students all different kinds of content. His love for others and teaching is shown in his everyday life of being in a classroom for his courses.\nLesson Objectives and Information\nStandard: 1.H.5 Develop a simple timeline of important events in the student\u2019s life. (E)\nGrade: First Grade\nSubject: Social Studies\nGoal of Lesson: The goal of the lesson is for the students to know how to develop and create a timeline of ten specific events in their lives. This will also help with understanding how to read timelines for when they grow older.\nPrerequisite skills and knowledge: The students will have a brief understanding on what a timeline is and what they look like. They will also know K.H.3 Identify events and place events in a sequence. (E)\nObjective: SWBAT develops a timeline about their lives on a worksheet with 100% accuracy.\nhttps://media.doe.in.gov/standards/indiana-academic-standards-grade-1-social-studies.pdf\nLength: 1 week of class periods\nCompelling Question\n1st class period.\nTo post this question I will read a book called Dreamers. I will talk about what goes on in the book and then I will show them a PowerPoint of ten important events that happened in my life. The students do not need the date that the event happened. \nWhat times in your life are the most memorable?\nSupporting Question #1\n2nd Class Period.\nHave the students, with a partner, get on the website for the online field trip and explore how they did the timeline. Walk around while the students are on the website. After the field trip is done Stage the supporting question. Then with their partner they will share what their answer was to the question. Then when they are done sharing pass out the graphic organizer and have the students complete the first three boxes including that supporting question.\nHave you won an award that is important to you?\nGo through this field trip of an example timeline with a partner and discuss what you see.\nAfter the field trip, discuss with your partner the supporting question that the teacher asked.\nWhen you are done discussing fill out the first three boxes of the graphic organizer handed to you, including the supporting question that was asked.\nSupporting question #2\nThird class period.\nHave the students pair up and talk about what they already have written down. Set a timer for five minutes for the discussion.\nAfter the discussion stage the supporting question for the students to discuss with each other.\nAfter they discuss the supporting question, have the students fill in the second three boxes of their timeline\nHave you recently become an older sibling?\nFind a partner and share with each other the first three boxes of your timeline and why those events are important to you.\nWith the same partner, the teacher will ask the supporting question and you will discuss it with your partner and then share out loud to the class.\nAfter the class discussion you will fill out the second three boxes of your timeline, including the supporting question.\nSupporting Question #3\n4th class period.\nHave the students get with a partner and discuss the second three boxes of their timeline. Set a timer for five minutes.\nAfter the discussion stage the supporting question and have the students discuss that question together.\nAfter the question is discussed have the students finish their organizer. After that explain to the students that the next class period they will work all period on their final project which is copying the organizer to a poster.\nDid you play in a championship game for a sport?\nFind a partner, and discuss the second three events you added to your timeline.\nAfter you discuss, the teacher will stage the supporting question and you will think-pair-share the question with your partner.\nAfter the discussion, you will add the remaining events to your timeline, including the supporting question.\nThe teacher will then explain the final assessment, and that is putting your timeline on a poster for a final project.\nSummative assessment\n5th Class Period\nThe teacher will have posters and markers at the front of the room and the students will start to work on their final project.\nSet a timer for thirty minutes to let the students work. When all of the students are done have them do a whole group share-out of their favorite event.\nWhen the share-out is done, explain to the students that the next timeline will be with adding the dates and putting the events in order.\nYou will grab a poster and markers for your timeline.\nOn the poster, you will copy the organizer and write down the ten events that are important in your life. You will work on this project for the first 30 minutes of the class period.\nAfter the project is done, each of you students will share out loud the event that is the most important to you.\nAfter the share-out is done the teacher will explain how next time we will add the dates to the events and put them in order.\nAdditional Resources\nthere are additional websites for the students to look at for reference.\nHere are additional resources to help with how to do timelines.\nhttps://journals.sagepub.com/doi/full/10.1177/1609406920948978\nhttps://www.readingrockets.org/topics/content-area-literacy/articles/creating-timelines"}
{"text": "Pollution Sensors...\nOverview\nThe following is a lesson to help my students develop a plan or ways to find pollution in the ocean to help the environment.\nDesign Challenge Title: Ocean Health Monitor\nAuthor(s): Bill Traphagen\n| Background and Question/Challenge: Ocean Health Monitor I micro:bitMicrobit Increase scientific knowledge,develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing states and least-developed countries. Make working prototypes of wireless sensors which could be used to monitor the environment at sea, including waves and weather and learn about how real-world sensors are connected through gateways to the internet. | |\n| SDG Goal: Ensure availability and sustainable management of water and sanitation for all. | Why is this challenge relevant to students? One in three people live without sanitation. This is causing unnecessary disease and death. Although huge strides have been made with access to clean drinking water, lack of sanitation is undermining these advances. If we provide affordable equipment and education in hygiene practices, we can stop this senseless suffering and loss of life. |\nConstraints/Criteria: Design and create a floating sensor node using a micro:bitThe beacon must transmit sensor data to a gateway micro:bit every 10 secondsThe beacon must also transmit its unique ID number (there will be lots of nodes!)The gateway micro:bit must be able to show the data on its LED screen\n| Materials:Microbit:\n|\n| Math, Science, T&E, CS Standards:3.1.12.A1.Relate changes in the environment to various organisms\u2019 ability to compensate using homeostatic mechanisms3.4.10.C1. Apply the components of the technological design process.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.CC.2.2.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships.CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.4.5.3 C Identify different types of pollution and their sources4.5.4.C Describe how human activities affect the environment4.5.5.C Explain the difference between point and nonpoint source pollution4.5.7.C Explain how human actions affect the health of the environment.4.5.8.C Describe how humans can reduce pollution | |\n| Problem Solving Practice(s)/Process(s): Design Thinking\u25cf Discovery\u25cf Interpretation\u25cf Ideation\u25cf Experimentation\u25cf EvolutionThe engineering design process\u25cf Define the problem\u25cf Generate/Brainstorm Ideas\u25cf Select a solution\u25cf Testing and evaluation\u25cf Present the solution | Coding Activities/Lessons:\n|\n| Literature Connections:-The best books on pollutionhttps://fivebooks.com/best-books/pollution/ |\n| Attachments/Student Handouts: Ocean Health Monitor PowerPointStudent Activity SheetStudent Handout | |\n| Additional Resources/Notes: |"}
{"text": "Incas\nOverview\nIncas\nThe Inca empire was the central empire in South America. They swept the range of the Andes Mountains. The ability to establish a trade federation was important to establishing a powerful economic and political group in South America.\nLearning Objectives\n- Evaluate the differences between the different Andean populations.\n- Analyze the impact of environment on the different Andean populations.\nKey Terms / Key Concepts\nHuaca: A large, pyramid-like structure made of adobe bricks and used as a palace, ritual site, temple, and administrative center.\nvicu\u00f1a: A wild South American camelid that lives in the high alpine areas of the Andes. It is a relative of the llama, and is now believed to be the wild ancestor of domesticated alpacas, which are raised for their coats.\nMoche: A city in modern-day Peru, which is also where the Moche culture was centered.\nquipus: Brightly colored knotted strings that recorded numerical information, such as taxes, goods, and labor, using the base number of 10 to record data in knots.\nsuyus: Distinct districts of the Inca Empire that all reported back to the capital of Cusco. There were four major districts during the height of the empire.\nThe First Peoples of the Americas\nThe first peoples of the Americas go by many different terms: Native American, Indian, Amerindian, Indigenous. The peoples of the Americas have many different cultures and backgrounds that span the geographic diversity of the Americas. The first peoples live in deserts, islands, woodlands, tropical rainforests, swampy marshes, plains, and even in tundra. In this textbook, the first peoples of the Americas will simply be referred to as the indigenous populations, which means the first people in a region. This is not specific to the Americas, but the term fits the most comfortably with our discussion. The diversity of indigenous populations and their ways of life demonstrate how complicated the peoples of the Americas truly are and that complexity is mirrored in their origin stories.\nArcheologists believe that the first peoples of the Americas arrived approximately 15,000 to 13,000 years ago. Most of the archeological record points to peoples crossing from Asia, either by land bridge or boat, through the Bering Straight region of Alaska and Asia. Once entering the Western hemisphere, the peoples began their migration southward. Most archeologists agree that the first settlers of the Americas were following food and game that migrated and diversified as they moved further south. The archeological record points to migrants moving from the Alaska region and the northern Canadian Rockies to both south and east regions. The group that moved directly southward would become the group that moved the furthest south in the Americas, to the tip of the Tierra del Fuego in modern Argentina. The peoples of the Americas diversified as they migrated throughout the lands. They adapted to the environmental conditions and found a new way of life as they found their homelands.\nArcheologists debate the number of indigenous people in the Americas by the 1490s CE. Some estimations are as low as 100 million people, others range as high as 350 million. These estimates are difficult because of the lack of records and archeological findings from the period.\nIndigenous populations in the New World had a unique relationship with technology and production. In the Americas, because of limited resources and travel, this type of knowledge became very scattered and did not universally spread throughout the Americas. In many cases, indigenous groups would learn a technology or food and share it regionally, but very few of these technologies spread throughout the Americas. For example, corn production was widely known throughout the North American world. Yet, potatoes, which were a very important South American crop, did not spread beyond the region. This is due to a lack of trade resources and links north to south.\nFor 13,000 years, as indigenous populations moved throughout what would later become the Americas different types of societies emerged. There were several different groups that held empires and civilizations in the Americas during the ancient and Middle Ages. These groups would have a special impact on the later civilizations that developed in the Late Middle Ages period.\nTo here are three key indigenous groups in Latin American history that had the greatest impact on European colonization. The first was the Mayan, who lived in central America and developed a culture and agricultural style that was at the heart of trade in the Mesoamerican world. The second was the Aztecs of what is today Central Mexico. The third is the Inca of South America. These three groups were large, complicated empires during the Late Middle Ages and that had unique political and economic pull.\nAndean Peoples\nThe Andean peoples consist of several groups that originated in the Andean world throughout the course of civilization. These include the Moche, the Nazca, andthe Inca,which are now the most famous. To build their civilization, the Inca drew from the cultural and political organizations of of the various Andes peoples.\nThe Andres peoples take their name from the mountain chain that was their home. The Andes Mountains run north to south throughout the South American continent, as if they were the spine of the continent. They are the longest continental mountain range in the world. They stretch approximately 4350 miles and have many high plateaus and tall peaks. The Andes are the home to the mountain that is the farthest from the earth\u2019s center and are an average height of 13,123 feet above sea level. They are approximately double the height of the Appalachian Mountains in North America and three times the size of the Alps in Europe. The height of the Andes Mountains means that there are many elevation zones where there are a variety of plants and animals can live near the equator that would not normally live in such hot regions of the world.\nMoche\nThe Moche (also known as the Early Chim\u00fa or Mochica) lived in what is modern-day Peru. Their civilization lasted from approximately 100 to 800 CE. The Moche shared cultural values and social structures within a distinct geographical region. However, scholars suggest this civilization functioned as individual city-states, sharing similar cultural elite classes, rather than as an empire or a single political system.\nThe Moche cultural sphere centered around several valleys along the north coast of Peru and occupied 250 miles of desert coastline that extended up to 50 miles inland. Moche society was agriculturally based. Because of the arid climate, they made a network of irrigation canals that diverted water into the dry region so that they could grow crops. The Moche are also noted for their expansive ceremonial architecture (Huaca), elaborately painted ceramics, and woven textiles. Moche textiles were mostly created using wool from vicu\u00f1a and alpacas. Although there are few surviving examples of the original textiles, descendants of the Moche people have strong weaving traditions.\nThere are several theories as to what caused the demise of the Moche. Some scholars have emphasized the role of environmental change. Studies of ice cores drilled from glaciers in the Andes reveal climatic events between 536 and 594 CE, possibly a super El Ni\u00f1o, that resulted in thirty years of intense rain and flooding followed by thirty years of drought, which is thought to be part of the aftermath of the climate changes of 535 \u2013 536. These weather events could have disrupted the Moche way of life and shattered their faith in their religion, which had promised stable weather through sacrifices. While there is no evidence of a foreign invasion, as many scholars have suggested in the past, the defensive works suggest social unrest, possibly the result of climate change, as factions fought for control over increasingly scarce resources.\nThe Inca\nThe Inca Empire, or Inka Empire, was the largest empire in pre-Columbian America. The civilization emerged in the 13th century and lasted until it was conquered by the Spanish in 1572 CE. The administrative, political, and military center of the empire was located in Cusco (also spelled Cuzco) in modern-day Peru. From 1438 to 1533 CE, the Incas used a variety of methods, from conquest to peaceful assimilation, to incorporate a large portion of western South America. The Inca expanded their borders to include large parts of modern Ecuador, Peru, western and south-central Bolivia, northwest Argentina, north and north-central Chile, and southern Colombia. This vast territory was known in Quechua (the language of the Inca Empire) as Tawantin Suyu, or the Four Regions, which met in the capital of Cusco.\nArchitecture illustrates the sophistication and technical skill typical of the Inca Empire. The main example of this resilient art form was the capital city of Cusco, which drew together the Four Regions. The Inca built their works without using adhesive to keep the walls together. This was important because they were so skillful with stone work, that they placed stones together so well that a knife could not be fitted through the stonework. This was a process first used on a large scale by the Pucara peoples to the south in Lake Titicaca (c. 300 BCE \u2013 300 CE). The rocks used in construction were sculpted to fit together exactly by repeatedly lowering one rock onto another and carving away any sections on the lower rock where there was compression or the pieces did not fit exactly. The tight fit and the concavity on the lower rocks made them extraordinarily stable.\nMachu Picchu is a rare example of this architectural building technique and remains in remarkable condition after many centuries. It was built around 1450 CE, at the height of the Inca Empire, dating from the period of the two great Inca emperors. Machu Picchu was probably built as a temple for the emperor. It was abandoned just over 100 years later, in 1572, as a belated result of the Spanish Conquest, possibly related to smallpox.\nTextiles were one of the most precious commodities of the Inca culture; they denoted a person\u2019s social status and often their profession. The brightly colored patterns on a wool tunic represented various positions and achievements. For example, a black-and-white checkerboard pattern topped with a pink triangle denoted a soldier. Because textiles were so specific to a person\u2019s class and employment, citizens could not change their wardrobe without the express permission of the government. Textiles were also manufactured that could only be used for certain tasks or social arenas. A rougher textile, spun from llama wool and called awaska, was used for everyday household chores. On the other hand, a fine-spun cloth made from vicu\u00f1a wool could only be used in religious ceremonies.\nAlthough textiles were considered the most precious commodity in Inca culture, Incas also considered ceramics and metalwork essential commodities of their economy and class system. Incan pottery was distinctive and normally had a spherical body with a cone-shaped base. The pottery would also include curved handles and often featured animal heads, such as jaguars or birds. These ceramics were painted in bright colors, such as orange, red, black, and yellow.\nThe Inca required every province to mine for precious metals like tin, silver, gold, and copper. Fine silver and gold were made into intricate decorative pieces for the emperors and elites based on Chim\u00fa metallurgy traditions. The decorative pieces often included animal motifs with butterflies, jaguars, and llamas etched into the metal. Skilled metallurgists also transformed bronze and copper into farming implements, such as blades and axes, or pins for everyday activities.\nThe Inca culture boasted a wide variety of crops, numbering around seventy different strains in total; this makes it one of the most diverse crop cultures in the world. Some of these flavorful vegetables and grains included potatoes, sweet potatoes, maize, chili peppers, cotton, tomatoes, peanuts, oca, quinoa, and amaranth. These crops were grown in the high-altitude Andes by building terraced farms that allowed farmers to utilize the mineral-rich mountain soil. The quick change in altitude on these mountain farms utilized the micro-climates of each terrace to grow a wider range of crops. The Inca also produced bounties in the Amazon rainforest and along the more arid coastline of modern-day Peru.\nAlongside vegetables, the Inca supplemented their diet with fish, guinea pigs, camelid meat, and wild fowl. And they fermented maize, or corn, to create the alcoholic beverage chicha.\nAdministration of the Inca Empire\nSociety was broken into two distinct parts. One segment was comprised of the common people, including those cultures that had been subsumed by the Inca Empire. The second group was made up of the elite of the empire, including the emperor and the kurakas, along with various other dignitaries and blood relations. The Inca Empire was a hierarchical system with the emperor, or Inca Sapa, ruling over the rest of society. Directly below the emperor, a number of religious officials and magistrates oversaw the administration of the empire. Kurakas were magistrates that served as the head of an ayliu\u2014a clan-like family unit based on a common ancestor. These leaders mitigated between the spiritual and physical worlds. They also collected taxes, oversaw the day-to-day administration of the empire in their regions, and even chose brides for men in their communities. Some of the privileges kurakas enjoyed included exemption from taxation, the right to ride in a litter, and the freedom to practice polygamy. Education was vocationally based for commoners, while the elite received a formal spiritual education.\nThe Inca Empire utilized a hierarchical rule of law to oversee the administration of its vast population. There was no codified legal system for people that broke with the cultural and social norms. Local inspectors reported back to the capital and the emperor and made immediate decisions regarding punishment in cases where customs were not honored. Many times these local inspectors were blood relatives of the emperor.\nThe Incas created complex road systems. The Inca civilization was able to keep populations in line, collect taxes efficiently, and move goods, messages, and military resources across such a varied landscape because of the complex road system. Measuring about 24,800 miles long, this road system connected the regions of the empire and was the most complex and lengthy road system in South America at the time. Two main routes connected the north and the south of the empire, with many smaller branches extending to outposts in the east and west. The roads varied in width and style because the Inca leaders often utilized roads that already existed to create this powerful network. Common people could not use these official roads unless they were given permission by the government. These roads were used for relaying messages by way of chasqui, or human runners, who could run up to 150 miles a day with messages for officials. Llamas and alpacas were also used to distribute goods throughout the empire and ease trade relations. Additionally, the roads had a ritual purpose because they allowed the highest leaders of the Inca Empire to ascend into the Andes to perform religious rituals in sacred spaces, such as Machu Picchu.\nThe Inca utilized a complex recording system to keep track of the administration of the empire. Quipus (also spelled khipus) were colorful bunches of knotted strings that recorded census data, taxes, calendrical information, military organization, and accounting information. These \u201ctalking knots\u201d could contain anything from a few threads to around 2,000. They used the base number of 10 to record information in complex variations of knots and spaces.\nTrade and the movement of goods fed into what is called the vertical archipelago. This system meant that all goods produced within the empire were immediately property of the ruling elites. These elites, such as the emperor and governors, then redistributed resources across the empire as they saw fit.\nTaxes and goods were collected from four distinct suyus, or districts, and sent directly to the ruling emperor in Cusco. This highly organized system was most likely perfected under the emperor Pachacuti around 1460. This system also required a minimum quota of manual labor from the general population. This form of labor taxation was called mita. The populations of each district were expected to contribute to the wealth of the empire by mining, farming, or doing other manual labor that would benefit the entire empire. Precious metals, textiles, and crops were collected and redistributed using the road system that snaked across the land, from the ocean to the Andes.\nThe Inca religious system utilized oral traditions to pass down the mythology of their Sun god, Inti.  Golden disks were commonly displayed at temples across the Inca Empire and were also associated with the ruling emperor, who was supposed to be a direct descendent of Inti and divinely powerful. Inti was also associated with the growth of crops and material abundance, especially in the high Andes, where the Inca centered their power.\nSome myths state that this benevolent entity Inti had children with Mama Killa, the Moon goddess. Inti ordered these children, named Manco C\u00e1pac and Mama Ocllo, to descend from the sky and onto Earth with a divine golden wedge. This wedge penetrated the earth, and they built the capital of Cusco and civilization on that very spot. Royalty were considered to be direct descendants of Inti and, therefore, able to act as intermediaries between the physical and spiritual realms. The high priest of Inti was called the Willaq Umu. He was often the brother or a direct blood relation of the Sapa Inca, or emperor, and was the second most powerful person in the empire. The royal family oversaw the collection of goods, spiritual festivals, and the worship of Inti. Power consolidated around the cult of the Sun, and scholars suggest that the emperor Pachacuti expanded this Sun cult to garner greater power in the 15th century.\nConquered provinces were expected to dedicate a third of their resources, such as herds and crops, directly to the worship of Inti. Each province also had a temple with male and female priests worshipping the Inti cult. Becoming a priest was considered one of the most honorable positions in society. Female priests were called mamakuna, or \u201cthe chosen women,\u201d and they wove special cloth and brewed chicha for religious festivals.\nThe main temple in the Inca Empire, called Qurikancha, was built in Cusco. The temple housed the bodies of deceased emperors and also contained a vast array of physical representations of Inti, many of which were removed or destroyed when the Spanish arrived. Qurikancha was also the main site of the religious festival Inti Raymi, which means \u201cSun Festival.\u201d It was considered the most important festival of the year and is still celebrated in Cusco on the winter solstice. It represents the mythical origin of the Inca and the hope for good crops in the coming year as the winter sun returns from darkness.\nReligious life was centered in the Andes near Cusco, but as the Inca Empire expanded its sphere of influence, they had to incorporate a wide array of religious customs and traditions to avoid outright revolt. Ayliu, or family clans, often worshipped very localized entities and gods. The ruling Inca often incorporated these deities into the Inti cosmos. For example, Pachamama, the Earth goddess, was a long-worshipped deity before the Inca Empire. She was incorporated into Inca culture as a lower divine entity. Similarly, the Chim\u00fa along the northern coast of Peru worshipped the Moon, rather than the Sun, probably due to the hot, arid climate and their proximity to the ocean. The Inca also incorporated the Moon into their religious myths and practices in the form of Mama Killa.\nThe Inca believed in reincarnation.  The spirit of the dead, camaquen, would need to follow a long dark road. The trip required the assistance of a black dog that was able to see in the dark. Most Incas imagined the afterworld to be very similar to the Euro-American notion of heaven, with flower-covered fields and snow-capped mountains. It was important for the Inca to ensure they did not die as a result of burning or that the body of the deceased did not become incinerated. This is because of the underlying belief that a vital force would disappear and this would threaten their passage to the afterworld. Those who obeyed the Inca moral code (do not steal, do not lie, do not be lazy) went to live in the \u201cSun\u2019s warmth\u201d while others spent their eternal days \u201cin the cold earth.\u201d\nHuman sacrifice has been exaggerated by myth, but it did play a role in Inca religious practices. As many as 4,000 servants, court officials, favorites, and concubines were killed upon the death of the Inca uayna Capac in 1527, for example. The Incas also performed child sacrifices during or after important events, such as the death of the Sapa Inca or during a famine. These sacrifices were known as capacocha.\nThe Inca practiced cranial deformation. They achieved this by wrapping tight cloth straps around the heads of newborns in order to alter the shape of their soft skulls into a more conical form; this cranial deformation distinguished social classes of the communities, with only the nobility having it.\nPrimary Source: Incan Creation Myth\nIncan Creation Myth (1556)\nMythology holds the first truths of a culture and often may be the basis for gender roles in society. Set down in print around 1556, more than twenty years after the Spanish Conquistadors had overthrown the Inca Empire, this story was given to an Incan Princess and one of the Spanairds.\nThus our imperial city came into existence, and was divided into two halves: Hanan-Cuzco, or Upper-Cuzco, and Hurin-Cuzco, or Lower-Cuzco. Hanan-Cuzco was founded by our king and Hurin-Cuzco by our queen, and that is why the two parts were given these names, without the inhabitants of one possessing any superiority over those of the other, but simply to recall the fact that certain of them had been originally brought together by the king, and certain others by the queen. There existed only one single difference between them, ... that the inhabitants of Upper-Cuzco were to be considered as the elders ... for the reason that those from above had been brought together by the male, and those below by the female element.\nAttributions\nAttributions\nImages courtesy of Wikimedia Commons: https://upload.wikimedia.org/wikipedia/commons/c/c7/Peru_-_Viewpoint_over_Machu_Pichu_city.jpg\nBoundless World History\nhttps://www.coursehero.com/study-guides/boundless-worldhistory/the-inca/\nPrimary Source:\nIncan Creation Myth\nhttps://web.archive.org/web/20000416033032/http://www.humanities.ccny.cuny.edu/history/reader/inca.htm"}
{"text": "Learning About Cavities and Proper Toothbrushing\nOverview\nThis video reviews cavities and proper toothbrushing techniques, all in a fun interactive educational way that kids enjoy!!\nDental Care\nIn the seventeenth century, Anton van Leeuwenhoek was playing around with the microscope he had invented when he saw tiny living things in samples he took from his own teeth. Until then no one really knew that such a tiny form of life existed.\nBad breath and dental caries are both caused by bacteria. In most cases, however, they are not related to one another. Can you suggest several possibilities? Need some hints? Take a look at this TED-Ed lesson: What causes bad breath? by Mel Rosenberg.\nLooking for some awesome tips on oral hygiene as it relates to preventing tooth decay? Start here. Then, take a look at this site and see what you can find out about your own cavities.\nDo you know the amazing story of the US dentist Dr. Frederick McKay went to work in Colorado Springs who first made the connection between naturally fluoridated water and prevention of tooth decay? Learn all about Dr. McKay by looking at: The story of fluoridation.\nBrushing your teeth is very important! You should brush at least 2 times a day for 2 minutes and floss at least 1 time a day.Remember to brush your tongue too!\nHere is a video to review proper toothbrushing:\nhttps://youtu.be/vcNAhUqH9U0"}
{"text": "Wordly Wise Quiz Grade 5 List 6\nOverview\nUse this quiz to assess your 5th grade students on the Wordly Wise list 6 vocabulary words.\nQuiz\nName _______________________________________ Date __________________\nWordly Wise List 6 Quiz\nPart 1: Antonyms\nCircle the best antonym for the underlined word.\n1. Most people would support a plan to abolish weapons of mass destruction.\nA. Remove B. Carry C. Keep D. Trade\n2. \nA. Pain-free B. Difficult C. Painful D. Fulfilling\nPart 2: Synonyms\nCircle the best synonym for the underlined word.\n3. Taylor Swift\u2019s latest song catapulted her to the top of the music charts.\nA. Trimmed B. Changed C. Launched D. Tempted\n4. Prince Charming is the character I remember most from the movie Cinderella.\nA. Letter B. Person C. Book D. Symbol\n5. Carla denounced Marty, who sat next to her, for cheating on the test.\nA. Accused B. Pointed at C. Tapped D. Trusted\n6. If house prices continue to escalate, many people will be unable to afford to buy a home.\nA. Shrink B. Smell D. Change D. Increase\nPart 3: Spelling\nCircle the vocabulary word that is spelled correctly.\n7. Grim Grime Grimm Grem\n8. Harbour Harbar Harbor Harber\n9. Enflickt Inflict Inflicd Enflicked\nPart 4: Matching.\nMatch each word with the correct definition.\n_____ 10. Loathe A. To involve oneself in other people\u2019s affairs\n_____ 11. Meddle B. To hate or dislike greatly\n_____ 12. Monstrous C. Extremely large\nPart 5: Fill in the blank.\nChoose the best word to fill in the blank. Use the words below:\nRouse Steadfast Translate\n13. The Little Prince, which was written in French, was __________________________ into English by Katherine Woods.\n14. The children were sleeping so soundly that it was difficult to _________________ them.\n15. Rigo and Moni remained ______________________ friends throughout their school years."}
{"text": "Applied Technical Mathematics -- Chapter 01 -- Order of Operations\nApplied Technical Mathematics -- Chapter 02 -- Signed Numbers\nApplied Technical Mathematics -- Chapter 02 -- Signed Numbers\nApplied Technical Mathematics -- Chapter 03 -- Decimals and Rounding\nApplied Technical Mathematics -- Chapter 03 -- Decimals and Rounding\nApplied Technical Mathematics -- Chapter 04 -- Fractions\nApplied Technical Mathematics -- Chapter 04 -- Fractions\nApplied Technical Mathematics -- Chapter 05 -- Formulas\nApplied Technical Mathematics -- Chapter 05 -- Formulas\nApplied Technical Mathematics -- Chapter 06 -- Ratios_Rates_Proportions\nApplied Technical Mathematics -- Chapter 06 -- Ratios_Rates_Proportions\nApplied Technical Mathematics -- Chapter 07 -- Percents\nApplied Technical Mathematics -- Chapter 07 -- Percents\nApplied Technical Mathematics -- Chapter 08 -- Significant Figures__Accuracy__Precision\nApplied Technical Mathematics -- Chapter 08 -- Significant Figures__Accuracy__Precision\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 09 -- Exponents\nApplied Technical Mathematics -- Chapter 13 -- Unit Conversions\nApplied Technical Mathematics -- Chapter 13 -- Unit Conversions\nApplied Technical Mathematics -- Chapter 15 __ Graphs\nApplied Technical Mathematics -- Chapter 15 __ Graphs\nApplied Technical Mathematics -- Chapter 16 __ Plane Geometry\nApplied Technical Mathematics -- Chapter 16 __ Plane Geometry\nApplied Technical Mathematics -- Chapter 17 __ Triangles\nApplied Technical Mathematics -- Chapter 17 __ Triangles\nApplied Technical Mathematics -- Chapter 18 __ Trigonometry\nApplied Technical Mathematics -- Chapter 18 __ Trigonometry\nApplied Technical Mathematics -- Chapter 20 __ Perimeter_Area_Volume\nApplied Technical Mathematics -- Chapter 20 __ Perimeter_Area_Volume\nApplied Technical Mathematics -- Chapter 21 -- Measuring instruments\nApplied Technical Mathematics -- Chapter 21 -- Measuring instruments\nApplied Technical Mathematics -- Chapter 22 __ Slope\nApplied Technical Mathematics -- Chapter 22 __ Slope\nApplied Technical Mathematics -- Chapter 23 -- Finance_Interest\nApplied Technical Mathematics -- Chapter 23 -- Finance_Interest\nApplied Technical Mathematics -- Chapter 24 -- Budgets_Project Plans\nApplied Technical Mathematics -- Chapter 24 -- Budgets_Project Plans\nApplied Technical Mathematics -- Chapter 25 __ Resistors\nApplied Technical Mathematics -- Chapter 25 __ Resistors\nApplied Technical Mathematics -- Copyright\nExtra Credit Ch 22-- Trigonometry review\nExtra Credit Ch 22-- Trigonometry review\nGlossary\nGlossary printout -- 03-06-2024\nHW 24 -- clean copy of budget sheet -- details only\nHW 24 -- clean copy of budget sheet -- details only\nHW 24 -- clean copy of budget sheet -- overall\nHW 24 -- clean copy of budget sheet -- overall\nHW Chapter 01 -- Order of Operations\nHW Chapter 01 -- Order of Operations\nHW Chapter 02 -- Signed Numbers\nHW Chapter 02 -- Signed Numbers\nHW Chapter 03 -- Decimals and Rounding\nHW Chapter 03 -- Decimals and Rounding\nHW Chapter 04 -- Fractions\nHW Chapter 04 -- Fractions\nHW Chapter 05 -- Formulas\nHW Chapter 05 -- Formulas\nHW Chapter 06 -- Ratios_Rates_Proportions\nHW Chapter 06 -- Ratios_Rates_Proportions\nHW Chapter 07 -- Percents\nHW Chapter 08 -- Significant figures_Accuracy_Precison\nHW Chapter 08 -- Significant figures_Accuracy_Precison\nHW Chapter 09 -- Exponents\nHW Chapter 09 -- Exponents\nHW Chapter 09 -- Exponents\nHW Chapter 09 -- Exponents\nHW Chapter 09 -- Exponents\nHW Chapter 09 -- Exponents\nHW Chapter 13 -- Unit Conversions\nHW Chapter 13 -- Unit Conversions\nHW Chapter 15 -- Graphs\nHW Chapter 15 -- Graphs\nHW Chapter 16 -- Geometry\nHW Chapter 16 -- Geometry\nHW Chapter 17 -- Triangles\nHW Chapter 17 -- Triangles\nHW Chapter 18-- Trigonometry\nHW Chapter 18-- Trigonometry\nHW Chapter 20 -- Perimeter_Area_Volume\nHW Chapter 20 -- Perimeter_Area_Volume\nHW Chapter 21 -- Measuring instruments\nHW Chapter 21 -- Measuring instruments\nHW Chapter 22 -- Slope\nHW Chapter 22 -- Slope\nHW Chapter 24 -- Budgets_Project Plans\nHW Chapter 24 -- Budgets_Project Plans\nHW Chapter 24 -- Budgets_Project Plans\nHW Chapter 24 -- Budgets_Project Plans\nHW Chapter 25 -- Resistors\nHW Chapter 25 -- Resistors\nIndex -- Excel -- use this copy\nIndex printout -- 03-06-2024\nIntroduction\nIntroduction\nPercent explanations -- OER version\nPreface\nPreface\nTable of Contents\nTable of Contents\nApplied Technical Mathematics For Diesel Mechanics and Horticulture Students\nOverview\nApplied Technical Mathematics for Horticulture and Diesel Mechanics is intended for a one-semester class with students who enter the semester with a good working-level of math skills. High school algebra and geometry are the only prerequisites,\nThe technical math course at Kishwaukee College is unique in that the class combines students in horticulture with those from diesel mechanics. The course materials apply to both areas, as much as possible. The intent is to provide a solid foundation for solving job-related math problems for all students in the class. For this reason, the focus is on \"how to solve\" more than \"why does this work?\"\nFeedback, comments, etc. would be greatly appreciated!\nRobert E. Brown\n<EMAIL_ADDRESS>Title Page\nCover page photo credits:\nLeft:\nDownload this free HD photo of engine, race car, classic, and racing by Mike Newbry (@mikenewbry)\nUnsplash.com Free to use under the Unsplash license\nRight:\nDownload this free HD photo of greenhouse, agriculture, au potager de kervoigen, and france in Lannion, France by Erwan Hesry (@erwanhesry)\nUnsplash.com Free to use under the Unsplash license\nCopyright\nApplied Technical Mathematics \u00a9 2023 by Robert E. Brown is licensed under CC BY 4.0.\nTo view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/\nPreface\nPreface\nTechnical Mathematics for Diesel Mechanics and Horticulture is designed for a 3-credit hour class for students majoring in diesel mechanics or majoring in horticulture.\nThe two fields, diesel mechanics and horticulture, each require an ability to perform on-the-job math. The math skills needed for the two fields have much in common, as well as some things that are different. This text includes material from both fields in sufficient depth to develop competence.\nComments, questions, comments, and corrections are welcomed.\nRobert E. Brown\nKishwaukee College\n21193 Malta Road\nMalta, IL 60150\n<EMAIL_ADDRESS>Introduction\nIntroduction\nApplied Technical Mathematics for Horticulture and Diesel Mechanics is intended for a one-semester community college class with students who enter the semester with a good working-level of math skills. High school algebra and geometry are the only prerequisites. The textbook was created for use within Open Illinois in OER Commons and is available for by other OER organizations. The textbook is specifically designed for classes containing students in both horticulture and diesel mechanics.\nThe technical math course at Kishwaukee College is unique in that the class combines students in horticulture with those from diesel mechanics. The course materials apply to both areas, as much as possible. The intent is to provide a solid foundation for solving job-related math problems for all students in the class. For this reason, the focus is on \"how to solve\" more than \"why does this work?\"\nInspiration for this work came from many semesters of teaching technical mathematics. Students in these classes were from the fields of diesel repair and from horticulture; their interests were strictly toward on-the-job applications. To meet this need, this text is focused on various job situations, and emphasizes:\n- How to recognize what is needed: Exactly what is the problem asking? How does it apply to a job situation? What sort of answer do you need? (I.e., Do you want the answer to several decimal places, or is a good estimate enough?)\n- What to do while setting up the issue in terms of a mathematical problem\n- How to solve it\n- Recognizing that there often will be more than one solution method\n- Ways to see if the last answer makes any sense.\n- When to take a hard stand if challenged on an answer.\n- Think things through before you do anything.\n- If you are being pressed for an answer, demand enough space so you can figure it out.\n- Check your work before showing it to anyone!\n- Do not ever release an answer unless you are absolutely certain and can explain why.\n- But do not be so stubborn that you get a reputation for being hard to work with.\nA highly stressed approach is to get a sense of what you are looking for: Before doing the math. For example, if a student is asked to calculate the volume of a semitruck gravel trailer, then estimate the loaded weight, what would be a reasonable answer? Maybe it is 5 tons, or maybe 35. It probably is not a quarter of a ton, or 500 tons. I.e., do not rely on a calculator too much. Consider your answers with the \u201cdoes this make any sense?\u201d test.\nA chapter is included on MS Excel, which few students knew before entering the class. Excel is so ubiquitous in the working world that nearly all tech math students need to have at least a basic knowledge of this software.\nThe textbook starts with fractions, which almost nobody likes but everybody needs. It is the author\u2019s belief that the foundation for technical math is an ability to work well with fractions. Further course work is intended to teach students how to frame a problem, how to understand what the problem means in terms of why somebody is asking, and how to solve it in any one of several possible ways.\nThe order of chapters is based on past schedules in my tech math classes. The order can, and does, vary amongst instructors. The order I have chosen is what has worked in my experience.\nIt is my great hope that this OER textbook will be beneficial to students. My intentions are for anyone who uses this to become thoroughly knowledgeable about the subject materials.\nAny comments, corrections, questions, complaints? Please send me an email. All feedback is greatly appreciated.\nRobert E. Brown\nAdjunct Professor, Mathematics\nMath & Science Division\nKishwaukee College\nMalta, IL 60150\n<EMAIL_ADDRESS>Table of Contents\nChapter 1 :: Order of Operations\n\u00a7 1.0 Purpose of Order of Operations\n\u00a7 1.1 Sequence of Order of Operations\n\u00a7 1.2 Example of Order of Operations\n\u00a7 1.3 Caution about Order of Operations\nChapter 2 :: Signed Numbers\n\u00a7 2.0 Signed numbers\n\u00a7 2.1 The Use of Signed numbers\n\u00a7 2.2 The Number Line\n\u00a7 2.2.1 Comparing signed numbers: Greater vs. Smaller\n\u00a7 2.2.2 Inequality symbols: Greater than & Lesser than\n\u00a7 2.3 Operations on Signed Numbers\n\u00a7 2.3.1 Adding numbers with the same sign\n\u00a7 2.3.2 Adding numbers with the opposite sign\n\u00a7 2.3.3 Multiplying & Dividing numbers with the same sign\n\u00a7 2.3.4 Multiplying & Dividing numbers with the opposite sign\n\u00a7 2.4 Absolute Value\n\u00a7 2.5 Opposite of a Number\n\u00a7 2.6 Signed Number Operations\n\u00a7 2.6.1 Addition can be changed into Subtraction\n\u00a7 2.6.2 Multiplication and Division of signed numbers\n\u00a7 2.6.3 Add, subtract, multiply, and divide signed numbers\nChapter 3 :: Decimals & Rounding\n\u00a7 3.0 Introduction\n\u00a7 3.1 Parts of a decimal number\n\u00a7 3.2 Place values of a decimal number\n\u00a7 3.2.1 Building a decimal number from place values\n\u00a7 3.3 Operations on decimal numbers\n\u00a7 3.3.1 Addition & Subtraction of decimal numbers\n\u00a7 3.3.2 Multiplication of decimal numbers\n\u00a7 3.3.3 Division of decimal numbers\n\u00a7 3.4 Rounding a decimal number\nChapter 4 :: Fractions\n\u00a7 4.0 Introduction\n\u00a7 4.1 Terms for Fractions\n\u00a7 4.1.1 Parts of a fraction\n\u00a7 4.1.2 Proper fraction\n\u00a7 4.1.3 Improper fraction\n\u00a7 4.1.4 Mixed number\n\u00a7 4.2 Improper fractions & Mixed numbers\n\u00a7 4.2.1 Changing Improper fractions & Mixed numbers\n\u00a7 4.3 Changing the form of a fraction\n\u00a7 4.4 Equivalent fractions\n\u00a7 4.4.1 Cross multiplication\n\u00a7 4.5 Reducing fractions\n\u00a7 4.5.1 How to reduce a fraction\n\u00a7 4.6 Common denominators\n\u00a7 4.7 Add & Subtract fractions\n\u00a7 4.8 Multiplication of fractions\n\u00a7 4.9 Division of fractions\n\u00a7 4.10 Mixed numbers: Add, Subtract, Multiply, Divide\n\u00a7 4.10.1 Adding mixed numbers\n\u00a7 4.10.2 Subtracting mixed numbers\n\u00a7 4.10.3 Multiplying mixed numbers\n\u00a7 4.10.4 Dividing mixed numbers\n\u00a7 4.11 Arrange fractions in size order\nChapter 5 :: Formulas\n\u00a7 5.0 Formulas\n\u00a7 5.1 Construction of formulas\n\u00a7 5.1.1 Variables\n\u00a7 5.1.2 Constants\n\u00a7 5.1.3 Units\n\u00a7 5.2 Rearrangement of formulas\n\u00a7 5.2.1 Equivalent equations\n\u00a7 5.2.2 Balancing equations\n\u00a7 5.2.3 Example \u2013 Rearrange the HP formula\n\u00a7 5.2.4 Example \u2013 Rearrange the Ag Sprayer formula\n\u00a7 5.2.5 Some example formulas\nChapter 6 :: Ratios; Rates; Proportions\n\u00a7 6.0 Objectives\n\u00a7 6.1 Fractions \u2192 Ratios, Rates and Proportions\n\u00a7 6.1.1 Fractions\n\u00a7 6.1.2 Ratios\n\u00a7 6.1.3 Rates\n\u00a7 6.1.4 Proportions\n\u00a7 6.2 Ratios, Rates and Proportions in Applications\n\u00a7 6.2.1 Find a ratio\n\u00a7 6.2.2 Find a rate\n\u00a7 6.2.3 Find a proportion\n\u00a7 6.3 Combined use of fractions, ratios, rates, and proportions\nChapter 7 :: Percents\n\u00a7 7.0 Definition of a Percent\n\u00a7 7.1 Write a percent as a fraction or a decimal\n\u00a7 7.2 Write fraction or a decimal as a percent\n\u00a7 7.3 Translate and solve percent sentences\n\u00a7 7.4 Percent Equations\n\u00a7 7.5 Use of Percent Equations\n\u00a7 7.6 Applying the Percent Equations\n\u00a7 7.7 Examples of Percent problems\n\u00a7 7.7.1 Semi-Truck\n\u00a7 7.7.2 Soil Texture\n\u00a7 7.8 Percent Increase and Percent Decrease\nChapter 8 :: Significant Figures; Accuracy; Precision\n\u00a7 8.0 Significant Figures; Accuracy; Precision\n\u00a7 8.1 Accuracy and Precision\n\u00a7 8.2 Numbers\n\u00a7 8.2.1 Exact numbers\n\u00a7 8.2.2 Approximate numbers\n\u00a7 8.3 Significant Figures\n\u00a7 8.3.1 Notes on use of significant figures\n\u00a7 8.4 Greatest Possible Error (GPE)\n\u00a7 8.5 Working with data and Accuracy/Precision\nChapter 9 :: Exponents\n\u00a7 9.0 Definition of an Exponent\n\u00a7 9.1 Examples of Exponents\n\u00a7 9.2 Forms of an equation with Exponents\n\u00a7 9.3 Graph of an equation with Exponents\n\u00a7 9.4 Exponential properties\n\u00a7 9.5 Exponential equations: How they are constructed\n\u00a7 9.6 How do Exponential and Linear equations compare?\n\u00a7 9.5 Exponents on a TI-30\nChapter 10 :: Roots\n\u00a7 10.0 Roots\n\u00a7 10.1 The square root of a number\n\u00a7 10.1.1 Finding roots\n\u00a7 10.2 Cube roots\nChapter 11 :: Scientific Notation\n\u00a7 11.0 Scientific Notation\n\u00a7 11.1 Powers of 10\n\u00a7 11.1.1 Multiplying powers of 10\n\u00a7 11.1.2 Dividing powers of 10\n\u00a7 11.1.3 Raising powers of 10\n\u00a7 11.1.4 Zero power of 10\n\u00a7 11.1.5 Negative power of 10\n\u00a7 11.1.6 Combined operations on power of 10\n\u00a7 11.1.7 Zero to a power\n\u00a7 11.2 Scientific notation\n\u00a7 11.2.1 The Form of Scientific notation\n\u00a7 11.2.2 Scientific notation turned into Decimal form\n\u00a7 11.3 Multiply & Divide numbers in Scientific notation\nExamples\n\u00a7 11.4 Engineering notation\n\u00a7 11.4.1 Applying engineering notation\n\u00a7 11.4.2 Common engineering symbols\nChapter 12 :: Units \u2013 US and Metric\n\u00a7 12.0 Units of Measurement\n\u00a7 12.0.1 ISO: Worldwide Authority\n\u00a7 12.0.2 International System of Units (SI)\n\u00a7 12.1 SI System vs. Imperial & US Customary\n\u00a7 12.2 Putting the SI Measurement System to Work\n\u00a7 12.3 SI Base Units\n\u00a7 12.4 SI Prefixes\n\u00a7 12.5 SI Derived Units\n\u00a7 12.6 Temperature\n\u00a7 12.7 Applied SI (metric) Units of Measurement\n\u00a7 12.7.1 Length\n\u00a7 12.7.2 Mass (Weight)\n\u00a7 12.7.3 Electric Current\n\u00a7 12.7.4 Area\n\u00a7 12.7.5 Volume\n\u00a7 12.7.6 Force and Pressure\n\u00a7 12.8 Applied US Customary Units\n\u00a7 12.8.1 Length\n\u00a7 12.8.2 Electric Current\n\u00a7 12.8.3 Mass (Weight)\n\u00a7 12.8.4 Area\n\u00a7 12.8.5 Dry Volume\n\u00a7 12.8.6 Liquid Volume\n\u00a7 12.8.7 Grain Measures\n\u00a7 12.9 Where Did the Foot and the Meter Originate?\n\u00a7 12.9.1 The English Foot\n\u00a7 12.9.2 The Meter\nChapter 13 :: Unit Conversions\n\u00a7 13.0 Converting between systems of units\n\u00a7 13.1 Conversion factors\n\u00a7 13.2 Unit fractions\n\u00a7 13.3 How to convert between systems of units\n\u00a7 13.4 Compound conversions\nChapter 14 :: Mixtures\n\u00a714.0 Types of Mixtures\n\u00a714.0.1 Heterogeneous Matter\n\u00a714.0.2 Homogenous Matter\n\u00a714.1 Types of Liquid Mixtures\n\u00a714.2 Math for Mixtures\n\u00a714.3 PPM Calculations\n\u00a714.3.1 Where did we get the \u201cbasic ratio\u201d for ppm?\n\u00a714.4 Using a Fertilizer Applicator\nChapter 15 :: Graphs\n\u00a7 15.0 Purpose of Graphs\n\u00a7 15.1 Data: Two kinds\n\u00a7 15.2 Some types of graphs\n\u00a7 15.2.1 Pie graphs\n\u00a7 15.2.2 Bar graphs\n\u00a7 15.2.3 Bar graphs\n\u00a7 15.2.4 Line graphs\nChapter 16 :: Plane Geometry\n\u00a7 16.0 Introduction\n\u00a7 16.1 Angles\n\u00a7 16.1.1 Types of Angles\n\u00a7 16.2 Lines\n\u00a7 16.3 Angles in a Triangle\n\u00a7 16.4 Angle Measurement\n\u00a7 16.4.1 Angles \u2013 Measured in decimal degrees\n\u00a7 16.4.2 Angles \u2013 Measured in Degrees, Minutes, Seconds\n\u00a7 16.5 Converting: Degrees-Minutes-Seconds (DMS) to Decimal degrees, and Decimal degrees to DMS\n\u00a7 16.5.1 DMS to Decimal degrees\n\u00a7 16.5.2 Decimal degrees to DMS\nChapter 17 :: Triangles\n\u00a7 17.0 Introduction\n\u00a7 17.1 Triangles\n\u00a7 17.1.1 Scalene Triangles\n\u00a7 17.1.2 Equilateral Triangles\n\u00a7 17.1.3 Isosceles Triangles\n\u00a7 17.1.4 Right Triangles\n\u00a7 17.2 Properties of a Triangle\n\u00a7 17.2.1 Side Characteristics of a Triangle\n\u00a7 17.2.1 Sum of Angles in a Triangle\n\u00a7 17.3 Working with triangles\n\u00a7 17.4 Pythagorean Theorem\n\u00a7 17.5 Similar figures\n\u00a7 17.5.1 Similar triangles\nChapter 18 :: Trigonometry\n\u00a7 18.0 Introduction\n\u00a7 18.1 Trigonometry of Right Triangles\n\u00a7 18.1.1 Names of Parts of right triangles\n\u00a7 18.1.2 Ratios of Sides in right triangles\n\u00a7 18.1.3 Trigonometry Formulas for right triangles\n\u00a7 18.2 Sine, Cosine, and Tangent \u2194 Angles\n\u00a7 18.2.1 Finding the Cosine, Sine, and Tangent from an Angle: Angle => Sin, Cos, Tan\n\u00a7 18.2.2 Finding the angle from the Cosine, Sine, and Tangent: Sin, Cos, Tan => Angle\n\u00a7 18.3 Trigonometry Formulas for Right Triangles\n\u00a7 18.3.1 Trig formulas\n\u00a7 18.3.2 Trig formulas\n\u00a7 18.4 Trigonometry of Scalene Triangles\n\u00a7 18.4.1 Law of Sines\n\u00a7 18.4.2 Law of Cosines\nChapter 19 :: Landscape Drawings and Scale\n\u00a7 19.1 Scale\n\u00a7 19.1.1 How scale is specified\n\u00a7 19.2 Landscape drawing scales & application\n\u00a7 19.3 Putting a detailed drawing onto paper\n\u00a7 19.3.1 Standard paper sizes\n\u00a7 19.3.2 Choosing drawing scales\nChapter 20 :: Perimeter; Circumference; Area; Volume\n\u00a7 20.0 Objectives\n\u00a7 20.1 Perimeter; Circumference; Area; Volume\n\u00a7 20.1.1 Perimeter\n\u00a7 20.1.2 Circumference\n\u00a7 20.1.3 Area\n\u00a7 20.1.4 Volume\n\u00a7 20.2 Perimeter\n\u00a7 20.3 Circumference\n\u00a7 20.4 Area\n\u00a7 20.5 Volume\n\u00a7 20.5.1 Volume formulas\nChapter 21 :: Measuring Instruments\n\u00a7 21.0 Introduction\n\u00a7 21.1 Rulers\n\u00a7 21.2 Squares\n\u00a7 21.3 Slide Calipers\n\u00a7 21.3.1 Dial calipers\n\u00a7 21.3.2 Digital calipers\n\u00a7 21.3.3 Vernier calipers\n\u00a7 21.4 Micrometers\n\u00a7 21.4.1 Outside Mechanical Micrometer \u2013 inch\n\u00a7 21.4.2 Outside Mechanical Micrometer \u2013 metric\n\u00a7 21.4.3 Digital outside micrometers\n\u00a7 21.4.4 Depth micrometers\n\u00a7 21.4.5 How to read micrometers\n\u00a7 21.4.6 Comments on precision of inch vs. metric micrometers\n\u00a7 21.5 Dial Indicators\nChapter 22 :: Slope\n\u00a7 22.0 Introduction\n\u00a7 22.1 Defining Slope\n\u00a7 22.2 Conventions for Describing Slope\n\u00a7 22.2.1 Positive Slope vs. Negative Slope\n\u00a7 22.2.2 Horizontal Line => Zero Slope\n\u00a7 22.1.3 Vertical Line => Undefined Slope\n\u00a7 22.3 Calculating Slope\n\u00a7 22.3.1 Algebraic equation for slope\n\u00a7 22.4 Putting a Numerical Value on Slope\n\u00a7 22.4.1 Slope as a Ratio\n\u00a7 22.4.2 Slope as a Decimal\n\u00a7 22.4.3 Slope as a Percent Grade\n\u00a7 22.4.4 Trigonometry method\n\u00a7 22.5 Slopes for Applications\n\u00a7 22.5.1 Slopes for Sidewalks and Roads\n\u00a7 22.5.2 Slopes for Roofs\n\u00a7 22.5.3 Slopes for Landscaping\n\u00a7 22.6 Slope from Contour Lines\n\u00a7 22.7 Measurement of Slope\n\u00a7 22.7.1 Measurement of Slope \u2013 Level and Square\n\u00a7 22.7.2 Measurement of Slope \u2013 Post and String\n\u00a7 22.8 Slope Comparison Chart\nChapter 23 :: Finance\n\u00a7 26.1 Basic Financial: Paycheck\n\u00a7 26.1.1 Gross Income and Deductions\n\u00a7 26.2 Sales and Property Taxes\n\u00a7 26.2.1 Sales Tax\n\u00a7 26.2.2 Property Tax\n\u00a7 26.3 Interest\n\u00a7 26.4 Simple Interest\n\u00a7 26.4.1 Future Value with Simple Interest\n\u00a7 26.5 Compound Interest\n\u00a7 26.5.1 Annual Compounding\n\u00a7 26.5.2 Interest Compounded More Often Than Annually\n\u00a7 26.6 Sinking Funds\n\u00a7 26.6.1 Future Value of a Sinking Fund:\n\u00a7 26.6.2 Periodic Payments into a Sinking Fund\nChapter 24 :: Budgets & Project Plans\n\u00a7 24.0 Introduction\n\u00a7 24.1 Estimates\n\u00a7 24.1.1 Who are the Parties in the Estimation Process?\n\u00a7 24.1.2 Communication for the Estimation Process\n\u00a7 24.1 Budgets\n\u00a724.1.1 Budget Types\n\u00a724.1.2 Budget Components\n\u00a724.1.3 Budget Software\n\u00a724.1.4 Example Project Budget\n\u00a7 24.2 Project Plans\n\u00a7 24.2.1 Writing Project Plans\n\u00a7 24.2.2 Project Plan Ownership and Buy-in\n\u00a7 24.2.3 Project Phases\n\u00a7 24.2.4 Project Planning Software\n\u00a7 24.2.5 Project Planning for Large Projects\nChapter 25 :: Resistors\n\u00a7 20.5 Introduction\n\u00a7 25.1 Ohm\u2019s Law\n\u00a7 25.2 Basic DC Electric Circuits\n\u00a7 25.2.1 Gauges for DC Electric Circuits\n\u00a7 25.3 Complex DC Electric Circuits\n\u00a7 25.3.1 Complex DC Electric Circuits -- Three Types\n\u00a7 25.3.3 Resistors in Series\n\u00a7 25.3.3 Current and Voltage Drop for Resistors in Series\n\u00a7 25.3.4 Resistors in Parallel\n\u00a7 25.3.5 Series\u2014Parallel Resistor Circuits\n\u00a7 25.4 Power\nChapter 26 :: Illinois General Standards Exam (GSE)\n\u00a7 26.0 Introduction\n\u00a7 26.1 Safety\n\u00a7 26.2 Integrated Pest Management (IPM)\n\u00a7 26.2.1 Soil Degradation\n\u00a7 26.3 Pesticides\n\u00a7 26.3.1 Insecticides\n\u00a7 26.3.2 Herbicides\n\u00a7 26.3.3 Fungicides\n\u00a7 26.3.4 Rodenticides\n\u00a7 26.3.5 Nematicides\n\u00a7 26.3.6 Other pesticides\n\u00a7 26.4 Math for the IL GSE Exam\n\u00a7 26.4.1 GSE problem 57\n\u00a7 26.4.2 GSE problem 58\n\u00a7 26.4.3 GSE problem 59\n\u00a7 26.4.4 GSE problem 60\n\u00a7 26.4.5 GSE problem 61\nChapter 01 -- Order of Operations\nChapter 02 -- Signed Numbers\nChapter 03 -- Decimals and Rounding\nChapter 04 -- Fractions\nChapter 05 -- Formulas\nChapter 06 -- Ratios, Rates, and Proportions\nChapter 07 -- Percents\nChapter 08 -- Significant Figures; Accuracy; Precision\nChapter 09 -- Exponents\nChapter 10 -- Roots\nChapter 11 -- Scientific Notation\nChapter 12 -- Units\nChapter 13 -- Unit Conversions\nChapter 14 -- Mixtures\nChapter 15 -- Graphs\nChapter 16 -- Geometry\nChapter 17 -- Triangles\nChapter 18 __ Trigonometry\nChapter 19 -- Landscape drawings and Scale\nChapter 20 -- Perimeter__Area__Volume\nChapter 21 -- Measuring instruments\nChapter 22 -- Slope\nChapter 23 -- Finance_Interest\nChapter 24 -- Budgets_Project Plans\nChapter 25 -- Resistors\nChapter 26 -- Illinois General Standards Exam\nGlossary\nIndex\nExams\nExams are in the Instructor Notes section below."}
{"text": "Using Open Educational Resources to Support Online Dual Enrollment Chemistry Course\nOverview\nArchived session from the 2024 Arizona Regional OER Conference.\nSession Title: Using Open Educational Resources to Support Online Dual Enrollment Chemistry Course.\nThis resource includes the session abstract, presenter(s), resources, and recording.\nSession Abstract, Presenters, Resources, and Recording\nSession Abstract\nThis presentation will focus on the development and utilization of openly licensed materials (OER) to support a dual enrollment online chemistry lecture-lab combination course developed as part of the Interactive OER for Dual Enrollment project funded via the Open Textbooks Pilot grant from the Fund for the Improvement of Postsecondary Education.\nPresenter(s)\n- Esperanza Zenon, River Parishes Community College\nResources\nRecording"}