Grade Level: Middle - High SchoolLength of Lesson: Two 90 minute block periods, Four 50-55 minute block periodsEssential QuestionsIn what ways do “single stories” impact our own identities, how we view others, and the choices we make?How do stereotypes influence how we view and treat others?How, when, and why do stereotyping and scapegoating escalate to discrimination, prejudice, and violence?What are different ways people can combat stereotypes and scapegoating?

There are materials that we are asking the participants to copy and bring with them to the class. There are materials that the Resource Center will provide for participants and there are materials that we are providing to participants that we ask for them to review prior to the class that do not need to be printed.

The Evidence-Based Practice lesson is mapped to the Research as Inquiry Frame and addresses how to match a clinical question to types of research evidence.

This product was developed with preservice teacher needs in mind. Preservice teachers are often nervous about working with students with disabilities. The resources shared here are ideas that can be generalized to multiple classroom settings, for all different ages.

Understand the history of management by studying management theories from the Industrial Revolution to today.

In this out of class tutorial, students explore several examples of natural selection and speciation.

In the first week of the course, students are introduced to the major groups of animals and single-celled eukaryotes that comprise most of the fossil record. At that time, each student selects one group (kingdom, phylum or class) of organism to be their special "pet" group for the rest of the semester. Several assignments are then tied to these groups, including this activity, which is a writing assignment directly following the class lectures on evolution and natural selection. Students are asked to use the scholarly article database GeoRef to locate a peer-reviewed journal article that describes research on the evolution of their "pet" group (or some specific member of it). After reading the article, students must write a 2-3 page summary and critique of it, applying concepts they have learned in the course to evaluate the scientific merits of the paper. If time permits, students are also invited to spend a few minutes presenting their summary and critique during class so that the students can learn about each other's "pets".

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Understand the history of management by studying management theories from the Industrial Revolution to today.

For this written assignment, the students outline the evolution of
whales from land dwelling animals to aquatic beasts. Rather than an
essay, they produce a detailed outline of the major modifications that
occurred during this transition, such as hearing, propulsion, shape,
limbs, and several others. They start with Start with Pakicetidae and
end with Mysticeti and Odontoceti lines. For each fossil species, they
describe the fossil, discuss the anatomic modification for living in an
aquatic environment, indicate the environment where the animal lived,
and the give the time range.

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'Electronic waste or e-waste describes discarded electrical or electronic devices. Used electronics which are destined for reuse, resale, salvage, recycling, or disposal are also considered e-waste.

This assignment ties thematically into texts concerning Mob Mentality, Cliques, and Groupthink. Students are asked to evaluate the psychology behind groupthink and relate it to written and world texts they have encountered.

This group created a peer-reviewed, solution manual
supplement to the textbook. They decided upon the exercises and concepts they individually struggled with the most throughout the semester (imagining other students would equally struggle) and they created detailed solutions and other commentary to explain their answers, thoughts, and methods. Then the group members swapped their work and peer-reviewed each other. All the materials were then seamed together as a single document. The source LaTeX file can be downloaded at https://drive.google.com/file/d/1-8CRkOoKBWMiGGfYRzXyVd9freJN745N/view.

Intro to Stats Lesson 1 VideoComplete Intro to Stats Lesson 1 Packet - note you will need to use excel and online lesson dataClass Study Session for Help or a Workday - Complete Intro to Stats Lesson 1 Packet Practice ExamIntro to Stats Lesson 1 Exam (10 pts) Intro to Stats Lesson 2 VideoComplete Intro to Stats Lesson 2 Packet - note you will need to use excel and online lesson dataSubmit Intro to Stats Lesson 2 Packet excel work in blackboard submittal area (5 pts) 

Le document présente quelques exercices de neuroanatomie que les étudiants en Licence en Biologie peuvent faire pour tester leurs connaissances.

This purpose of this exercise is to help students to identify common errors in logic--or "logical fallacies"--in a variety of contexts.  The exercise will serve as a review of reading and lecture on the fallacies and will require that students work together to understand the concepts.

This purpose of this exercise is to help students to identify common errors in logic--or "logical fallacies"--in a variety of contexts.  The exercise will serve as a review of fallacies that have been taught and read in previous lessons. The students will contribute to one "wiki page" that is created on Canvas. 

This is a series of 5 assignments I assign outside of class time, with the purpose of getting students to explore the literature resources that are available for mineralogy. The inspiration for the exercises comes from my exasperation with the repeated questions: "Why do we have to know so many minerals?" and "What about these minerals do we have to know?" Rather than saying "Everything that is important," I hope to show students that what they need to know depends on what questions they hope to answer, and that mineralogy developed in historical context, parallel with other sciences.

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This course will examine the main focus that unites existentialists, "existence." Particularly, it will examine the concrete existence of individual human beings. Major figures or study will be, Blaise Pascal, Sóren Kierkegaard, Fyodor Dostoevsky, Friedrich Nietzsche, Martin Heidegger, Jean-Paul Sartre, Simone de Beauvoir, and Albert Camus.