(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is a 65-year-old woman with a history of diabetes mellitus and sarcoidosis who presented with a right breast mass detected on routine mammography.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

A male in his 60s presented with a slowly growing, progressively enlarging expansile lytic mass in the petrous area of his left temporal bone present for several years on radiologic imaging (Figure 1).

The patient's past medical history is significant for resection of a left parapharyngeal space mass diagnosed as acinic cell carcinoma more than a decade ago which was also treated with radiation therapy. He subsequently had locoregional disease recurrence about five years after the initial resection treated with surgery and radiation therapy. He is otherwise in good health with no other history of malignancy.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is a Caucasian male in his 50s with a past medical history of hypertension complaining of "fever, headache, and sore throat." The patient stated that his symptoms began with a sore throat approximately five days prior to admission, followed by fever with a Tmax of 38oC and headache one day prior to admission. He described the headache as moderate to severe in intensity, sharp in nature, and unilateral, being present on the right maxillary and mandibular areas of his face, with radiation to the right neck. He denied cough, dyspnea, photophobia, rash, rhinorrhea, dysphagia, diarrhea, recent travel or sick contacts.

The patient's only outpatient medications are anti-hypertensives. He has chewed tobacco for over 30 years. He denied intravenous or other illicit drug use. Family history is noncontributory.

Physical examination revealed a temperature of 38.3oC, respiratory rate 15, pulse 99, blood pressure 182/110 and pulse oximetry 98% on room air. The remainder of the exam was negative except for poor dentition and pain with palpation of the right mandible and right submandibular region. There was no meningismus, neurologic deficits, or heart murmurs.

Laboratory results were significant for a white blood cell count of 12.5 x 109/L with 91% neutrophils and 4% lymphocytes.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is a woman in her mid-40s who presented to her primary care physician complaining of menorrhagia. In addition to uterine leiomyomas, radiologic work-up revealed a right complex ovarian cystic lesion, measuring approximately 4.5 cm in greatest dimension. The patient had no personal or family history of breast or ovarian cancer. She subsequently underwent a total abdominal hysterectomy and bilateral salpingooopherectomies.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

A 79-year-old man with stage IV mantle cell lymphoma, previously untransfused, presented to a peripheral hospital with symptomatic anemia (Hgb=7 g/dL, Hct=23%). A type and screen revealed that he was group AB with no unexpected antibodies (Table 1).

In this activity, students measure volume, mass, and calculate density for pennies of different ages as well as for a copper sample. They will answer questions about their measurements, and use internet resources to write paragraphs about the cause of the pattern they observed in their measurements of mass, and pose and answer a question about what they have discovered.

Short Description:
Persistence is Resistance is a collection celebrating 50 years of Gender, Women and Sexuality Studies. Contributors are a diverse group of scholars, from undergraduate students to faculty emeritus, representing twenty-four institutions. Essays cover GWSS’s history, praxis, and implementation. The book also includes artwork by GWSS undergraduates and alumni, and their answers to “why GWSS?” Persistence is Resistance is ideal for the classroom because the essays are short, jargon light, and inspire feminist inquiry, activism, and pride.

Long Description:
Persistence is Resistance: Celebrating 50 Years of Gender, Women & Sexuality Studies is an open access book with pdf available for download. This collection includes contributions from a diverse group of Gender, Women, and Sexuality Studies (GWSS) scholars, from undergraduate students to faculty emeritus, representing twenty-four different institutions. The Introduction is by Beverly-Guy Sheftall and there are twenty short essays on the following topics: history of the first program (SDSU); Africana Women’s Studies; GWSS in the Global South; the women’s studies name change; the urgency of GWSS; an annotated bibliography on the history of GWSS; feminist pedagogy and praxis; feminist publishing; institutional battles; feminist administrating; getting jobs with a GWSS major; an undergrad’s reflection on GWSS; GWSS in Ghana; feminism in Latin America; Indigenous feminisms; ecofeminism; GWSS and community colleges; and Chanel Miller’s Know My Name. Every author is either presently teaching in a GWSS program and/or has at least one of their degrees in GWSS. The essays are punctuated by artwork from GWSS undergraduates and alumni, and their short answers to why they chose GWSS. It is ideal for the classroom because the essays are short, jargon light, and meant to inspire feminist inquiry, activism, and pride.

Word Count: 63498

ISBN: 979-8-218-03298-2

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The town’s plow system is broken and a big snow storm has been predicted.  Using your Ozobots and given supplies, you and your team will need to develop a new plow that will clean the streets.

Pocket pets are small animals that are commonly had as pets in households with children. This lesson explores the needs, conditions and housing for the different types of pocket pets. 

Reproducibility, Research Management Planning, Structuring a study, Preregistration + Analysis Plan, Files and Version Control, Sharing on the OSF, Incentives (Badges, RR)

On December 7, 1941, Imperial Japan attacked a US naval base at Pearl Harbor, Hawaii. Pre-existing racial tensions and “yellow peril” hysteria magnified as the American public grew increasingly suspicious of Japanese Americans and uncertain of their loyalty. They were regarded as potential spies and anti-Japanese propaganda quickly spread. Then, on February 19, 1942, President Franklin Delano Roosevelt issued Executive Order 9066. 120,000 people of Japanese ancestry (two-thirds of whom were US citizens) were forced to evacuate from their homes and report to assembly centers. From there, they were moved to one of ten internment camps, or War Relocation Centers, located in remote areas of seven states—California, Arizona, Colorado, Wyoming, Idaho, Utah, and Arkansas.For the next three years, Japanese Americans acclimated to life behind barbed wire and under armed guard. Uprooted from their lives, they found themselves in strange and uncomfortable environments. They had to adapt to their new situation by adjusting to new living conditions, attending new schools, and finding inventive ways to pass the time. They attempted to maintain a sense of normalcy by attending religious meetings and by finding employment.This exhibition tells stories of everyday lives in Japanese Internment camps during World War II. It was created as part of the DPLA’s Digital Curation Program by the following students as part of Dr. Joan E. Beaudoin's course "Metadata in Theory and Practice" in the School of Library and Information Science at Wayne State University: Stephanie Chapman, Jessica Keener, Nicole Sobota, and Courtney Whitmore.

Students will collaborate to find primary sources of propaganda and then discuss effectiveness. 

Psychological Adjustment Textbook

PSY 101 Psychology of Human Relations

Psychology of Human Relations is the study of psychology from a living or personal point of view with emphasis on practical application. Attention is given to individual and group dynamics with focus on feelings and attitudes in relation to family, work and day-to-day experiences. The course includes an overview of topics including self-concept, perception, self-awareness, personality, values and communications in resolving interpersonal conflicts.

The following text was created as part of an Open Oregon grant to promote the creation and use of
Open Educational Resources for college students. The Mt Hood Community College version of
“Psychological Adjustment” differs from the original text created by Tori Kearns and Deborah Lee at
East Georgia State College in the following ways. First, content revisions were made in existing
learning modules to better suit the needs of our department. Specifically, we removed the modules X.
Understanding Gender, and XII. Loneliness and Solitude. Significant revisions were made to the
modules on Stress, Communication, and Work/Choosing a Career with updated graphics and reading
materials. Second, the authors created learning objectives and keyword lists that coordinated with the
newly added materials. Finally, the authors made significant changes to how the materials were
presented in the text to increase student accessibility. In the original Kearns & Lee text, the learning
modules were populated with external links, some of which were broken or not available. Where
appropriate, the authors translated materials from external sources into a PDF version of the current
textbook, so that external links were no longer necessary to access the reading materials.

Editable doc: https://docs.google.com/document/d/1Kd82c8j_V2kZ-hNCvTMbdIM7Oa7SsFNY/edit?

The following compilation of modules is meant to introduce you to the possibility for new growth in your life today, and in your future. We will explore the empirical or scientific basis for specific pathways to a renewed sense of being. The compilation of modules is considered to be foundational in introducing some of the most groundbreaking approaches to growth through an exploration of basic human thoughts and behaviors. It is not meant to be the final word on this subject, but a catalyst for further exploration on ways to improve our lives, relationships, and support others in their journeys.

The students are asked to identify the drainage area at which channels begin on the island of Hawaii. Using ARC GIS, they are asked to create a slope, contour, and hillshade map. They use these maps as a guide to create river shape files with different drainage area thresholds in order to identify the proper threshold or thresholds. They are then given a map of the actual river locations and a precipitation map. The students must hand in their maps along with a write-up that describes how they used the slope, contour and hillshade maps to determine the location of rivers. They must also report on what drainage area threshold(s) they chose and why. They are also asked to explain why the map of the actual river locations looks different from any of river maps that they created. This activity gives students practice at interpreting and synthesizing multiple data sets.
Designed for a geomorphology course
Uses online and/or real-time data

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Randomly Changing Variables: An OER Textbook with Exercises explores nonverbal communication, the loudest voice humans embody. Each chapter provides academic details and skills check observation assignments to learn about and work with face behavior, eye behavior, vocalics, proxemics, territoriality, and touch communication. Recommended for adults.

Course Connection: SPCH 303 - Nonverbal Communication
The opportunity to engage in nonverbal communication observations to interpret and apply academic nonverbal dimensions to communication behavior; the opportunity to enhance awareness and skill in nonverbal communication behavior in professional, public, and personal life.

Clicking record begins .docx download.

This lesson builds on Introduction to Computer Programming by teaching students to recognize the three most common computer programming languages of the web:  HTML, CSS, and JavaScript.  

Alberta Education Program of Study 1-6General Learner Expectation:Recognize that human activity can lead to the production of wastes, and identifyalternatives for the responsible use and disposal of materials.Specific Learning Expectation: • I can develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal

Background There is wide agreement in the biomedical research community that research data sharing is a primary ingredient for ensuring that science is more transparent and reproducible. Publishers could play an important role in facilitating and enforcing data sharing; however, many journals have not yet implemented data sharing policies and the requirements vary widely across journals. This study set out to analyze the pervasiveness and quality of data sharing policies in the biomedical literature. Methods The online author’s instructions and editorial policies for 318 biomedical journals were manually reviewed to analyze the journal’s data sharing requirements and characteristics. The data sharing policies were ranked using a rubric to determine if data sharing was required, recommended, required only for omics data, or not addressed at all. The data sharing method and licensing recommendations were examined, as well any mention of reproducibility or similar concepts. The data was analyzed for patterns relating to publishing volume, Journal Impact Factor, and the publishing model (open access or subscription) of each journal. Results A total of 11.9% of journals analyzed explicitly stated that data sharing was required as a condition of publication. A total of 9.1% of journals required data sharing, but did not state that it would affect publication decisions. 23.3% of journals had a statement encouraging authors to share their data but did not require it. A total of 9.1% of journals mentioned data sharing indirectly, and only 14.8% addressed protein, proteomic, and/or genomic data sharing. There was no mention of data sharing in 31.8% of journals. Impact factors were significantly higher for journals with the strongest data sharing policies compared to all other data sharing criteria. Open access journals were not more likely to require data sharing than subscription journals. Discussion Our study confirmed earlier investigations which observed that only a minority of biomedical journals require data sharing, and a significant association between higher Impact Factors and journals with a data sharing requirement. Moreover, while 65.7% of the journals in our study that required data sharing addressed the concept of reproducibility, as with earlier investigations, we found that most data sharing policies did not provide specific guidance on the practices that ensure data is maximally available and reusable.

Stratigraphic profile

Provenance: Nicole LaDue
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding.
Students are shown this diagram and instructed to "Click on a layer within the red box that is more resistant to weathering than the other two layers."

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)