Salam Dear Visitor,

This is the first edition of the “Arabic Language Through Dialogue” 1, 2 and 3 series in addition to the Iraqi Dialect through Dialogue book. The series attempts to make learning of the Arabic language more accessible and enjoyable to non-native speakers of Arabic using dialogues and communicative exercises that relate to the dialogue in each lesson. The series was made possible by partial funding and complete encouragement from the Language Acquisition Resource Center (LARC) under the directorship of Dr. Mary Ann Lyman-Hager and hosted at the San Diego State University. Dr. Ghada Osman, the director of the Center of Arabic and Islamic Studies at the San Diego State University, offered us invaluable advice and encouragement. In these books you will see the following:
1.High frequency dialect (A’miyyah) utterances are incorporated in each dialogue to give the learner a flavor of a’miyyah across the Arab world.
2.Arabic music and songs are used to teach the various dialects of the Arab world and to infuse the books with Arab culture.
3.The dialogues deal with everyday life issues from ordering food to renting a house to buying a car to talking about School and politics and social issues. All of this is done in a very easy MSA language that approximates the spoken language of educated Arabs.
4.Idiomatic expressions are incorporated in the dialogues.
5.Famous Arabic proverbs are part of every lesson in Book 3 and they come from a different región in the Arab world. We did not want to focus on one dialect as we wanted to expose learners to the 4 major Arabic dialects through songs, idiomatic expressions and high frequency words and then leave it up to the learner to decide which one he/she is most interested in. Once they decide which dialect they want to pursue, they can then plan their summer or semester abroad based on that knowledge.
6.Many games and fun activities are incorporated in each lesson.
7.Grammar is an important piece of these books but it is not the centerpiece. Learners will be exposed to all the grammatical notions and concepts needed to build their linguistic knowledge but the our focus remains on the USING the language rather than knowing ABOUT the language.
8.All the dialogues are available here on this page to listen to.
9.Tahiyyati and I hope that you enjoy learning Arabic using this series

This text explores verb time, tense, aspect, and mood through comparison of Arabic and English sentence patterns. It includes examples of the Arabic patterns from classical and popular sources so Arabic students can learn by explanation and example how to formulate cohesive and grammatically correct sentence structure.

While this guide is intended mainly for English-speaking students studying Arabic, the charts also provide a quick reference of English sentence patterns for Arabic speakers.

The book is designed as a supplement.

Arabic for Life takes an intensive, comprehensive approach to beginning Arabic instruction and is specifically tailored to the needs of talented and dedicated students. Unlike the other Arabic textbooks on the market, Arabic for Life is not specifically focused on either grammar or proficiency. Instead, it offers a balanced methodology that combines these goals. Frangieh has created a book that is full of energy and excitement about Arabic language and culture, and it effectively transmits that excitement to students. Arabic for Life offers a dynamic and multidimensional view of the Arab world that incorporates language with Arabic culture and intellectual thought.

The book is accompanied by a DVD with some eighty videos of native speakers reciting the vocalized texts in the book and dozens of audio recordings covering vocabulary and expressions, drills on Arabic sounds and letters, and various exercises and activities.

Bassam Frangieh is professor of Arabic at Claremont-McKenna College. He previously taught at Georgetown, Yale, and the Foreign Service Institute. He is the author of Anthology of Arabic Literature, Culture, and Thought from Pre-Islamic Times to the Present, published by Yale University Press.

In this lesson, students will analyze archetypes and how they contribute to universal story telling and character development.

An intensive nine day remote collaborative workshop involving MIT and Miyagi University in Japan. The objective is to develop a small housing project using shape computation as a design methodology. Students will use and test new interactive software for designing, sharing applications with overseas partners, presenting projects on an Internet workspace, and critiquing design proposals through the web and other advanced digital technologies. Students will be expected to do most of their work in class.

Archiving for the Future is a free training course designed to teach language documenters, activists, and researchers how to organize, arrange, and archive language documentation, revitalization, and maintenance materials and metadata in a digital repository or language archive. Then entire course can be completed in approximately 3-5 hours.

This course was developed by the staff of the Archive of the Indigenous Languages of Latin America at the University of Texas at Austin in consultation with representatives of various DELAMAN (https://www.delaman.org/) archives and other digital data repositories in the United States, the United Kingdom, the European Union, Australia, and Cameroon.

The course material is based upon work supported by the National Science Foundation under Grant No. BCS-1653380 (September 1, 2016 to August 31, 2020). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

In this audio slideshow, an ecologist from the University of Florida describes the radiocarbon dating technique that scientists use to determine the amount of carbon within the permafrost of the Arctic tundra. Understanding the rate of carbon released as permafrost thaws is necessary to understand how this positive feedback mechanism is contributing to climate change that may further increase global surface temperatures.

This video segment adapted from NOVA features a variety of scientific perspectives on the age old question, "Are we alone in the universe?" Animations make vivid the improbability that we could intercept a radio wave signaling extra terrestrial intelligence.

This two week assignment asks students to interpret and analyze the 1974 Arecibo Message sent by Drake and Sagan. Week 1 introduces the concepts behind the construction of the message and engages with a critical analysis of the architecture and the contents of the message. Week 2 asks students to develop software in a Jupyter Notebook (available for free from the Anaconda Python Distribution) to interpret messages that were similar to those produced by Drake and Sagan.

What happens when governments default on their debts? In this video, Professor Garrett Jones of George Mason University uses the Greek government debt crisis to explain what happens when governments default on their debts and why it's not always a bad thing.

Arithmetic | Algebra provides a customized open-source textbook for the math developmental students at New York City College of Technology. The book consists of short chapters, addressing essential concepts necessary to successfully proceed to credit-level math courses. Each chapter provides several solved examples and one unsolved “Exit Problem”. Each chapter is also supplemented by its own WeBWork online homework assignment. The book can be used in conjunction with WeBWork for homework (online) or with the Arithmetic | Algebra Homework handbook (traditional). The content in the book, WeBWork and the homework handbook are also aligned to prepare students for the CUNY Elementary Algebra Final Exam (CEAFE).

Arithmetic | Algebra Homework book is a static version of the WeBWork online homework assignments that accompany the textbook Arithmetic | Algebra for the developmental math courses MAT 0630 and MAT 0650 at New York City College of Technology, CUNY.

This course is an arithmetic course intended for college students, covering whole numbers, fractions, decimals, percents, ratios and proportions, geometry, measurement, statistics, and integers using an integrated geometry and statistics approach. The course uses the late integers model—integers are only introduced at the end of the course.

The text is mostly an adaptation of two other excellent open- source calculus textbooks: Active Calculus by Dr. Matt Boelkins of Grand Valley State University and Drs. Gregory Hartman, Brian Heinold, Troy Siemers, Dimplekumar Chalishajar, and Jennifer Bowen of the Virginia Military Institute and Mount Saint Mary's University. Both of these texts can be found at http://aimath.org/textbooks/approved-textbooks/.
The authors of this text have combined sections, examples, and exercises from the above two texts along with some of their own content to generate this text. The impetus for the creation of this text was to adopt an open-source textbook for Calculus while maintaining the typical schedule and content of the calculus sequence at our home institution.

This course is particularly focused on helping you develop visual literacy skills, but all the college courses you take are to some degree about information literacy. Visual literacy is really just a specialized type of information literacy. The skills you acquire in this course will help you become an effective researcher in other fields, as well.

Art Club
By: Elizabeth Griggs - University of Nebraska-Lincoln Copyright 2018 by Elizabeth Griggs under Creative Commons Non-commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Art Club

Age/Grade Level: K-5

Number of Attendees: (ideal number) 10

Goal of the Club: (learning objectives/outcomes) The goal of this art club is to introduce students to various painting techniques.

Resources: (Information for club provided by) Information for my club was obtained from my previous experience at an art studio.

Content Areas: (check all that apply)

☒ Arts (Visual, Music, Theater & Performance)
☐ Literacy
☐ STEM (Science, Technology, Engineering & Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition & Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) The final products included many paintings, including a grass landscape, watercolor paintings, an abstract piece and a Halloween inspired piece created by the attendees.

Introducing your Club/Activities: This club is designed for those students who enjoy being creative and learning various painting techniques.

General Directions: Have fun and allow students to use their creativity to paint works of art. Be flexible as students will put their own spin on the planned projects.

Tips/Tricks: Students enjoyed having free time to paint whatever they wanted. It is most successful when few instructions were given, and students got to decide what to add to the paintings. It is recommended that the club is carried out by two or more leaders.

The history of Art is long and varied, spanning tens of thousands of years from ancient paintings on the walls of caves
to the glow of computer-generated images on the screens of the 21st century.

Art museums are powerful and contested institutions. They are also innovative sites of architectural and artistic practice. From the exhibitionary complex of the nineteenth century to the experiential complex of today, this course investigates the art museum from historical and contemporary perspectives, striking a balance between theoretical investigation and case studies of recent exhibitions and museum buildings. Where and why did the concept of the public art museum emerge, and how have its functions changed over time? How do art museums continue to shape our definitions of what art is? How have they responded to recent critiques of the self-described ‘universal’ museum and to claims for the ethical display of ill-gotten artifacts or the restitution of such objects as Greek vases and bronzes looted from Benin? And why is the Euro-American art museum so compelling a model that it has spread around the globe?
To address these and other questions, we will also go behind the scenes. Visits to local museums and discussions with curators are an essential component of the course.

Covering necessary information literacy topics in a traditional "one shot" session can be difficult. To address this challenge, a suite of interactive online modules were developed to provide active learning lessons on various information literacy topics. The modules can be used in fully online, flipped or face-to-face courses and can be integrated into a learning management system (LMS) so student knowledge and progress can be tracked and assessed.

Developed using Articulate Storyline, the sources files are available as open source downloads under a GNU General Public License (GPLv3). Please feel free to download and continue to enhance and improve these modules.

This is the GitHub repository for course CMP 414/765: Artificial Intelligence taught at The City University of New York, Lehman College, in Fall 2022