Standard: CTS 1.2 Hardware: Students synthesize hardware and peripheral concepts critical to the design of a working computer system.
Install, configure, optimize and upgrade personal computer components including storage devices, display devices, and basic input and multimedia devices.

This curriculum introduces best practices recommendations for developing and managing a data pipeline for a curated public archive of biological experimental data, leveraging the extensive experience of the Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB) team. The curriculum has the following Learning Objectives:

Knowledge:
Identify the key stakeholders of a data archive and recognize their roles
Understand how to develop a data dictionary with the appropriate level of granularity
Recognize what is involved in designing and maintaining an archive for shared data

Skills:
Develop requirements for information to include in a data archive
Construct a deposition and annotation workflow based on a data dictionary
Design and implement a small deposition system for data capture

Provided exercises guide students step-by-step to design, create, and query their own biological MySQL-based database

Development of this resource was supported by National Institutes of Health National Library of Medicine R25LM012286 as part of the BD2K Initiative.

Two cases are presented for outpatient who were referred to the pulmonary function testing lab for shortness of breath. Students will need to calculate all missing values and use the data to arrive at the most likely interpretation.

These are course materials for Heinz College's Policy Innovation Lab. Questions and / or comments about these materials should be directed to Chris Goranson (cgoranso@andrew.cmu.edu). These materials are provided in support of the PIT-UN initiative and related work.

A quick guide to get a student started in writing a play for theatre class. This is a remix using #TheatreAppreciation from oercommons.org. License information below.LICENSE#TheatreAppreciation by Kiara Pipino is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

This worksheet was created to practice Direct Objet Pronouns in Spanish in sentences and contextual paragraphs. It requires critical thinking and deep understanding of the context. 

The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false? 

The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false? 

This term paper question is geared to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false? 

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Una de las competencias comunicativas tienen que ver con las habilidades de un orador en su elocuencia y la forma de organizar un discurso o razonamiento que responda a los pensamientos para ser comunicados a otros.
En la presente infografía se pretende a partir de 8 pasos facilitar la preparación estratégica de un discurso, donde le permita al orador tener claridad en los propósitos de interacción, las normas y convenciones de la misma, la adecuación de los enunciados y en la competencia discursiva donde se evidencie la unidad de texto en su orden, cohesión, interpretación y coherencia semántica, además de una competencia estratégica verbal y no
verbal adecuado a la intencionalidad del discurso.

Esta sequência didática é o produto educacional resultante da pesquisa de mestrado
intitulada “PERCEPÇÃO DE PROFESSORES DOS ANOS INICIAIS SOBRE
PRESERVAÇÃO DA ÁGUA”, e foi desenvolvida no âmbito de uma escola da rede
municipal de ensino do noroeste do Paraná. Teve como embasamento teórico a Base
Nacional Comum Curricular (BNCC), o Currículo da Rede Estadual Paranaense (CREP), e
também a análise de livros didáticos de Ciências e das concepções de professores
referente à temática preservação da água.

A Ação de Educomunicação "Tem água na sua rede?" é uma Oficina Digital que tem o objetivo de compreender como um grupo de crianças e pré-adolescentes lidam com a água em suas residências por meio de encontros e
debates acerca dos recursos hídricos. E, como os mesmos utilizam as suas redes sociais para pesquisarem ou divulgarem peças referentes ao tema.

This resource is a course map that aligns with Psychology 2e and includes module level outcomes and suggested activities/resources/assignments. The course map was authored by four faculty from three different community colleges in Arizona including, Central Arizona College, Eastern Arizona College, and Yavapai College. 

This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments. Using their own identified culture, students will explore how mental health & well-being are approached by that culture. In part 2, students will focus on a particular psychological disorder and how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording of their findings and also create an infographic or visual targeted toward members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.

This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments. Using their own identified culture, students will explore how mental health & well-being are approached by that culture. In part 2, students will focus on a particular psychological disorder and how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording of their findings and also create an infographic or visual targeted toward members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.