This is a free online college course which is a chronological survey of American Literature from the Civil War to 1974. The Word documents include a syllabus and course outline, handouts and exercises preparing students for college-level academic work, discussion questions, homework assignments, overviews of movements, reading quizzes, exams, and essay assignments. Instructors are encouraged to modify any and all files in this resource.

A Survey of Music Theory for the College Classroom is a concise, practical, and readable text and workbook for use in the freshman and sophomore music theory curriculum.

A Survey of Music Theory for the College Classroom is a concise, practical, and readable text and workbook for use in the freshman and sophomore music theory curriculum.

A Survey of Music Theory for the College Classroom is a concise, practical, and readable text and workbook for use in the freshman and sophomore music theory curriculum.

Project Description (Microsoft Word 14kB Jan26 10)
Water collection and usage in the Sustainable SW Japanese Garden

The Albuquerque Water Authority has several activities on their web site to help with making a personal water audit, selecting xeriscape plants, designing garden areas as well as forms for rebates. We used the ABQ Water Authority design format to calculate which plants to install. Students start with a personal water audit and then move to the design of the garden.
Personal water audit http://www.abcwua.org/Understanding_Your_Bill.aspx
Techniques to consevere water outdoors http://www.abcwua.org/Save_Water_Outdoors.aspx
Planning Xeriscape - students create their own personal garden and we transfer the concepts to the Japanese Garden. We are looking at Japanese design elements with a SW flare and thereby modeling what the internees did when they were limited to the surrounding rock, vegetation and water collection. http://www.abcwua.org/Xeriscaping.aspx

Calculating roof area using a Google satellite image

We use a measurable square on the pathway for the scale and then we calculate the square feet of the roof area. A transparency is used to overlay the image and calculate the water harvest.

Calculating the capacity of the 1500 gallon cistern in terms of water needed per plant

Students experiment with buckets to see ascertain the best collection site. The water is measured after rainfalls and compared to the weather data collected by the NOAA.

(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.)

Introduces students to principles of sustainable tourism. Instruments for sustainable tourism development are examined in case studies (international, national, regional, and local). Methods and techniques that reconcile the different interests are discussed and applied in various contexts: urban vs. rural areas developed vs. less economically developed countries. Students gain an understanding of their role as leaders in managing a sustainable tourism business while addressing global sustainability issues such as poverty, climate change, globalization/localization, and environmental degradation.

Course Objectives:
1. Assess the scope and principles of sustainable development and sustainable tourism.
2. Identify challenges, weaknesses, and strengths of sustainable tourism within different geo-cultural contexts.
3. Recognize socio-cultural, environmental, and economic impacts of tourism at the individual, community, and greater society levels.
4. Develop and apply intervention strategies to mediate tourism development impacts identified.
5. Use course content to analyze plans, policies, and approaches currently being used to guide sustainable tourism development within multiple
contexts.
6. Recognize various stakeholder groups’ concerns about sustainable tourism development.
7. Apply principles of sustainable development in a case study evaluation.

Introduces students to principles of sustainable tourism. Instruments for sustainable tourism development are examined in case studies (international, national, regional, and local). Methods and techniques that reconcile the different interests are discussed and applied in various contexts: urban vs. rural areas developed vs. less economically developed countries. Students gain an understanding of their role as leaders in managing a sustainable tourism business while addressing global sustainability issues such as poverty, climate change, globalization/localization, and environmental degradation.

Course Objectives:
1. Assess the scope and principles of sustainable development and sustainable tourism.
2. Identify challenges, weaknesses, and strengths of sustainable tourism within different geo-cultural contexts.
3. Recognize socio-cultural, environmental, and economic impacts of tourism at the individual, community, and greater society levels.
4. Develop and apply intervention strategies to mediate tourism development impacts identified.
5. Use course content to analyze plans, policies, and approaches currently being used to guide sustainable tourism development within multiple contexts.
6. Recognize various stakeholder groups’ concerns about sustainable tourism development.
7. Apply principles of sustainable development in a case study evaluation.

Build resilient infrastructure and industries - some are still suffering the effects of the pandemic Foster innovation Promote inclusive and sustainable industrialization

In this lesson, students will practice vocabulary for veterinary suturing, and apply when and where these procedures would be used in animal health care and surgery. Developed by Lynne M. Cook, Tift County High School, Georgia.

The syllabus used for the University College Groningen course Biopsychology in Spring 2021. This syllabus outlines the general lesson plan for the course, but focuses most heavily on the main assessment method used in the course: the Signature project. For this project, students worked together in small teams to create an interdisciplinary webpage on a Biopsychology topic. These resulting research-based, peer-reviewed webpages cover a range of topics, and contain active learning assignments for others to use. The webpages were tied together to create another open educational resource, found related to this syllabus.

The syllabus outlines in detail how the project was created and graded, and can be used as inspiration for others to create their own active learning assignment which results in the creation of open educational resource.

The “Systems Are Everywhere” module was originally written for high school science teachers or counselors to use in any setting (in class or in extracurricular programs). However, during field-testing, we found that many elementary and middle school teachers were able to use these lessons successfully with their students. The module is made up of three lessons that serve to foster students’ understanding of systems, systems models, and systems thinking at every level of learning and across many content areas. Blended throughout the lessons are career connections that will introduce students to diverse systems thinkers in STEM, and provide context for how systems approaches are used in real life to address complex problems. The lessons and module can be used as a stand-alone set of activities or can be integrated into any course as an extension or enrichment.

The module begins with students modeling a complex system. Students will brainstorm and sketch the parts and connections of the system, then use an online tool (Loopy) to model the interactions of those parts and connections. Next, students will develop their understanding of systems thinking skills and their application for addressing problems and solutions. Then, students will apply their knowledge and skills to model a system of their choosing. Lastly, they will showcase their skills by creating a student profile and integrating their systems thinking skills into a resume.

Target Audience
This is our introductory module that we recommend teaching before each of our other modules to give students a background in systems and to help them understand the many careers available in STEM. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. It works very well when teaching virtually and in-person. If you are looking for an introduction to systems that can be delivered in-person with more kinesthetic activities, please see our Introduction to Systems module. The Intro to Systems module works best with 8-12 grade students, though can be used with some modifications for 6-7th graders. This Systems are Everywhere module can work well for elementary through secondary grades.

The goal of this text is to provide a practical introduction to systems integration by designing and implementing an actual system. Readers are taken through a project that builds a containerized web application using Docker and then expands it to use the Kubernetes orchestration framework. Through the practical examples topics such as version control, interchange formats, front end design, messaging frameworks, container-based virtualization, and container orchestration are covered.

"Future Ready" is a comprehensive open education resource that highlights practical steps for maintaining physical health, overall wellness, and embracing individuality. It addresses the impact of technology, the role of parents and doctors in protecting teenagers, and the importance of virtues for decision-making and fulfillment. The guide encourages teenagers to challenge themselves physically, manage emotions effectively, and use proactive language for self-control.

To prepare to view the TCE animation, students could view the 'A Civil Action' movie and the instructor could read to them excerpts from the trial testimony and images from Woburn, wells G and H, geologic materials, geologic cross sections, the trial participants, and the federal courtroom in Boston (available as a attachment to this activity and at a website listed below). The discussion in Bair (2001) about scientists in the courtroom, the specific (excerpted) testimony presented by the three expert witnesses in the 'A Civil Action' trial, a chart summarizing the differences in their testimony, and the views of a federal judge on the goal of science versus the goal of a civil trial may also be worthwhile reading by the class prior to the assignment.

The instructor could also show students the large plates included in the USGS report by Myette and others (1987) that display potentiometric data and contours before and after the famous aquifer test performed in December 1985 and January 1986, just before the trial, and discuss the ramifications of having only two sets of water-level measurements to characterize all the changes in the flow system between 1964 and 1979, when wells G and H periodically operated. This makes students consider the substantial differences in making predictions based on a steady-state conceptualization of the flow system or a transient conceptualization.

The instructor could also show the animation of induced infiltration from the Aberjona River to wells G and H that also was created by Martin van Oort (M.S., 2005) and based on the research of Maura Metheny (M.S., 1998; Ph.D., 2004) at Ohio State University. Viewing both animations enables students to see that the water produced by wells G and H is a highly transient mixture derived from many different source areas within the valley.

The article by Bair and Metheny (2002) concerning the remediation activities at the Wells G & H Superfund Site could be used to show how groundwater contamination is cleaned up, why different remediation schemes needed to be used in different hydrogeologic settings, and why cleanup to U.S. EPA standards can take decades.

(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.)

This unit is shaped by four fundamental questions that have shaped each lesson: What is genocide? Who were the people before they became victims? How did genocide occur? How do we remember a genocide? In asking these questions about four genocides of the 20th century, the purpose of this unit is to encourage critical thinking in students to explore the concept of genocide and analyze some of the common themes seen across multiple genocides. This unit challenges students to find value and meaningful lessons in the study of genocide and how memory and the understanding of genocides of the past can empower them to act against hatred today.

THE RESOURCE IS ABOUT HOW WE CAN USE TECHNOLOGY IN EDUCATION . HOW IT CAN BE USED BOTH BY TEACHERS AND THE STUDENTS. WHAT DIFFERENT KINDS OF TECHNOLOGIES ARE USED AND CAN BE IMPLEMENTED IN DAILY LIFE.

Author Isabel Allende's new TED talk is about living passionately at any age.

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.