This is an introduction to work with files in Python.

Prior knowledge of variables, assignments, expressions, input-output, lists, conditionals, and loops is recommended.

For CS0 students. Part of the CUNY CS04All project.

Mostly peoples face problems in startup business because they dont have good skills to start the setup. Now, they should take help with this post.

Students will go to the Museum of the Earth in Ithaca, New York and use the exhibits to answer questions about paleontology, paleobiology, evolution, the history of life.

(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 is a reading packet of short readings about different cultures from around the world. The topics vary from clothing, to food, to practices and beliefs. Readings range from one to several paragraphs. Each reading is accompanied by comprehension questions and open-ended questions that students must answer. There is also space for students to record a glossary of new vocabulary words.

The intended audience is English language learners at around an intermediate-low language level.

World History Encyclopedia is a non-profit organization publishing the world's most-read history encyclopedia. Its mission is to engage people with cultural heritage and to improve history education worldwide.

The website offers thousands of free history articles, with a writing style aimed at students from middle school level and up. Articles are complemented by videos, timelines, 3D models, and interactive maps. The search function offers many filters, including the possibiliy to search for primary source texts.

Additionally, the organization published free teaching materials in its education section (https://www.worldhistory.org/edu/).

This lesson is an introduction to the unit, World of Words, in which students will consider the power of words and the relationship between words and actions in human relations.  Throughout the unit, students will study The Tragedy of Julius Caesar by William Shakespeare and other shorter works to examine the effective use of rhetorical strategies authors use and that students have at their disposal to make their communication (both written and spoken) more effective as well. Image source:  "Words Have Power" by geralt on Pixabay.com.

In this unit students will connect past and present experiences of war by interviewing, researching, and analyzing different sources. They will also compare the ideologies that were the driving forces behind each major country involved in World War II. By the end of the unit, students will be able to discuss, defend, and draw conclusions about major events/controversies that happened during the war.

This assignment is designed to allow students to peer revise essays before they are submitted. Students will revise essays to ensure that they include all the necessary information and requirements.

I’ve designed this unit to slot into the second and third (and into fourth) weeks of my Writing 122 course. Rethinking my course from an equity perspective led me to reshape my approach to some key concepts (particularly audience), highlighting lived experience as an important component of knowledge when addressing social issues. An important aim of this project is to foreground the relevance of the work they’re doing in this course and how it applies to their world beyond this course. I produced an 11-minute audio slideshow on audience that is in alignment with the two assignments I’ve created here. This will take the place of a few mini-lectures, reducing the amount of reading and offering a different learning modality. I intend to use H5P to build a self-assessment and review component and attach it to the audience slideshow. After completing the second assignment, students would proceed to hone in on an arguable question/topic (possibly the one identified in Assignment Two, or possibly another important question embedded in the issue) and conduct research in preparation for their essay rough draft.

Learning Objectives:
Here are learning objectives and aspirational goals (from Portland Community College’s CCOGs for Writing 122) in alignment with this unit:
CONNECT: Craft an argument in conversation with others who are thinking about the same subject.
REFLECT: Analyze their own learning in writing.
INQUIRE: Locate multiple and various information sources that are appropriate to the given process of inquiry
Students will understand themselves as lifelong students of reading, writing, and rhetoric.
Students will transfer their learning to personal goals and larger initiatives that matter to them.
Students will see themselves as critical participants in larger conversations.

These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. 

These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. 

These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. 

Your course-level objectives:
- 1A - Demonstrate an ability to (1A) determine the purpose, (1B) analyze and outline rhetorical structures and textual features, and
- 1C - Demonstrate an ability to identify inferred meanings in a broad range of advanced academic and everyday texts.
- 2 - Identify, select, and employ SQ3R / KWL, or other frameworks
- 3 - Acquire and demonstrate an ability to use words and phrases found in advanced level academic and everyday life texts.
- 4 - Summarize, paraphrase, and respond to advanced level academic and everyday texts in ways that support the development of stronger overall academic skill.

Students read popular science books and write a synopsis of the book, linking the topic(s) covered in the book with those covered in class. This activity is designed for a large geoscience lecture course to aid students in improving their understanding of the topics we cover. In addition, students tend to get lost in large science courses; they may arrive with misconceptions about science and their ability to perform well in a science course. This assignment allows students to do some extra work and improve their grades. It presents science as an intriguing story while emphasizing topics covered in class. The intended outcome is to deepen student understanding of specific topics and to lower students' anxiety about their ability to "do science".

(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 is an example of a writing assignment focussed on the use of data to support the theory of plate tectonics.

(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 activity requires students to read a journal article with the title, abstract and keywords removed. After reading the article, they must submit a title, abstract and keywords.
Designed for a geomorphology course
Has minimal/no quantitative component
Addresses student misconceptions