ASL II is a sequential course following ASL I, which continues to build knowledge of the naturally existing language widely used by Deaf people in North America. Since ASL is a visual-gestural language, students will need to continue to develop unique communication skills. These consist of using the hands, body, face, eyes and space. In order to achieve progress in this class, it is important to become comfortable communicating with your whole body and listening with your eyes.

ASL III is the third quarter of the first year study of American Sign Language (ASL) and the people who use it. ASL III will enhance the use of ASL grammar and consist of concentrated efforts to develop the studentęs expressive and receptive skills. The course will continue to provide insights into Deaf Cultural values, attitudes and the Deaf community. Now learning more abstract concepts of the language, ASL III students will be able to: narrate events that occurred in the past, ask for solutions to everyday problems, tell about life events, and describe objects. Students will also be able to: demonstrate intermediate finger spelling competency, generate complex ASL structures with intermediate vocabulary knowledge, execute a wide variety of grammatical principles, including classifiers and inflections, adapt to different sign language registers, dialects and accents, and create opportunities to interact with members of the Deaf community.

The US has a long history of political differences and protest arising from economic inequality, racism, ethnicity, religion, & “cultural” conflict. All too often our democratic processes have failed to adequately address our challenges. Civil unrest and violence have resulted. Expressions of extremism are becoming increasingly prominent and threatening. Please use the links provided to explore these issues.

WR122 continues the focus of WR 121 on academic writing as a means of inquiry with added emphasis on persuasion and argument supported by external research; it also uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate original positions. The course emphasizes development of writing and critical thinking through logical reasoning, rhetorical control, independent research, and information literacy.

Syllabus for the first half of a comprehensive study of the structure and function of the human body. This course uses an open textbook, Anatomy & Physiology, from OpenStax.

Syllabus for the second half of a comprehensive study of the structure and function of the human body. This course uses an open textbook, Anatomy & Physiology, from OpenStax.

This 6-week course centers on the origins of human beings and the emergence of civilization and includes the study of India, Greece, and Rome as seen thought the development of democratic forms of government. 

Hibernation is an ingenious adaptation that some animals employ to survive difficult conditions in winter. This unit examines the differences between hibernation and torpor, and discusses the characteristic signs of hibernation behavior It explores the triggers that bring on hibernation, and whether internal signals or external season cues are predominant. It also examines the physiological adaptations that occur in hibernating animals.

The extreme challenges of life in the polar regions require the animals who make their habitat there to make many adaptations. This unit explores the polar climate and how animals like reindeer, polar bears, penguins, sea life and even humans manage to survive there. It looks at the adaptations to physiological proceses, the environmental effects on diet, activity and fecundity, and contrasts the strategies of aquatic and land-based animals in surviving in this extreme habitat. This unit builds on and develops ideas from two other 'Animals at the extreme' units: The desert environment (S324_1) and Hibernation and torpor (S324_2).

Animal life has adapted to survive in the most unlikely and inhospitable habitats. This unit looks at the surprisingly diverse desert climates throughout the world and mammals, birds, lizards and amphibians that survive there. It splits these animals into three groups according to their strategy for survival: evaders, evaporators and endurers, then discusses how these strategies work on a biochemical and physiological level.

The purpose of this course is the study of human communication across the life span from a temporal-spatial approach. Specifically, the course examines human communication from an evolutionary and adaptive perspective and explores the fundamental question, in what way does culture shape communication and communication shape culture?

Contains syllabus, ten lessons, and two fieldwork exercises for a ten-week course.

This is a collection of mini lectures created by anthropologists and those in conversation with anthropology as supplimental material to assist college and university instructors who were made to shift their courses online because of COVID19.For more information, see here.To contribute, please create an OER author account and send your name and OER registered email to AnthropologyTeaching@gmail.com.

ANTH 150 World Archaeology
Introduction to archaeology and cultural change from the earliest times to the advent of state-level societies.

Course Description:
• When did we become fully modern humans?
• When (and why) did we stop being hunter-gatherers?
• When did inequality emerge?
• Why did some people decide to start living in cities?
• What led to the development of complex state-level
societies?
These are important questions about what it means to
be human that archaeologists address. In this course,
we’ll consider these topics while providing an
introduction to archaeology and the study of world
prehistory. The course provides an overview of human
prehistory from modern humans up to the
development of literate civilizations. The approach will
be problem oriented and comparative. We will
consider ancient cultures from around the world in
order to foster an appreciation for human cultural
diversity. Explaining why cultural developments
occurred is often hotly debated among archaeologists,
and different perspectives will be explored critically
throughout this course.

This site provides a list of six Arabic transliteration systems. Such systems include the Abdelsalam Heddaya's Qalam System of Transliteration and the Transliteration System of the Encyclopaedia of Islam. Also included on this webpage are articles and translations published by Nicholas Heer, mostly regarding Sufi works, as well as other materials such a downloadable Qur'an, information on Jawi literature, and information on classes taught by Nicholas Heer.

This entry-level course is designed to help you gain a general appreciation for art as well as to help you develop a working vocabulary for the knowledgeable analysis of art based on the Visual Elements and the Principles of Design. The syllabus is included in the course and contains the course objectives, student learning outcomes, list of assignments and names of the course textbooks.

This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history, and in-depth studies of the elements, media, and methods used in creative thought and processes. It is the only resource I have found that approximates techniques, media, and an overview of different processes that is usually the first half of a printed text on art appreciation or an introduction to art. This is geared toward an undergraduate, lower-level student population. The art history survey is inadequate, but combined with another source, like Boundless' art history, this can be a complete text for an Art 100 course.

This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)