In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.

In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.

In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.

In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.

“Voice Disorders Notes for Speech-Language Pathology Assistants” is a practical resource that caters to a 1-credit-hour course for Speech-Language Pathology Assistants (SLPAs) or 1/3 of a 3-credit-hour course in communication sciences and disorders. It aims to provide overviews, screening methods, and remediation approaches with some samples to guide future SLPAs in addressing voice disorders. The booklet meets coursework requirements and allows for effectively customizing learning objectives to support aspiring SLPAs. As such, this booklet does not intend to compete against commercially available textbooks with comprehensive information about the targeted and peripheral topics.

Amidst the COVID-19 Pandemic in 2020, the authors embarked on a mission to create their first Open Educational Resource (OER) textbook. This initiative was born out of a commitment to alleviate the financial burden associated with study materials and to help aspiring SLPs and SLPAs progress toward certification without financial constraints. The authors view the development of OER materials as an ongoing endeavor driven by their commitment to supporting and valuing their future colleagues.

This book incorporates images, illustrations, and information from various OER that allow others to adopt or remix their information in part or whole. The information from other OER sources is color-coded in black ink, and the content developed by the authors is presented in blue ink. Citations for all images, illustrations, and information that the authors do not originate are provided on each page. The authors sincerely appreciate the work of those who have shared their valuable resources under the Creative Commons (CC) license, as their contributions have enriched this booklet and fostered a sense of community among its readers.

The authors of this textbook aspire to ignite a sense of fascination in beginning learners as they delve into the captivating realm of communication sciences and disorders. With this goal in mind, the authors have made this textbook readily accessible to future colleagues who seek to acquire foundational knowledge that can be applied in serving individuals with communication disorders.

June S. Levitt, Ph.D., LDT, CCC-SLP
Sarah L. Guigneaux, M.S., CCC-SLP

August 2024
Contact: junel@allspeech.net
5/25/2020: JLSG

For writing center and writing program scholars, administrators, and practitioners hungry for changing how we labor and how we teach writing, this book details several interventions, pedagogies, and programmatic approaches that place wellness, vulnerability, and anti-racist community care at the forefront of our work. For practitioners outside of the United States, I hope that this book generates meaningful conversations about wellness challenges and care opportunities and leads to interventions that are culturally-specific and site-specific. Of course, as I have detailed in my other work on wellness and labor, the pandemic has given new urgency to these conversations and has upped their stakes. This book, then, is an artifact of a pre-pandemic world. While subsequent revisions have woven in pandemic-specific reflections and information, we are still sorting through the wreckage of a harrowing year. In years to come, I hope that we will look back on this period of uncertainty and fear, and process how the pandemic reshaped us: our work, our tutoring and teaching practices, our attitudes about our institutions, our profession, our programmatic goals. I also hope we examine what the pandemic failed to reshape and the many aspects of the academy that the pandemic adversely shaped.

Survey of Western Civilization from ancient times to the Reformation era.
Chapter 1. The Origins of Civilization
Chapter 2. Egypt
Chapter 3. The Bronze Age and The Iron Age
Chapter 4. The Archaic Age of Greece
Chapter 5. Persia and the Greek Wars
Chapter 6. The Classical Age of Greece
Chapter 7. The Hellenistic Age
Chapter 8. The Roman Republic
Chapter 9. The Roman Empire
Chapter 10. The Late Empire and Christianity
Chapter 11. Islam and The Caliphates
Chapter 12. Byzantium
Chapter 13. Early Medieval Europe
Chapter 14. The High Middle Ages
Chapter 15. The Crises of the Middle Ages
Chapter 16. The Renaissance

This activity addresses naturally occurring climate change involving ENSO (El-NiÃo Southern Oscillation). In this activity, students play the role of a policy maker in Peru. First, they determine what sort of ENSO variation is occurring. Then, they must decide how to allocate Peru's resources to manage for possible weather-related problems.

This OER is a collection of case studies for discussions on ethical decision-making. It uses a variety of philosophies to determine how and if outcomes might have differed. This volume provides updated cases for students to discuss.

This OER is a collection of case studies for discussions on ethical decision-making. It uses Communitarian and other philosophies to determine how and if outcomes might have been different uses alternatives to Utilitarianism. Cases cover recent issues in public relations, journalism, video games, social media, influencers, advertising, artificial intelligence, reality TV, and luxury brands.

This short demonstration will open students' eyes to the distribution of various water sources on our Earth, but also the limited amount of fresh water for our daily use.

Short Description:
Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from faculty and staff at institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.

Long Description:
Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from other institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState, Oklahoma State University Libraries, and the Claud D. Kniffin Professorship of Library Service and Education.

Word Count: 63162

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Whose Book is it Anyway? is a provocative collection of essays that opens out the copyright debate to questions of open access, ethics, and creativity. It includes views – such as artist’s perspectives, writer’s perspectives, feminist, and international perspectives – that are too often marginalized or elided altogether.The diverse range of contributors take various approaches, from the scholarly and the essayistic to the graphic, to explore the future of publishing based on their experiences as publishers, artists, writers and academics. Considering issues such as intellectual property, copyright and comics, digital publishing and remixing, and what it means (not) to say one is an author, these vibrant essays urge us to view central aspects of writing and publishing in a new light.Whose Book is it Anyway? is a timely and varied collection of essays. It asks us to reconceive our understanding of publishing, copyright and open access, and it is essential reading for anyone invested in the future of publishing.

Does race still matter, as Cornel West proclaimed in his 1994 book of that title, or do we now live, as others maintain, in a post-racial society? The very notion of what constitutes race remains a complex and evolving question in cultural terms. In this course we will engage this question head-on, reading and writing about issues involving the construction of race and racial identity as reflected from a number of vantage points and via a rich array of voices and genres. Readings will include literary works by such writers as Toni Morrison, Junot Diaz, and Sherman Alexie, as well as perspectives on film and popular culture from figures such as Malcolm Gladwell and Touré.

Writing for Inquiry and Research guides students through the composition process of writing a research paper. The book divides this process into four chapters that each focus on a genre connected to research writing: the annotated bibliography, proposal, literature review, and research essay. Each chapter provides significant guidance with reading, writing, and research strategies, along with significant examples and links to external resources. This book serves to help students and instructors with a writing-project-based approach, transforming the research process into an accessible series of smaller, more attainable steps for a semester-long course in research writing. Additional resources throughout the book, as well as in three appendices, allow for students and instructors to explore the many facets of the writing process together.

This course introduces students to basic concepts and tools used in ecological research through hands-on activities, complementing and expanding materials from ENV 1003. Field trips to local ecosystems and educational sites are required.