William Shakespeare didn't go to college. If he time-traveled like Dr. Who, he would be stunned to find his words on a university syllabus. However, he would not be surprised at the way we will be using those words in this class, because the study of rhetoric was essential to all education in his day. At Oxford, William Gager argued that drama allowed undergraduates "to try their voices and confirm their memories, and to frame their speech and conform it to convenient action": in other words, drama was useful. Shakespeare's fellow playwright Thomas Heywood similarly recalled:
In the time of my residence in Cambridge, I have seen Tragedies, Comedies, Histories, Pastorals and Shows, publicly acted…: this is held necessary for the emboldening of their Junior scholars, to arm them with audacity, against they come to be employed in any public exercise, as in the reading of Dialectic, Rhetoric, Ethic, Mathematic, the Physic, or Metaphysic Lectures.
Such practice made a student able to "frame a sufficient argument to prove his questions, or defend any axioma, to distinguish of any Dilemma and be able to moderate in any Argumentation whatsoever" (Apology for Actors, 1612). In this class, we will use Shakespeare's own words to arm you "with audacity" and a similar ability to make logical, compelling arguments, in speech and in writing.
Shakespeare used his ears and eyes to learn the craft of telling stories to the public in the popular form of theater. He also published two long narrative poems, which he dedicated to an aristocrat, and wrote sonnets to share "among his private friends" (so wrote Francis Meres in his Palladis Tamia, 1598). Varying his style to suit different audiences and occasions, and borrowing copiously from what he read, Shakespeare nevertheless found a voice all his own–so much so that his words are now, as his fellow playwright Ben Jonson foretold, "not of an age, but for all time." Reading, listening, analyzing, appreciating, criticizing, remembering: we will engage with these words in many ways, and will see how words can become ideas, habits of thought, indicators of emotion, and a means to transform the world.

"Myths, legends and Peruvian stories through the digital book with a comprehensive reading approach and interaction with social media", seeks to promote reading performance, essentially in primary school, through stories by Peruvian authors. Reading is the key to academic success, but it is also the key in our literate society. However, not all children have access to reading; Given this, the digital version is presented as an accessible option.

Students learn how to quickly and efficiently interpret graphs, which are used for everyday purposes as well as engineering analysis. Through a practice handout completed as a class and a worksheet completed in small groups, students gain familiarity in talking about and interpreting graphs. They use common graph terminology such as independent variable, dependent variable, linear data, linear relationship and rate of change. The equation for calculating slope is explained. The focus is on students becoming able to clearly describe linear relationships by using the language of slope and the rate of change between variables. At lesson end, students discuss the relationship between variables as presented by the visual representation of a graph. Then they independently complete a homework handout.

This course lays the foundation for data science education targeting psychological and brain science students. No previous coding experience is required. The students are introduced to basic concepts and tools for data analysis. The focus is on hands-on practice and enjoyable learning. The course uses python as the programming language, and Jupyter Notebooks as the development environment (our “home base”) for the examples, tutorials, and assignments. The course uses Jupyterlab Notebooks because they are both the industry standard and a nice way to load, visualize, and analyze data as well as describe our findings in one environment. The course teaches how to use git and GitHub.com to document changes and backup our work and, eventually, for use as a collaboration tool.

Bridges introduces students to a wide range of concepts, institutions, histories, and artifacts of United States college and university life. After discussing these items in easy-to-scan, concise, nuance-free prose, this textbook then offers useful lists, templates for writing and speaking in different discourses and situations, thought-provoking questions and activities for self-study and for classroom work, and pertinent hyperlinks for further information. Bridges is designed to help first-generation, first-year, English language learners, and/or culturally unfamiliarized students more fully and successfully explore their educational environments. By using this book, students will be better prepared for the academic and social challenges of successfully undertaking higher education in English.

The three case studies written for this project reflect training needs in crucial parts of the child welfare system. They may be used individually or together, and each includes an introduction that highlights the area of child welfare practice that governs the situation, and a variety of classroom exercises. An effort was made to be ethnically sensitive by emphasizing language and cultural diversity differences in family lifestyles as expressed in parenting and disciplinary styles and varying cultural norms and values. The authors strongly recommend the use of collaborative teaching with guest speakers from local departments of Social Service, substance abuse programs, etc., to supplement the case studies. (93 pages)Brewer, L. K., Roditti, M., & Marcus, A. (1996).

According to Montenegro & Jankowski, 2017, culturally responsive assessment is an assessment that is mindful of the student populations the institution/school serves, using language that is appropriate for all students when developing learning outcomes, acknowledging students’ differences in the planning phases of an assessment, and being intentional in using assessment tools and results to improve learning for all students.  This module will provide explicit instructions to guide your thinking about the relationship between assessment and instruction.The goal of this course is to introduce K-12 Educators and Higher Education faculty to using standards and assessment alignment to support all types of learners.  

This course explores the city through writing—listening to the voices of poets, short story writers, novelists, journalists, critics, historians, ethnographers, urbanists, musicians, filmmakers, and visual artists. Through extensive reading that informs their work on a longform story, students will join the chorus of storytellers to richly represent the variegated city. Our focus is on three nonfiction forms—essay, memoir, literary narrative—with special emphasis on the writer-editor relationship and on revision as a heuristic to better thinking.

This web app is a complete critical edition of MND, which can be viewed as plain text or in a mode with glosses appropriate to students just getting familiar with the play. It has a second mode for more advanced students with textual notes and explorations of mythology and classical allusions. A final mode for performers/experiential learners displays the text showing typographical indications of scansion and rhetoric. The app also includes an interactive mode for memorization drills. The text from all modes is fully printable.

The text is accompanied by a full set of features, including:
a full cast list and doubling chart,
a textual history,
a performance history,
an essay on performance challenges and opportunities,
a guide to practical scansion principles,
a resources guide connecting readers to facsimiles and study aides,
and a special section covering all the music and dance cues in the show with suggestions and examples.

This course will introduce you to the Western philosophical tradition through the study of thinkers such as Plato, Aristotle, Descartes, Cavendish, Hume, and Kant. You'll grapple with questions that have been significant to philosophy from its beginnings: Questions about the nature of the mind, the existence of God, the foundations of knowledge, and the good life. You'll also observe changes of intellectual outlook over time, and the effect of scientific, religious, and political concerns on the development of philosophical ideas.

This course is a study of the history of theater art and practice from its origins to the modern period, including its roles in non-western cultures. Special attention is given to the relationship between the literary and performative dimensions of drama, and the relationship between drama and its cultural context.

The Paleolithic and Neolithic eras of the Stone Age. Created by Sal Khan.

This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.
Course Format
This course has been designed for independent study. It includes all of the materials you will need to understand the concepts covered in this subject. The materials in this course include:

A full set of Lecture Videos by Prof. John Gabrieli.
Reading Assignments in several books, including one free online textbook and detailed notes on another book.
Assorted multiple choice and short answer questions to Check Yourself on the material in each session.
Supporting Discussion content that elaborates on the lectures and reading.
A rich collection of online resources for Further Study on each session's topics.
A full set of Exams with solution keys, and extra practice questions for review.

This course considers reggae, or Jamaican popular music more generally—in its various forms (ska, rocksteady, roots, dancehall)—as constituted by international movements and exchanges and as a product that circulates globally in complex ways. By reading across the reggae literature, as well as considering reggae texts themselves (songs, films, videos, and images), students will scrutinize the different interpretations of reggae's significance and the implications of different interpretations of the story of Jamaica and its music. Beginning with a consideration of how Jamaica's popular music industry emerged out of transnational exchanges, the course will proceed to focus on reggae's circulation outside of Jamaica via diasporic networks and commercial mediascapes. Among other sites, we will consider reggae's resonance and impact elsewhere in the Anglo Caribbean (e.g., Trinidad, Barbados), the United Kingdom (including British reggae styles but also such progeny as jungle, grime, and dubstep), the United States (both as reggae per se and in hip-hop), Panama and Puerto Rico and other Latin American locales (e.g., Brazil), Japan and Australia, as well as West, South, and East Africa (Côte d'Ivoire, Tanzania, Uganda).

This online textbook provides a generalized understanding of composition and to serve as a supplementary aid to high school English teachers.

The book is an introduction or primer to ethnic studies and is not a complete or comprehensive review of the literature. Content focuses on major concepts, theories, perspectives, and voices in ethnic studies with research from anthropology, history, political science, psychology, and sociology to offer an inclusive approach for critical inquiry. Modules include learning objectives, a list of key terms and concepts, applications (exercises), biological reflections (stories), summary, and review questions.

The book addresses the five student learning outcomes and core competencies for Ethnic Studies graduation requirement approved by the California State University Council on Ethnic Studies (GE Area F), and explores the four major underrepresented groups in the U.S. including Native American, African American, Asian American, and Latinx American communities.

Our Lives: An Ethnic Studies Primer is available in three online formats:

PDF version
https://www.hancockcollege.edu/ccecho/documents/Our%20Lives%20An%20Ethnic%20Studies%20Primer%20v3%20FINAL.pdf

Pressbooks version
https://ourlives.pressbooks.com/

LibreTexts version
https://socialsci.libretexts.org/Sandboxes/admin/Our_Lives_-_An_Ethnic_Studies_Primer_(Kennedy_and_Bermio)

A number of publishers and funders, including PLOS, have recently adopted policies requiring researchers to share the data underlying their results and publications. Such policies help increase the reproducibility of the published literature, as well as make a larger body of data available for reuse and re-analysis. In this study, we evaluate the extent to which authors have complied with this policy by analyzing Data Availability Statements from 47,593 papers published in PLOS ONE between March 2014 (when the policy went into effect) and May 2016. Our analysis shows that compliance with the policy has increased, with a significant decline over time in papers that did not include a Data Availability Statement. However, only about 20% of statements indicate that data are deposited in a repository, which the PLOS policy states is the preferred method. More commonly, authors state that their data are in the paper itself or in the supplemental information, though it is unclear whether these data meet the level of sharing required in the PLOS policy. These findings suggest that additional review of Data Availability Statements or more stringent policies may be needed to increase data sharing.

Using inquiry-focused reading, students will explore an anchor text and supporting resources to investigate the principles of transfer of heat energy with applications of the concept to solve real world problems.
The instructors will prepare a sample presentation and model for students the steps taken to go from a text to the final project. Students will learn annotations, two column notes, and citations, while learning about how chemistry is used to solve real world problems based on the instructor provided materials. The students will then apply those concepts to a different project assigned by the instructors and apply the same strategies to their own texts to demonstrate their application of learning to a different problem.
Over the course of the unit, students will explore a variety of resources to develop their knowledge of heat energy changes that accompany physical and chemical reactions, measurement of heat energy, and heat energy transfer between the system and the surroundings. They will expand their ability to use informational text to support their inquiry and research, explore scientific literature, and develop questions to determine how the application of energy transfer principles can be applied to solve real world problems.

SYNOPSIS: In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

SCIENTIST NOTES: The lesson highlights the importance of protecting nature and recognizes the role played by Indigenous Peoples in protecting biodiversity and living well with nature. Students will find this lesson promising and insightful as it prepares them to be environmental stewards. All the materials are credible, and this lesson is recommended for teaching.

La lección destaca la importancia de proteger la naturaleza y reconoce el papel que juegan los pueblos indígenas en la protección de la biodiversidad y vivir bien con la naturaleza. Los estudiantes encontrarán esta lección prometedora y perspicaz, ya que los prepara para ser administradores ambientales. Todos los materiales tienen buenas fuentes y esta lección se recomienda para la enseñanza.

POSITIVES:
-This lesson integrates interpersonal and presentational speaking skills with listening and reading activities from authentic Spanish-language sources.
-Students make interdisciplinary connections to science and global challenges.
-Students explore the diversity of Indigenous cultures in Latin America and are exposed to women who are Indigenous leaders.
-Many activities are student-led and reinforce new vocabulary in multi-modal ways.
-Answer keys are provided for the listening activities.
-The teacher can leave the posters or artwork visible in the classroom to refer back to when discussing values related to other topics or units later in the year.

ADDITIONAL PREREQUISITES:
-Students should have a minimum of novice-high proficiency to complete the activities in this lesson.
-Students should have a basic understanding of some natural cycles of the Earth in order to complete the activity in the Investigate section without teacher support.

DIFFERENTIATION:
-Teachers can divide this lesson into two or more class periods as needed. For example, students can complete the Inquire and Investigate sections in one class period, complete the reading and video comprehension activities for homework, then complete the Inspire section in a second class period.
-Teachers can extend the Inspire section to two class periods to accommodate in-class presentations or ask students to record their presentations for homework.

Concept Note for the 2023 Ambassadors Fund for Cultural Preservation

Short Description:
In the Middle Belt of Nigeria, three major language families converge in a region with cultural diversity rivaling the Amazon Basin. According to Ethnologue, there are 340 distinct languages. Each is accompanied by Intangible Cultural Heritage (ICH), including music and dance, poetry and puppetry, handicrafts, and healing practices. The region has received comparatively little attention from scholars. Countless traditions remain unknown and undocumented. Only the Tiv’s Kwagh-Hir theatrical tradition has been inscribed by UNESCO, leaving an urgent need for expanded cultural heritage preservation efforts. This is a project proposal for cultural preservation in the central region of Nigeria.

Long Description:
In the Middle Belt of Nigeria, three major language families converge in a region with cultural diversity rivaling the Amazon Basin. According to Ethnologue, there are 340 distinct languages. Each is accompanied by Intangible Cultural Heritage (ICH), including music and dance, poetry and puppetry, handicrafts, and healing practices. The region has received comparatively little attention from scholars. Countless traditions remain unknown and undocumented. Only the Tiv’s Kwagh-Hir theatrical tradition has been inscribed by UNESCO, leaving tremendous potential for new inscriptions.

ICH is one of Nigeria’s great treasures, yet artifacts and archeological sites dominate discussions of preservation while vulnerable traditions languish, often disappearing without a trace. Many Middle Belt communities are eager to share their traditions but do not have resources to do so. In contrast, Yorùbá is among the most widely studied indigenous and diasporic cultures. Ethnic minorities have been marginalized for centuries by slave raiding, land encroachment, and economic exclusion. Surviving communities deserve the benefits of cultural preservation and should be celebrated for their distinct and resilient cultures at home and in diaspora. In 2021, our team recorded musical practices that strongly resemble American genres like Delta Blues and Funk.

We will utilize American expertise to build capacity among Nigerian field researchers reflecting the Fulbright-Hays Act as a basis for the Ambassadors Fund for Cultural Preservation. The project will bring HBCU faculty and students into the orbit of ICH stakeholders. HBCUs have a long-standing history and vested interest in welcoming African-born faculty and students and appreciating the cultural diversity they bring to diaspora communities. Engaging HBCU students in cultural heritage preservation will be a focus of the project, leveraging American technical skills with Nigerian cultural competencies to support US Mission Goals.

Our documentation drive will produce thousands of audiovisual primary sources with the potential to fuel knowledge- and creativity-based economic growth. We will collaborate with participating communities on a three-phase ethnographic process: (1) Inventory, (2) Documentation, and (3) Preventive Conservation. Grant products will be disseminated widely, benefitting the communities, the American and Nigerian public, and scholars in a variety of fields. The Middle Belt faces an array of challenges, including climate change, substance abuse, pastoralist conflict, and religious fundamentalism. The US Mission’s objective of promoting peaceful dialogue will be lived through partnership with CONAECDA, a coalition of community development associations formed in recognition of the UN’s Declaration on the Rights of Indigenous Peoples. Cultural preservation will promote stability through inclusive education, interethnic and intergenerational conviviality, and constructive identity formation among young people.

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