In this unit students will become more knowledgeable about historical events as well as infer/identify elements of a fable narration. Within the text, they will take three reading check quizzes via Google Forms. Students will partake in an Escape Room for a final assessment of the book. At the end of this unit, after reading the book, students will create their own ideal society.

This workbook is designed to give students in communication sciences and disorders foundational knowledge in Phonetics. Students will learn to listen and transcribe the speech of typically developing speakers of Standard American English in the International Phonetic Alphabet (IPA). Students will also learn how to listen and transcribe the speech of individuals with common speech sound disorders (i.e., residual articulation disorders and phonological disorders). Students will also be introduced to the fundamentals of speech science and spectrograms as they pertain to speech sound production. Written by April M. Yorke, PhD, CCC-SLP with her students Alyssa Mahler, Carley Shermak, and Emily Sternad.

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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This course will survey physics concepts and their respective applications; it is intended as a basic introduction to the current physical understanding of our universe. In this course, the student will study physics from the ground up, learning the basic principles of physical law, their application to the behavior of objects, and the use of the scientific method in driving advances in this knowledge. This course focuses on Newtonian mechanics--how objects move and interact--rather than Electromagnetism or Quantum Mechanics. While mathematics is the language of physics, the student need only be familiar with high school-level algebra, geometry, and trigonometry; the small amount of additional math needed will be developed during the course. (Physics 101; See also: Biology 109, Chemistry 001, Mechanical Engineering 005)

This lesson will be so that students can master spelling words that do not spell how they are sounded out. Standard 1: : The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns.Catches a soft objectfrom a self-tossbefore it bounces.(1.1.9.A)English/Language Arts 2.W.8  Encoding – I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. II. Generalizing learned spelling patterns (e.g., word families) when writing words. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone).

Strengthening Innovative Library Leaders (SILL) is a 2-day foundational leadership training curriculum for librarians. The training was developed at the Mortenson Center for International Library Programs in partnership with librarians around the world. The project is funded by the Global Libraries Program of the Bill & Melinda Gates Foundation.

SILL is designed for public and community librarians, but can be used with other groups. This leadership training is meant to be delivered to everyone in the library, not just a select few. Equally important is that it is developed to be used by trainers with different levels of training experience and familiarity with the topic. Most importantly, it was designed to be easily adapted to the local library context and translated into different languages.

The training is divided into 4 interactive modules focusing on Leadership, Innovation, Planning, and Communication.

In this unit students will become more knowledgeable about historical events as well as infer/identify elements of a fable narration. Within the text, they will take three reading check quizzes via Google Forms. Students will partake in an Escape Room for a final assessment of the book. At the end of this unit, after reading the book, students will create their own ideal society.

Effective differentiation begins with purposeful assessment. In this strategy guide, you’ll learn how to construct an authentic performance-based reading assessment that will give you access to students’ thinking before, during, and after reading.

This is a remix from Dr. Jennifer Burns -- Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks and group activities. 

This course was offered as a non-credit program during the Independent Activities Period (IAP), January 2008. A more recent version is available as course 18.S997 Introduction To MATLAB Programming, including video lectures.
The course, intended for students with no programming experience, provides the foundations of programming in MATLAB®. Variables, arrays, conditional statements, loops, functions, and plots are explained. At the end of the course, students should be able to use MATLAB in their own work, and be prepared to deepen their MATLAB programming skills and tackle other languages for computing, such as Java, C++, or Python.
The course mostly follows the official MATLAB Manual, available from The MathWorks. We will cover material from chapters 2-5.

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.

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).

The ocean's resources are slowly being depleted. This curriculum examines the issue of overfishing and its impact on both the environment and human life. In developing sustainable solutions, the students address the driving question: "How can we as youth, sustain the future of the world's ocean through our actions today?"

Students learn about the controversial history of a mural in Anacortes, WA, and consider what it would take to create a more inclusive and accurate mural in Anacortes today. Then students learn about the tribes, immigrants, and settlers in the region where they live and how their stories are represented in local murals in public spaces. Students draw on what they have learned to respond to the unit driving question: What decisions and whose stories define Washington state? Then, drawing on local resources such as tribal members, historical societies, and museums, students work in teams to propose a new mural that tells an inclusive story of the people and place where they live.

Bytes of AI are fun, quick introductions to artificial intelligence through a variety of different topics. These can be used to spark an interest in AI before exploring the AI4ALL curriculum further. Bytes of AI introduce students and teachers to some of the core ideas of AI including:How data becomes output in an AI modelWhat AI is capable of, what risks it can haveHow human biases enter datasetsHow AI can be used in diverse fields Access the full series of AI4ALL's Bytes of AI from their website. 

This video segment from New York Voices features Chinese American architect Maya Lin.

Students identify the narrative elements in a work of art and learn how artists use symbolic imagery to communicate the larger narrative of a person's life. Students then write their own narratives about an historic figure and use visual symbols to create an image about that person that communicates important events in his or her personal narrative.

Students take classes and work all week to produce a Friday radio show that goes live on air. Every student presents their weeks work (reviews, commentary, investigations) on air. Watch as students work with their peer teachers to perfect their work before Friday.