This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Many students use outdated and non-evidence based strategies to learn This leads to a lot of wasted effort....."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

La fracture du talus est une lésion traumatique rare, à haute énergie et qui est souvent associée avec des complications importantes. Les accidents de voie publique, les chutes d’une hauteur importante et les accidents sportifs sont les plus souvent incriminés.Le talus a une anatomie particulière : il participe par de multiples articulations à la structure de l’arrière-pied et il a une vascularisation spéciale. Consécutivement, les fractures du talus donnent des complications importantes au long terme, comme l’arthrose post-traumatique, la nécrose avasculaire et les désaxations de l’arrière-pied.

Once the lecture on anatomy, classification and evolution are covered students then complete the "create a cladogram activity." Students are given a bag of nails, screws, and bolts which they must seperate and make observations about the characters of each item. Student then must determine the important derived characters and generate a matrix and cladogram. Students then must compare their cladograms with other groups to see how results varied and why results varied. This activity gives studnets proactive with the procedure of generating cladograms and some of its complexities.

(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.)

Through this unit, written for an honors anatomy and physiology class, students become familiar with the human skeletal system and answer the Challenge Question: When you get home from school, your mother grabs you, and you race to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and she is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result show her BMD is -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her daughter and granddaughter be worried about this condition, and if so, what are measures they could take to prevent this from happening to them?

Hearing allows us to perceive the world of acoustic vibrations all around us, and provides us with our most important channels of communication. This module reviews the basic mechanisms of hearing, beginning with the anatomy and physiology of the ear and a brief review of the auditory pathways up to the auditory cortex. An outline of the basic perceptual attributes of sound, including loudness, pitch, and timbre, is followed by a review of the principles of tonotopic organization, established in the cochlea. An overview of masking and frequency selectivity is followed by a review of the perception and neural mechanisms underlying spatial hearing. Finally, an overview is provided of auditory scene analysis, which tackles the important question of how the auditory system is able to make sense of the complex mixtures of sounds that are encountered in everyday acoustic environments.

This lesson intends to support learning about family makeup & how it impacts our lives. Relatedness or connection can take many forms when talking about family – it’s not one size fits or makes sense to all.In this lesson, participants will discuss their understanding of their family, identify/curate their family circles of connection, and how these circles impact their lives and decision-making. Understanding relationships, values, and what resonates as important is a part of practicing and engaging critical thinking skills.

We begin by defining sex, communicating to students that sexual contact can come in diverse forms, all of which require consent. Students learn about sexual reproduction as well as alternative modes of conception/family planning. Students end the lesson learning about contraception methods and the variety of ways they can choose to use to prevent pregnancy.

Students will explore gender expression, gender identity, sexual orientation, and gender stereotypes. Students will discuss such topics as a safe space, demonstrating respect, and making assumptions based on expression

Students will learn about respecting the gender identities, gender expressions, and sexual orientations of themselves and others through scenarios. Student groups will interpret and present the scenarios to the class.

This lesson introduces the topic of sexuality education, allows students to set ground rules for the upcoming lessons, gives them the opportunity to suggest topics they would like to learn about, introduces an anonymous question box, and explains why sex ed is important even if they aren’t sexually active.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The neonate was the product of an uneventful 39-4/7 week pregnancy with normal delivery and adequate initial Apgar scores. Soon after birth, the neonate developed cyanosis, left side pneumothorax and lung parenchymal abnormalities with opacity on x-ray. He expired at 12 days of age in the setting of progressive respiratory failure, pulmonary hypertension, and finally acute kidney failure. An autopsy revealed normal cardiac anatomy.

An Introduction to Biological Concepts has been modified from several OpenStax textbooks including Concepts of Biology, Biology 2E, Microbiology and Anatomy and Physiology. Each textbook can be accessed for free in its original form by clicking on the link: https://openstax.org/subjects/science The OpenStax textbooks are licensed under Creative Commons Attribution License 4.0. The images, photos, graphs, etc. used in this textbook have each been individually attributed. Images, photos, graphs, etc. have different creative commons licenses and have been licensed according to their original authors. An attribution table can be located on the last pages of this textbook.

Any questions about an Open Education Resource textbook can be sent to biology faculty member Elizabeth (Liz) O'Grady via email: eogrady@clcillinois.edu

To further develop student learning of anatomical terminology, students will utilize the linked website ( Anatomical directional terms website link ) to use as a resource for defining each anatomical directional term.  After taking notes over each term they will complete a project applying the terms in a video.   This project can be used in courses related to health sciences when covering the topic of anatomically correct terminology related to directions when referencing the location of more than one location on the human body.    Essential Questions:1.   Identify body direction terminology.2.   Recognize directional terms of anatomy.3.   Use anatomical landmarks terms when referring to parts of the body.

Students will learn about respecting the gender expressions of themselves and others through short story scenarios. Students will collaborate and design alternate and respectful endings to the scenarios.

Students will explore the concept of gender expression through a sorting activity. Students will discuss showing respect for others.

BCC Bioscience Image Library is a media file repository of images and video clips made available to educators and students in the biological sciences. The resources are created by faculty, staff and students of Berkshire Community College and are licensed under Creative Commons 0. This means all content is free, with no restrictions on how the material may be used, reused, adapted or modified for any purposes, without restriction under copyright or database law.

This project was partially funded by a $20,000,000 grant awarded by the U.S. Department of Labor’s Employment and Training Administration, Grant # TC-26450-14-60-A-25. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The U.S. Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.

If you have any questions contact professor Faye Reynolds at: freynold@berkshirecc.edu

In this lesson students will review what identity means. They will participate in an identity circle and fill in an identity worksheet.

This lesson focuses on treating others with respect regarding gender expression. In the lesson students use their culminating understanding of gender and gender expression to create paper dolls. Then they use the dolls to role play a respectful, affirming and inclusive approach to the gender expression of  themselves and others.

Over the course of five sessions the teacher reads five books aloud from the list of recommended texts found in the Educator's Materials section. The teacher asks a series of discussion questions and records the answers on a process grid/anchor chart.