Students are challenged to design their own small-sized prototype light sculptures to light up a hypothetical courtyard. To accomplish this, they use Arduino microcontrollers as the “brains” of the projects and control light displays composed of numerous (3+) light-emitting diodes (LEDs). With this challenge, students further their learning of Arduino fundamentals by exploring one important microcontroller capability—the control of external circuits. The Arduino microcontroller is a powerful yet easy-to-learn platform for learning computer programing and electronics. LEDs provide immediate visual success/failure feedback, and the unlimited variety of possible results are dazzling!

This video module presents an introduction to cryptography - the method of sending messages in such a way that only the intended recipients can understand them. In this very interactive lesson, students will build three different devices for cryptography and will learn how to encrypt and decrypt messages. There are no prerequisites for this lesson, and it has intentionally been designed in a way that can be adapted to many audiences. It is fully appropriate in a high school level math or computer science class where the teacher can use it to motivate probability/statistics or programming exercises. nteractive lesson, students will learn to build the cryptography devices and will learn how to send and ''crack'' secret messages.

In this experiential, arts-integrated unit, students explore the historical significance of religious buildings in order to understand the ways in which architecture reflects cultural belief systems.

Business Administration: Business Ethics Syllabus

BA 476 - Business Ethics and BA 576 - Business Ethics

Provides a value analysis of the role of business and personal ethics in the organizational environment. Students are exposed to ethical theories, diverse economic systems, contemporary moral issues, actual cases, and concepts of justice and social responsibility. Open to non-admitted business students and to non-business majors.

This textbook is used for all sections of Business Law 1 (BA 207) and Business Law 2 (BA 208) at Grand Rapids Community College. It provides context and essential concepts across the entire range of legal issues with which managers and business executives must grapple. The text provides the vocabulary and legal acumen necessary for businesspeople to talk in an educated way to their customers, employees, suppliers, government officials—and to their own lawyers.

This book is organized into 9 parts, each based on a larger topic that students have chosen to study and write research papers on. Each part contains several short student papers, around 2,000 words each, exploring a different aspect of COVID-19 that relates to science, technology and society. Students were asked to examine their topics through research, gathering primary and secondary sources, both peer reviewed and non-peer reviewed to support their arguments. They were also encouraged to apply several theories often used in studies of Science, Technology and Society, including Actor-Network Theory, Path Dependence, Social Construction and Tragedy of the Commons to their topics. Students were given an introduction to these theories in the course, and they were asked to discuss how one or more of the theories applies and helps to better understand their paper topics. Some students also engaged in additional research on these theories to explore their applicability. Taking advantage of the e-book format, student also used Creative Commons and public domain images, which are not restricted by copyright limitations to help illustrate their points. In addition to their individual chapters, students also worked together to write introductions for different parts of the book. These part introductions contain a brief summary by the students on why they chose to write on a specific larger topic and how their individual chapters relate to the topic. They also give students an opportunity to reflect on how COVID-19 and its impact on the larger topic they are writing about has affected their personal lives.

This case represents various agendas, hidden and otherwise, that can come into play during environmental remediation.

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Chemistry Techniques and Explorations (2023) by Dr. Daniel R. Albert is an eTextbook laboratory manual for first semester introductory chemistry courses. The manual includes two different types of experiments (Technique and Exploration) designed to engage students in chemistry laboratory practices. Technique laboratories are designed for students to learn and practice chemistry laboratory skills that are utilized in a wide variety of disciplines. Exploration laboratories provide freedom and time for students to use previously acquired skills toward answering a new application focused question. Exploration laboratories help build the scientific thinking skills necessary to approach novel problems. The goal of this lab manual is to build both fundamental techniques and problem-solving skills that aid students in becoming practicing scientists.

A collaboration by Mike Wakefield, Dan O'Neil, and Mark Piroso on smoking, the benefits of quitting, and the risks of no behavior change, as well as an application to the Health Belief Model.

a recent revision of the film text
the revised text has altered margins deemed more helpful for printing the text....
fourth Amazon revision for printing

Many clinical trials conducted by academic organizations are not published, or are not published completely. Following the US Food and Drug Administration Amendments Act of 2007, “The Final Rule” (compliance date April 18, 2017) and a National Institutes of Health policy clarified and expanded trial registration and results reporting requirements. We sought to identify policies, procedures, and resources to support trial registration and reporting at academic organizations. Methods We conducted an online survey from November 21, 2016 to March 1, 2017, before organizations were expected to comply with The Final Rule. We included active Protocol Registration and Results System (PRS) accounts classified by ClinicalTrials.gov as a “University/Organization” in the USA. PRS administrators manage information on ClinicalTrials.gov. We invited one PRS administrator to complete the survey for each organization account, which was the unit of analysis. Results Eligible organization accounts (N = 783) included 47,701 records (e.g., studies) in August 2016. Participating organizations (366/783; 47%) included 40,351/47,701 (85%) records. Compared with other organizations, Clinical and Translational Science Award (CTSA) holders, cancer centers, and large organizations were more likely to participate. A minority of accounts have a registration (156/366; 43%) or results reporting policy (129/366; 35%). Of those with policies, 15/156 (11%) and 49/156 (35%) reported that trials must be registered before institutional review board approval is granted or before beginning enrollment, respectively. Few organizations use computer software to monitor compliance (68/366; 19%). One organization had penalized an investigator for non-compliance. Among the 287/366 (78%) accounts reporting that they allocate staff to fulfill ClinicalTrials.gov registration and reporting requirements, the median number of full-time equivalent staff is 0.08 (interquartile range = 0.02–0.25). Because of non-response and social desirability, this could be a “best case” scenario. Conclusions Before the compliance date for The Final Rule, some academic organizations had policies and resources that facilitate clinical trial registration and reporting. Most organizations appear to be unprepared to meet the new requirements. Organizations could enact the following: adopt policies that require trial registration and reporting, allocate resources (e.g., staff, software) to support registration and reporting, and ensure there are consequences for investigators who do not follow standards for clinical research.