This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?

The AutoCAD 2D eBook was written as a tool to guide and teach you to master AutoCAD. No two students learn at the same pace, therefore the eBook was written with competency-based modules. The competency-based modules are bite-size pieces that allow you to work at your own pace. They can be used to learn by distance education, correspondence, online, instructor-lead classes, or by individuals teaching themselves to use AutoCAD in their own home or office.

This resource is designed for students enrolled in PSYC 1100-A75 at Kwantlen Polytechnic University during the Summer 2017 semester. It includes readings, brief video lectures, e-tivities, and video clips, along with links to quizzes and forums.

The primary purpose of this project was to design and develop simulator lab exercises (SIM LABS) that could be used as ancillary resources for all Propulsion plant simulator courses as well as Engineering knowledge courses. Propulsion plant simulator course Instructors have limited time to lecture on the basic concepts of engineering and yet have to offer practical operational skills to our students, so having many pre-programmed SIM LABS which students can load and work on their own time would help them to practice and enhance their understanding of the systems and prepare them to handle various malfunctions in the plant in a timely and safe manner

We live in an increasingly complex, fast-paced, and volatile world. The stakes have never been higher, and it is no longer enough for scientists to throw information into the public sphere and hope that someone is able to understand and apply it. Indeed, it is now clear that scientists have a moral obligation to spend as much time, thought, and effort in the communication of their knowledge products as they do in the generation of the knowledge itself. If scientific voices are to be heard above the din, and, more importantly, used for personal, public, and political decision-making, then efficient and effective communication is essential. However, science communication, and particularly the communication of risk in the scientific context, is difficult to do well, especially without the appropriate training. This textbook covers many of the principles of science communication, as well as the theory and practice of risk communication, specifically. The content is divided into three main sections: 1) the ‘mission’ (why you are communicating), 2) the ‘message’ (what you are communicating), and 3) the ‘medium’ (how you are communicating). We have tried to include enough diversity of ideas to give you something to ‘chew on’ regardless of your background, education, or experience in communication. However, the textbook is, and will always be, a work in progress. It will expand and mature each year as we continue our communication journey, learning from our students and the world around us.

The Canadian edition of Organizational Behaviour is an updated textbook for Organizational Behaviour courses with a focus on Canadian content. This textbook has been updated with relevant and current examples and includes Canadian statistical and demographic information. It provides a comprehensive overview of the key concepts that make up an introductory course to Organizational Behaviour. This textbook is an excellent resource for students, balancing fundamental theories with relevant examples.

This book is for use in Physics 1170 at Douglas College in New Westminster, British Columbia, Canada. This course is intended for students proceeding to studies in Applied Science or Engineering. Topics include statics of particles, rigid body forces and equilibrium, structural analysis, internal forces, friction, particle kinematics and dynamics, systems of particles.

This Student Lab Manual outlines, in a step-by-step fashion, the complete process of your team research project. You will be given class time each week to meet as a team and to work on each stage of your research project. Each lab builds on the work completed in the prior lab. For example, it is necessary to complete Lab 1 before moving on to Lab 2. The due date for each team lab is indicated in the course outline. After submitting a lab (one per team, unless otherwise marked as an Individual Assignment), you will receive feedback on Canvas from one of the course co-instructors. Your team should use this feedback when completing the next lab. In other words, use the feedback from Lab 1 when completing Lab 2. Your co-instructor will help you throughout the term on your project. They are there to guide you and are happy to do so!

The content of this reading resource was selected to support you in meeting the module reading outcomes. Please note that this reading resource alone may not fulfill all of the listed module reading outcomes and that additional individual research may be necessary to fully prepare for class. The majority of the content was adapted from Anatomy and Physiology by Rice University (licensed under a Creative Commons Attribution 4.0 International License.)

This text is a collection of readings on the subject of uncertainty in prose.

Student Engagement Activities for Business Communications is a compilation resource for instructors of workplace writing and oral presentations. The activities in this book can add value and energy to the classroom by engaging students in activities that support their learning. Handouts, links, activity variations, and debrief questions are included.

This brief guide supports instructors in proposing, creating, or refreshing programs and courses through an integrated design process.

According to the author, the world did not need another introductory text in mass communication. But the world did need another kind of introductory text in mass communication, and that is how Understanding Media and Culture: An Introduction to Mass Communication was birthed.

本書では我々が指導している学生がテクノロジーを利用している時代に効果的な教育の指針となる基本的原理を検討する。どの教科も異なっており、どの指導員も各自の教育に取り入れるべき独自かつ特別なものがあることを理解しつつ、各教員が教育に関して決定するための枠組みを紹介する。本書によって、教員は学生がデジタル時代に必要とする知識やスキル、つまりITスキルよりもむしろ、学生に成功をもたらす学習に対して、思考や姿勢を深める助けとなることが可能である。（クリエイティブコモンズ帰属－非営利） / This is a translation of the book "Teaching in a Digital Age" by A. W. (Tony) Bates.