C is the most commonly used programming language for writing operating systems. The first operating system written in C is Unix. Later operating systems like GNU/Linux were all written in C. Not only is C the language of operating systems, it is the precursor and inspiration for almost all of the most popular high-level languages available today. In fact, Perl, PHP, Python and Ruby are all written in C. By way of analogy, let's say that you were going to be learning Spanish, Italian, French, or Portuguese. Do you think knowing Latin would be helpful? Just as Latin was the basis of all of those languages, knowing C will enable you to understand and appreciate an entire family of programming languages built upon the traditions of C. Knowledge of C enables freedom.

CREATES is a set of 6 steps that help learners read and critically analyze scientific papers. The CREATES method, pioneered by Dr. Sally Hoskins, has a demonstrated positive impact on undergraduate students' self-confidence in scientific reading, as well as in their general perceptions of and beliefs about science and scientific thinking (Hoskins, et. al, 2017).

The new CREATES site, created in collaboration with Jordan Moberg Parker, UCLA's Director of Undergraduate Laboratory Curriculum and Assessment in Microbiology, Immunology, and Molecular Genetics, uses interactive media, step-by-step directions, and detailed annotation of authentic examples to guide students through the process.

Short Description:
This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in 'what to do,' the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.

Long Description:
About the Book

This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in ‘what to do,’ the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.

The authors also address other issues familiar to clinical teachers. How do the theoretical foundations of teaching apply to clinical learning environments? How does one articulate a personal philosophy of teaching? How can clinical teachers support and socialize students towards becoming competent professionals? How can technology assist clinical instruction? What are the best methods of evaluating student progress in clinical ‘classrooms?’ What can preceptors do to promote student success? By considering these and other concerns, and by providing the kinds of practical strategies that can begin to resolve them, this open educational resource will be invaluable to clinical teachers from a variety of different disciplines and health care settings.

About the Authors

Sherri Melrose, Caroline Park, and Beth Perry teach in the Faculty of Health Disciplines at Athabasca University. Melrose has published widely on educating health professionals, facilitates a graduate course in clinical teaching and is a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education. Park, currently the Chair of Graduate Programs, has taught in a variety of nurse education settings and leads research projects related to technology enhanced clinical education and mobile learning. Perry is an established author and is the principal investigator of a SSHRC-funded study exploring artistic pedagogical technologies. Perry is also a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education.

Recommended Citation

Melrose, S., Park, C. & Perry, B. (2015). Creative clinical teaching in the health professions. Retrieved from http://epub-fhd.athabascau.ca/clinical-teaching/

Word Count: 55285

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This course prepares students to understand the evolution and function of health insurance, to include Medicare, Medicaid, commercial and managed care. The students will learn to understand, prepare and process claims.

Course Outcomes:
1. Identify types of insurance plans and models of managed care currently deployed in the health related insurance field.
2. Apply third-party insurance guidelines to complete and process insurance claim forms after performing basic mathematical calculations, obtaining exact answers to claims processing functions, and determining whether those answers are reasonable.
3. Communicate results of claims processing using mathematical processes and concepts that demonstrate the following: copay, coinsurance, write-off/discount, primary insurance payment, secondary insurance payment, patient responsibility.
4. Demonstrate competency in applying and utilizing RVU's (relative value units), RBRVS (resource based relative value system) and DRG's (Diagnostic Related Groups).

This course prepares the medical coding student for detailed procedural coding in integumentary, musculoskeletal, respiratory, and cardiovascular systems. Additionally, this course prepares the student to use ICD-10 diagnostic codes as principal, primary, secondary, and tertiary medical necessity justification. This course also prepares students to competently select accurate HCPCS codes for supplies, medications, transportation, etc.

Course Outcomes:
1. Identify and locate clinical information in patient charts which pertain to reimbursable data in all outpatient settings, and closely approximate the proper
2. Evaluation and Management code for reimbursement.
3. Demonstrate competency in procedural and diagnostic coding for the following systems: Integumentary; Respiratory; and Cardiovascular.
4. Demonstrate knowledge of Insurance, Billing and Coding Regulations.
5. Demonstrate accurate Diagnostic Coding.
6. Demonstrate accurate HCPCS Coding.
7. Demonstrate knowledge of CPT Coding Conventions.

This course introduces terminology and gives an overview of the computer and information science. It focuses on the basic concepts of computer hardware and software systems, software applications, online inquiry, and evaluation of materials including ethical decisions. It also includes concepts reinforced in a laboratory environment. Through specific hands-on experience you will gather, evaluate, and solve real-world problems and form decisions based upon critical examination of today's technology.

This class is designed to teach you how to use a computer running a Windows Operating System. If you do not have access to a Windows computer or have problems doing assessments, please contact your Navigator to discuss your options.

Course Outcomes:
1. Identify current and future trends in computing and recognize various computing devices and their uses.
2. Identify the parts of a computer and their features and functions and recognize the advantages and limitations of important peripheral devices.
3. Identify and describe the features of desktop and specialized computer operating systems and understand the importance of system utilities, backups, and file management.
4. Explain why the web is important in today's society and why fluency in the tools and language of the Internet is necessary to be an educated consumer, a better student, an informed citizen, and a valuable employee.
5. Understand what a computer network is, identify different types of networks, and recognize threats to security and privacy.
6. Demonstrate the proper use of basic word processing, spreadsheet and presentation software features.

This course is designed as a survey course to familiarize students with computer concepts including software and hardware, software applications, and living online leading towards digital computer literacy. Instruction in this course is provided through demonstration and discussion. Class time will be provided for practicing concepts as well as working through assignments; however, additional time outside of class will be essential to improve skills and complete the assignments.

This course presents an overview of the Microsoft Windows Operating System (OS), with emphasis on the OS design, configuration, operations, and applications. This course will also cover PowerShell scripting and includes researching, documenting, and presenting a key OS function.

This is the first of two courses in the administration of Microsoft Windows® client/server networked operating systems. The courses CS 240A and CS 240B are laboratory-intensive courses that provide hands-on experience in the planning, installation, and administration of Microsoft Windows® client/server networks. The two courses provide partial preparation for the MCSA® and MCSE® exams.

This is the second of two courses in the administration of Microsoft Windows® client/server networked operating systems. The courses CS 240A and CS 240B are laboratory-intensive courses that provide hands-on experience in the planning, installation, and administration of Microsoft Windows® client/server networks. The two courses provide partial preparation for the MCSA® and MCSE® exams.

This course in an introduction to project management. The art and science of project management has evolved much over the last 1-2 decades. At this point, 2017, all small, medium and large companies use structured project management methodologies and guidelines to run their internal and external projects. My objective is not to teach you how to become a project manager, that will require many courses and hands-on experience, but to teach you how to become an effective team player on a structured project.|A practice-oriented course with examples, applications and proven techniques that demonstrate systems analysis and design. Actual organization, business settings, and project management software are used to show how systems concepts can apply to many different types of enterprises. Project lifecycle as well as project management software, terminology and concepts are discussed.

Chapter 1 Introduction for Data Structures and Algorithms Courses
Chapter 2 Object Oriented Programming
Chapter 3 List Interface & Array based Lists
Chapter 4 Algorithm Analysis
Chapter 5 Introduction to Pointers in Java
Chapter 6 Stacks
Chapter 7 Recursion
Chapter 8 Sorting
Chapter 9 Queues
Chapter 10 Linked Lists
Chapter 11 Binary Trees

Best practices and advice from the primary literature

Short Description:
In this book, I undertake a review of the literature on Course-based Undergraduate Research Experiences (CUREs) and present original data from a survey of instructors at the Ohio State University. The main goal of this publication is to be a practical guide for teachers wishing to develop and implements this type of High-Impact Practice in their course. As such, I cover many aspects of the development of a CURE, including advice on research development, group formation and management, evaluation and grading, inclusive teaching, and assignment design. A large number of activity templates and resources accompany the text to facilitate classroom implementation.

Word Count: 67955

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Esse material didático é resultado das experiências do projeto de atuação na linha ambiente e sociedade do Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB), pela Universidade Federal do Amazonas (UFAM), tendo como base a dissertação “Abelhas nativas e educação ambiental: uma sequência didática interdisciplinar na formação do discente em agropecuária” que foi orientado pelo Prof. Dr. Neliton Marques da Silva.
Ele apresenta as sequências didáticas (SD’s) aplicadas junto a turma do 1º Ano do Curso Técnico de Nível Médio em Agropecuária na Forma Integrada, ofertados pelo IFAM campus Coari, com o objetivo de servir como um norteador para utilização das abelhas nativas sem ferrão como ferramenta educacional, especialmente na disciplina de ciências.

O "Ser hUMano é Ser NATUREZA" nasceu da
necessidade que observei, senti e vivi em inspirar e
guiar profissionais da educação por um percurso mais
íntimo e humano afetivo com a natureza que somos e
que nos cerca. Sabemos que a relação entre natureza e
ser humano é importante, principalmente para as
crianças, mas como eu promovo isso na minha atuação
como educador?

O curso proporcionará olhar para dentro de si, para o
olhar do indivíduo para o outro e para o mundo,
buscando, através de teorias e práticas vivenciais das
ciências holísticas, resgatar a importância da natureza
para a formação cultural da humanidade.

Nesse percurso lhe convidamos a olhar para sua
própria realidade, se inspirar com o que já acontece no
mundo e ajudar você a reencontrar possibilidades para
fazer a conexão entre ser humano e natureza,
incluindo você e seus alunos, acontecer cada vez mais.

O caderno de geoeducação foi desenvolvido como um material paradidático de apoio ao trabalho dos professores da rede pública de ensino fundamental do município de Irituia, para auxiliar na difusão de conhecimento sobre a geodiversidade e valorização do patrimônio geológico do município, representado pelo geossítio Vila Pedra.
O caderno aborda os conteúdos relacionados à fundamentação teórica sobre geodiversidade e a caracterização e valorização do geossítio Vila Pedra, com linguagem adequada à consulta por parte dos professores.
Com relação a geodiversidade são abordados seus conceitos e definições, elementos que a constituem (rocha, mineral, fóssil, solo, paisagens e processos geológicos), os geossítios como locais com valores da geodiversidade, o patrimônio geológico como conjunto de geossítios, ações de geoconservação e a geoeducação como estratégia de conservação da geodiversidade.

Esta comunidad tiene como fin construir un texto base, que pretende ser la puerta de entrada al mundo de las matemáticas superiores y sus aplicaciones en el campo de las Ciencias de la Ingeniería.

Short Description:
Canadian Health and Safety Workplace Fundamentals - First Edition highlights the basic requirements of a workplace safety program. This OER is designed to assist those working in Operations Management to provide a safe work environment for their employees, visitors, and contractors.

Word Count: 69121

Included H5P activities: 9

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Ce chapitre couvre les situations où les racines lombaires (dites de la queue de cheval) sont mises à l’étroit dans le canal médullaire. Il s’agit de toutes les situations, en grande majorité dégénératives et chroniques, où il existe une compression extrinsèque du sac dural et des racines qu’il contient. Cette compression est dynamique ou statique, caractérisée par un effacement des espaces sous-arachnoïdiens et une disparition du liquide céphalo-rachidien (LCR) qui entoure et protège naturellement les racines. On parle alors de canal lombaire étroit (synonyme de sténose du canal médullaire lombaire, angl. : Lumbar Spinal Stenosis, LSS). Le canal lombaire étroit est parfois associé à un spondylolisthésis dégénératif qui fait l’objet d’un chapitre à part car la prise en charge est particulière. Les compressions liées à une pathologie tumorale extradurale (métastase, myélome, etc.), à un abcès péridural ou à des fractures sont couvertes dans d’autres chapitres. Les lésions liées à un processus tumoral intrathécal (dans le sac dural) ne sont pas couvertes. Le processus de dégénérescence de la colonne peut s’exprimer de façon relativement aiguë quand il est provoqué par une hernie discale ou un kyste arthrosynovial intracanalaire. Les sténoses congénitales ou constitutionnelles, et les rétrécissements causés par la lipomatose péridurale sont des variantes relativement rares, simplement évoquées dans ce chapitre.

Facilitator’s Guide for Use with Faculty and Staff

Short Description:
"Capacity to Connect: Supporting Students’ Mental Health and Wellness" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable training resource covers foundational mental health and wellness knowledge for post-secondary faculty and staff and ways to support students in distress. It can be used for two-hour online or in-person training or for self-study.

Long Description:
Capacity to Connect: Supporting Students’ Mental Health and Wellness includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable training resource covers foundational mental health and wellness knowledge for post-secondary faculty and staff and ways to support students in distress. It can be used for two-hour online or in-person training or for self-study. This resource incorporates a decolonized perspective and was guided by the following principles: accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed. Handouts include a wellness wheel self-assessment tool and information on supporting students in distress.

Word Count: 21886

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