This learning activity provides a review of abbreviations, weights, and liquid conversions used for medication administration. It is designed to supplement textbook and classroom information.
Material Type: Activity/Lab
Pharmacology Notes: Nursing Implications for Clinical Practice is intended to organize pharmacological information in a meaningful manner that draws from prior learning (i.e. anatomy & physiology and pathophysiology), in order to reveal and reinforce relevant nursing implications. These notes utilize the framework, A-T-A-T, to assist in understanding nursing implications related to medication administration.
Material Type: Student Guide
An interactive lesson template for Medical Office Assistants (MOA). It covers the: * legal duties of a MOA with regard to prescriptions and drug storage * parts of a prescription * common abbreviations * drug types, actions, delivery methods, and administration Prescription Drugs for the MOA contains links to free downloadable files for practice, and a quiz.
Material Type: Activity/Lab, Assessment, Homework/Assignment, Reading
This is a review and handout on basic Infection Control Precautions for new students to complete. It helps build critical clinical thinking of what to do if a patient who is undiagnosed arrives at a facility and the nurse needs to respond appropriately.
Material Type: Case Study
Diego Rivera, Calla Lilly Vendor (Vendedora de Alcatraces), 1942, oil on masonite, (Banco Nacional de Mexico, Mexico City) Speakers: Dr. Beth Harris and Dr. Steven Zucker.
Material Type: Lesson
Diego Rivera stands among the titans of our century. A man of phenomenal energy, he not only transformed the art of his country, but helped to transform its social structure as well. In the course of his tempestuous career, he defied presidents, dictators, millionaires, and the arbiters of artistic fashion. Often forced into hiding or exile during his lifetime, he is now enshrined in the pantheon of his country. His activities brought him into personal relationships not only with the artistic and political leaders of Mexico but with the famous and powerful abroad. Rivera revolutionized modern mural painting and was the principal figure in launching the "Mexican Renaissance," which is now regarded as one of the great periods in the history of world art. This was an artist who could not separate his work — always his chief devotion — from his life. Like the man himself, his autobiography is full of conflict and color: the battles which surrounded his murals in the Detroit Art Institute, Rockefeller Center, and the Hotel del Prado are recounted in detail and with fervor. The absorbing story of this epochal man, drawn from his own words as dictated over a period of ten years to the American journalist, Gladys March, makes a book that is certain to become one of the classics of art literature. With a quality all its own, it contains something of the frankness of Benvenuto Cellini, the impassioned suffering of Van Gogh, and the social vision of Kathe Kollwitz. Illustrated with personal photographs as well as some of Diego Rivera's greatest works, My Art, My Life will rank among the most important books of recent years. GLADYS MARCH studied art at the Museum of Modern Art, the Metropolitan Museum of Art, the Frick Museum in New York, the Pitti Palace in Florence. the Louvre in Paris, and the Prado in Madrid. She has written columns and features on kings, movie stars, and celebrities from all walks of life. But until she met Diego Rivera in 1945, on a newspaper assignment to interview him, she had never felt the desire to write a hook about any one person. The initial interview led to a ten-year project, during which years the artist dictated his life story to her. Mrs. March's work was checked by Diego Rivera from time to time up to a few months before his death in 1957. The finished manuscript was read and approved by Emma Hurtado Rivera, the artist's widow.
Material Type: Primary Source
Brief overview of decolonization in Africa from the 1950s - 1980s
Material Type: Module
This set of primary source documents is compiled as a DBQ (document based question) assignment. DBQs are used in all AP history courses to get students to group and analyze documents and authors' points of view into an essay. Students should be able to use the provided documents and prompt to group similar documents together and then write a 5 paragraph essay.
Material Type: Assessment, Primary Source
This is a module that implores students to think from an historical perspective about the Cuban Missile Crisis and create a memo of advice for President Kennedy on which action he should take. Lesson Objectives or what you should be able to do after you have completed the module: I can understand how the Cuban Missile Crisis lead to the brink of nuclear war between the United States and the Soviet Union. I can analyze how Kennedy, Khrushchev and Castro's background led to their actions during the Cuban Missile Crisis. I can create a memo giving my advice to Kennedy in how to deal with the Cuban Missile Crisis scenarios while using 5 vocab words and referring back to 2 pieces of evidence from two of the leader's past experiences.
Material Type: Assessment, Homework/Assignment
This workshop includes historical context, digitized primary sources, and follow-up discussion questions. Students are asked to make arguments for and against providing funding to programs and projects proposed to the Commonwealth Fund, the Rockefeller Foundation, and the Ford Foundation. Taking on the role of program officers during the Cold War and working in small groups, students will read primary sources and articulate why a foundation should or should not provide funding to these proposed ideas. As a whole group, the studentswill participate in a debate as to which of the proposed ideas would be the most effective tool for furthering American Cold War interests. Students are encouraged to use this workshop as a springboard for further research into the role foundations played during the Cold War.
Material Type: Activity/Lab, Homework/Assignment, Lesson Plan, Module, Primary Source, Reading, Teaching/Learning Strategy
Description: The attached unit has incorporated Media Literacy for Social Studies by scaffolding a variety of primary source document activities of varying perspectives on New Imperialism (1850-1914) which allow the studnt to identify possible bias or misinformation. The guided questions which accompany the primary sources ask the student to explain differing responses and to think critically about why those responses may be different depending on the context.
Material Type: Unit of Study
These primary source excerpts are broken into 2 groups: Cuban perspectives and American perspectives of the Bay of Pigs invasion. Consider having students work in pairs or small groups to read, discussion and answer the questions for their perspective. Then have students from both perspectives share observations. Consider using a guided question such as "Why are views so different for the same event, especially of those who fought at the Bay of Pigs?"
Material Type: Activity/Lab, Assessment, Lesson Plan, Primary Source, Reading
Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.
Material Type: Textbook
An orientation activity designed to give students the opportunity to explore the Library/LRC.
Material Type: Activity/Lab
When we teach online, it is important to consider the tools we use, the purpose of assessments and learning activities and how they align with our learning objectives, and how we can encourage active learning. We know that both students and faculty can be overwhelmed with weekly discussion boards, and these discussions can seem onerous if they are all about checking whether or not students have done their reading. Rather, we are looking to mimic the fluidity and the engagement we have in face-to-face class discussions and to promote students' internal motivation for participating. First, we need to identify our purpose(s) for using the discussion tool (assessment or learning activity) and then we need strateigies to promote active learning.
Material Type: Module
This course is designed to teach not only historical facts about music but also to encourage deeper listening to music from a variety of sources. The course is a guided journey of listening, reading, and discussion (oral and written) of music, with corresponding recommended listening and assignments for deeper understanding. An emphasis of this design is to place music within the framework of how music is experienced instead of in a chronological sequence. To that end, the modules include a unit on the music of the Civil Rights movement, with optional material on music for social justice in contemporary America, and the musical contributions of musicians from Alabama. Instructors are encouraged to modify the materials to serve the needs of the students or audience they are serving.
Material Type: Module
This text covers basic elements and vocabulary of music; appreciation and understanding of diverse styles of music past and present; developing listening skills. Includes opportunities for experiencing music (recorded and/or live). I. Music Fundamentals II. History of Western Music before 1600 III. History of Western Music after 1600 IV. Music of the 20th and 21st Centuries V. Listening to Genres VI. Music of Louisiana, the Americas, and the World
Material Type: Textbook
In this lesson, students will read and analyze a mentor text 100 Word Memoir. After studying the mentor text, students will create and evaluate their own 100 Word Memoir.
Material Type: Homework/Assignment
Short video on water balance and fluids and electrolytes for anatomy and physiology
Material Type: Activity/Lab
In this learning area, you will learn how to develop an argumentative essay and stronger critical thinking skills. This learning area will help you develop your arguments, understand your audience, evaluate source material, approach arguments rhetorically, and avoid logical fallacies. Here, you’ll also learn about evaluating other arguments and creating digital writing projects related to your argument.
Material Type: Module
