Applying the latest research to a clinical question is a vital skill for any evidence-based practitioner. These five Health Research Readiness modules introduce you to essential health information resources and equip you with the skills to efficiently find, evaluate, and reference them. Relevant for undergraduates, postgraduates, or anyone wanting to improve their health sciences information skills.
The five modules include:
Module A: Sources of information
Module B: Types of information
Module C: Searching
Module D: Evaluating information
Module E: Referencing

This URL links to the main History Colorado site where users can directly search for historical resources off this premiere Colorado OER educational site.

This activity introduces geoscientific thinking to a primarily non-geoscience audience. This is the introductory activity of a module designed for pre-service secondary science teachers in a secondary science teaching methods course. Initially, students explore their conceptions of the scientific method. Through readings and discussion, the activity attempts to broaden the students' view of the nature of science by showing how geoscience methods differ from stereotypical experimental science. This introductory activity uses a seminar format (writing/reading/discussing/writing).

How can you collaborate with partner/s to design a garden that grows ingredients for a pizza? Your design will be specific to the conditions of the Maine community where you live, and you will have several important decisions to make about its location. Will the garden be indoors, outdoors, virtual, or a combination?

Your partner/s can be friends, family, classmates, community members, or you can choose to work alone. Using a Google Slides Template that you copy and download, you will document your pizza garden designs. Your final garden design will be shared using a slideshow, video, or photograph format, with an audience that you choose -- You Tube, your local School Board, Google Classroom and a favorite teacher, Google Sites, social media, family and friends, or create your own hashtag.

Research will help you decide what the best growing situations are for your Pizza Garden plants and your environment. You will explore various designs and then, based on your new learning, you will design a garden that represents your thinking behind the choices you made. Finally, you will use the method that works best for you and share your Pizza Garden design with others.

Again, all of this work can be done collaboratively, with partners, or by you independently.

So, what is the best design for a pizza garden in Maine? It's up to YOU!

The flow or discharge value in a river does not mean much to a lay person or a decision maker because this flow can be insignificant on a big river or can be dangerous on a small creek. Thus, we must know how to translate this flow value into the water depth, velocity, and the corresponding extent to understand its impact. The objective of this unit is to perform hydraulic modeling on a reach of Wabash River near Lafayette, Indiana, to estimate water surface elevation and extent corresponding to a 100 year flow. Students will learn the basics of hydraulic modeling using HEC-RAS to simulate the flow hydraulics using one-dimensional steady state assumption. The outcome will be the inundation extent corresponding to the 100-year event along the reach of the Wabash River near Lafayette, IN. Make sure you have HEC-RAS available on school or personal computers prior to the start of the unit.

This lesson shows how to use Python and skimage to do basic image processing. With support from an NSF iUSE grant, Dr. Tessa Durham Brooks and Dr. Mark Meysenburg at Doane College, Nebraska, USA have developed a curriculum for teaching image processing in Python. This lesson is currently being piloted at different institutions. This pilot phase will be followed by a clean-up phase to incorporate suggestions and feedback from the pilots into the lessons and to make the lessons teachable by the broader community. Development for these lessons has been supported by a grant from the Sloan Foundation.

India and South Asia: From Area Studies to Ethnic Studies
Course design by Rachel Heilman, Issaquah High School.
Developed with the support of Sunila Kale (Associate Professor of International Studies) and the South Asia Center (Henry M. Jackson School of International Studies, University of Washington), with funding from the U.S. Department of Education National Resource Centers Program.

Dear Colleague,

I hope you are able to implement some version of this course at your institution! I have it aligned to Washington State Social Studies Standards, but it is right in line with Common Core-driven expectations and should fit well with any state’s standards. This course also very much supports the new Washington Ethnic Studies Framework.

––Rachel Heilman, March 2022

Course Description

How can understanding a particular region both shape and enhance our understanding of ourselves and the world around us? As we gain knowledge, how do we both recognize and cross the political boundaries we see on maps? In this one-semester course we will use an interdisciplinary approach to examine India and wider South Asia as we work to conceptualize the ways people, power, geography, and the past shape the region. For the purposes of this course South Asia will include Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka. In our role as global citizens we will also expand our inquiries to the web of connections between South Asia and our own individual and social identities.

inquiryHub high school and middle school curricula, guided by the Next Generation Science Standards (NGSS) and STEM standards in computer science and AI education, uses research-based approaches to teach science in a deeply digital environment, where students apply science and engineering ideas and practices to explain phenomena and solve problems.

The inquiryHub team led the development of courses in three- Biology, Chemistry, and Physics with Earth and space science integrated into each course. Featuring storyline instructional models and exciting new anchors, the units were selected using interest data from students. Additionally, all materials were field tested in more than 300 schools across the country to ensure they meet high standards for student engagement and learning. Through a collaboration with the Learning in Places Collaborative, we have integrated ethical decision making into phenomena and design challenges. Additionally, an integral component of the development process has been external validation of alignment to the NGSS by NextGenScience’s Science Peer Review Panel using the EQuIP rubric and reviews by educators who are part of Science Educators for Equity, Diversity, and Social Justice.

Additional Resources
https://www.colorado.edu/program/inquiryhub/curricula/inquiryhub-biology
https://www.colorado.edu/program/inquiryhub/

Learners will be able to 1) describe different integrated pest management techniques for controlling agricultural pests and 2) identify environmental/economical advantages and disadvantages of different pest management methods

International Finance Theory and Policy is built on Steve Suranovic's belief that to understand the international economy, students need to learn how economic models are applied to real world problems. It is true what they say, that ”economists do it with models.“ That's because economic models provide insights about the world that are simply not obtainable solely by discussion of the issues.

This educational resource provides essential information for implementation of Industry 4.0 in SME’s environment in the form of a collection of “recipes” suitable for SMEs that can be directly used by the owners and managers of SMEs. It includes practical approaches that support SMEs in the implementation of Industry 4.0 taking advantage on the decreasing costs of technologies like 3D printing, robotics, Augmented Reality, etc.

Data Carpentry lesson to learn how to work with Amazon AWS cloud computing and how to transfer data between your local computer and cloud resources. The cloud is a fancy name for the huge network of computers that host your favorite websites, stream movies, and shop online, but you can also harness all of that computing power for running analyses that would take days, weeks or even years on your local computer. In this lesson, you’ll learn about renting cloud services that fit your analytic needs, and how to interact with one of those services (AWS) via the command line.

As technology becomes ever integrated into our food system and everyday life, our food industry and supply become ever more vulnerable to attack. Cyber attacks continue to threaten large and small companies, government agencies, individuals, and food and agriculture. This module, ‘Securing the Food Industry,’ aims to introduce the idea of cyberbiosecurity through a lecture format along with three case studies allowing students to interact and think through the concepts and materials. This module was built for implementation into college level courses with connection or interest in the food industry, food science, and agriculture as well as and technology courses focused on real world applications.
The lecture starts by introducing the amount of technology in food science and the food industry then transitions into concerns about security. After discussing multiple subtypes of security already integrated into the food industry, cyberbiosecurity is introduced. The term and definition are discussed before the categories of cyber attacks are introduced. The lecture relates these ideas back to the food industry before sharing a few real-life examples of detrimental cyber-attacks. The lecture concludes are explain the impact a cyber attack can cause, who is responsible for preventing and recovering from these attacks, as well as suggested practices to reduce vulnerabilities. Three theoretical but realistic case studies with discussion questions follow the lecture. These studies were written to act as small group discussion starters but could be used for whole class discussion, individual writing assignments, or other applications.
A list of additional resources can be found with the course material. This list provides a small sampling of additional documents which discuss cyberbiosecurity. The resources listed at the end of the lecture are not included in the additional resources document but also provide helpful information in the exploration and understanding of cyberbiosecurity. Food science resources are also included in this document to provide additional background around the food industry portion of this course material.

Securing the Food Industry is an open educational resource (OER). Instructors reviewing, adopting, or adapting the module should indicate their interest at https://forms.gle/orFRGhYs8owBP7gD6.

This Open Textbook is a dynamic guide incorporating the essential skills needed to build a foundation in Financial Analysis. Students and readers will learn how to insightfully read a Financial Statement, utilize key financial ratios in order to derive forward-looking investment-related inferences from the accounting data, engage in elementary forecasting and modeling, master the theory of the Time Value of Money, and learn to price stocks and bonds in an environment in which interest rates constantly change. Ample problems and solutions, and review questions are provided to the student so that s/he can gauge his/her progress. This text will be continually updated in order to provide novel information and enhance students’ experiences.

Data Carpentry lesson to understand data structures and common storage and transfer formats for spatial data. The goal of this lesson is to provide an introduction to core geospatial data concepts. It is intended for learners who have no prior experience working with geospatial data, and as a pre-requisite for the R for Raster and Vector Data lesson . This lesson can be taught in approximately 75 minutes and covers the following topics: Introduction to raster and vector data format and attributes Examples of data types commonly stored in raster vs vector format Introduction to categorical vs continuous raster data and multi-layer rasters Introduction to the file types and R packages used in the remainder of this workshop Introduction to coordinate reference systems and the PROJ4 format Overview of commonly used programs and applications for working with geospatial data The Introduction to R for Geospatial Data lesson provides an introduction to the R programming language while the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data. The R for Raster and Vector Data lesson assumes that learners are already familiar with both geospatial data concepts and the core concepts of the R language.

Data Carpentry lesson to open, work with, and plot vector and raster-format spatial data in R. The episodes in this lesson cover how to open, work with, and plot vector and raster-format spatial data in R. Additional topics include working with spatial metadata (extent and coordinate reference systems), reprojecting spatial data, and working with raster time series data.

Investing is not as difficult as you think; we will show you how. (Speculating and trading are very, very difficult; we can't help you with those. Sorry.) After you have taken this course, you will have a strong foundation of the most important financial investments. We cover stocks, bonds, mutual funds, short-term investments (a.k.a. "cash"), hybrid instruments, and a few others. We want to emphasize that this is an introduction class. You do not need any prior investment experience. We start from the very beginning with the question, "What is an Investment?" Come join us! (http://www.wonderprofessor.com/123)

Progress of every profession, academic discipline and society at large rides on the back of research and development. Research generates new information and knowledge. It is a standardized process of identifying problem, collecting data or evidence, tabulating data and its analysis, drawing inference and establishing new facts in the form of information. Information has its life cycle: conception, generation, communication, evaluation and validation, use, impact and lastly a fuel for new ideas. Research results are published in journals, conference proceedings, monographs, dissertations, reports, and now the web provides many a new forum for its communication. Since their origin in the 17th century, the journals have remained very popular and important channels for dissemination of new ideas and research. Journals have become inseparable organ of scholarship and research communication, and are a huge and wide industry. Their proliferation (with high mortality rate), high cost of production, cumbersome distribution, waiting time for authors to get published, and then more time in getting listed in indexing services, increasing subscription rates, and lastly archiving of back volumes have led to a serious problem known as "Serials Crisis". The ICT, especially the internet and the WWW, descended from the cyber space to solve all these problems over night in the new avatar of e-journals. Their inherent features and versatility have made them immensely popular. Then in the beginning of the 21st century emerged the Open Access (OA) movement with the Budapest Open Access Initiative (BOAI). Philosophy of open access is to provide free of charge and unhindered access to research and its publications without copyright restrictions. The movement got support from great scientists, educationists, publishers, research institutions, professional associations and library organizations. The other OA declarations at Berlin and Bethesda put it on strong footings. Its philosophy is: research funded by tax payers should be available free of charge to tax payers. Research being a public good should be available to all irrespective of their paying capacity. The OA has many forms of access and usage varying from total freedom from paying any charges, full permission to copy, download, print, distribute, archive, translate and even change format to its usage with varying restrictions.
In the beginning, OA publications were doubted for their authenticity and quality: established authors and researchers shied away both from contributing to and citing from OA literature. But Committee on Publication Ethics (COPE, 1997) and its code of conduct formulated in collaboration with DOAJ and OASPA, etc. have stemmed the rot. They have defined best practices and compiled principles of transparency for quality control to sift the grain from the chaff; to keep the fraudulent at bay. Now it is accepted that contributors to OA get increased visibility, global presence, increased accessibility, increased collaboration, increased impact both in citations and applications, and lastly instant feedback, comments and critical reflections. This movement has got roots due to its systematic advocacy campaign. Since 2008 every year 21-27 October is celebrated as the OA week throughout the world. There are many organizations which advocate OA through social media and provide guidance for others.
Open Access research literature has not only made new ideas easy and quick to disseminate, but the impact of research can be quantitatively gauged by various bibliometric, scientometric and webometric methods such as h-index, i-10 index, etc. to measure the scientific productivity, its flow, speed and lastly its concrete influence on individuals, and on the progress of a discipline. The OA movement is gaining momentum every day, thanks to technology, organizational efforts for quality control and its measureable impact on productivity and further research. It needs to be strengthened with participation of every researcher, scientist, educationist and librarian. This module covers five units, covering these issues. At the end of this module, you are expected to be able to:
- Define scholarly communication and open access, and promote and differentiate between the various forms of Open Access;
- Explain issues related to rights management, incl. copyright, copy-left, authors’ rights and related intellectual property rights;
- Demonstrate the impact of Open Access within a scholarly communication environment.
This is Module One of the UNESCO's Open Access Curriculum for Library Schools.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002319/231920E.pdf.

Free practice modules for Spanish language educators
Introduction to Oral Proficiency Levels is a free open educational resource that can help Spanish teachers gain a foundational understanding of how to evaluate Spanish speakers. The resource includes 17 video-based practice modules designed to strengthen your understanding of the ACTFL Speaking Proficiency Guidelines and to help you evaluate the speaking levels of your language students.

The goal of this lesson is to provide an introduction to R for learners working with geospatial data. It is intended as a pre-requisite for the R for Raster and Vector Data lesson for learners who have no prior experience using R. This lesson can be taught in approximately 4 hours and covers the following topics: Working with R in the RStudio GUI Project management and file organization Importing data into R Introduction to R’s core data types and data structures Manipulation of data frames (tabular data) in R Introduction to visualization Writing data to a file The the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data.