This OER is a second-semester online language and culture manual designed for students in higher education. It follows a 14- or 15-week semester. Registration to Canvas Commons is required but free. This OER features online grammar and vocabulary practice and interactive assessment of various kinds.

This curriculum was designed for high school students with no prior coding experience who are interested in learning Python programming for data science. However, this course material would be useful for anyone interested in teaching or learning basic programming for data analysis.

The curriculum features short lessons to deliver course material in “bite sized” chunks, followed by practices to solidify the learners' understanding. Pre-recorded videos of lessons enable effective virtual learning and flipped classroom approaches.

The learning objectives of this curriculum are:

1. Write code in Python with correct syntax and following best practices.
2. Implement fundamental programming concepts when presented with a programmatic problem set.
3. Apply data analysis to real world data to answer scientific questions.
4. Create informative summary statistics and data visualizations in Python.
5. These skills provide a solid foundation for basic data analysis in Python. Participation in our program exposes students to the many ways coding and data science can be impactful across many disciplines.

Our curriculum design consists of 27 lessons broken up into 5 modules that cover Jupyter notebook setup, Python coding fundamentals, use of essential data science packages including pandas and numpy, basic statistical analyses, and plotting using seaborn and matplotlib. Each lesson consists of a lesson notebook, used for teaching the concept via live coding, and a practice notebook containing similar exercises for the student to complete on their own following the lesson. Each lesson builds on those before it, beginning with relevant content reminders from the previous lessons and ending with a concise summary of the skills presented within.

A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.

The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.

The LRMI specification is a collection of classes and properties for markup and description of educational resources. The specification builds on the extensive vocabulary provided by Schema.org and other standards. LRMI terms not included in schema.org may nevertheless be used to augment and enrich Schema.org markup.

This is an exercise developed for use at the California Academy of Sciences by an undergraduate-level class which explores paleontology or the history of life.
Students are asked to explore the California Academy of Sciences, and explain how their collections are organized and why such collections are important.
Students are then asked to apply critical thinking skills and their knowledge of the scientific method to the exhibition on dinosaurs.

Students utilize digital data of areas they previously explored using traditional topographic map techniques. This assignment allows students to evaluate prior assumptions about spatial relationships while learning basic GIS tools.

The purpose of this resource is to develop a classification system for a set of objects and learn about hierarchical classification systems. Any set of objects, such as insects or rocks, may be used as well.

This assignment was designed for students in the first year seminar and aligns with the Inquiry and Problem Solving core competency, with a focus on framing the issues (identifies and/or addresses questions problems and/or hypothesis informed by knowledge of context) and evidence gathering (assembles, reviews and synthesizes evidence from diverse sources of relevant knowledge). Both assignments rely on writing and one may include an oral component. In writing, the focus is on Content Development and Organization, as well as Control of Language, Syntax, and Mechanics. LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives: The LMF course for Liberal Arts Math and Science introduces students to the habits of mind of the major, and to relevant on-campus resources. Students are also supposed to plan their academic journey with faculty advisors. Read and contrast the historical perspectives vs the current perspectives about women in STEM. (Women in the early 20th century vs contemporary issues). Data: will be provided (from NSF and other government agencies) about women in STEM workforce and bachelor's and higher-level degree holders. Students must analyze and interpret (critical thinking). Generate appropriate questions. Reflection: be able to develop and defend arguments based on data and readings. Research Summary: Understand and evaluate factors that contributed to the success of Nobel Prize Winners in the early 20th century.

Runway extension, construction of works in protected areas, subsidizing sustainable projects... they all happen within a design space, limited amongst others by legal rules and requirements. To make optimal use of the design space, you have to know about these rules and requirements. When does a contract have to be tendered out, what rules are then applicable, what can be subsidized and what are the restrictions, how to comply with air quality requirements and can a frog really block a project? What alternative designs can be given in order to avoid legal problems? These and other problems will be addressed in this course.

While resources abound for students working to achieve an intermediate level of proficiency, many students struggle with the transition to the more broadly focused classes at the advanced level. Le pont is intended to bridge this gap while promoting cultural understanding of the varied groups of people who share French as a common language. It requires students to analyze target structures within context and make their own observations about when and how those structures are used. Providing students with this preview of the target structures will allow learning through a flipped model, freeing up class time to work on more open-ended communicative activities that explore the Francophone world.

Let's Learn Arabic is a tutorial designed to introduce users to reading and writing in Arabic. The tutorial is composed of a total of five lessons and begins with a brief historical background about the language. The first and second lessons provide an introduction to the letters that make up the alphabet. The next three give a number of example demonstrating how to combine the letters into words. Audio files demonstrating the names of all of the letters are provided.

To prepare for this writing assignment, students do a series of discussion section and homework assignments designed to familiarize them with scientific literature, literature reviews and the reading and interpretation of scientific papers and figures. In class students received a lecture on the example literature review providing continuity of topical content, in more depth than class lecture. The condensed literature review exercise serves as preparation for their term project, which includes a term paper and a presentation on a climate related topic of their choice. The topic content could be exchanged for any other for this writing exercise.

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The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.

Students analyze data on temperature and precipitation collected from 26 different Long Term Ecological Research sites and compare them with annual net primary productivity. The students then form an ecological rule to explain their results.

This exercise is centered around a suite of rocks from the Sierra Nevada batholith. The activities are designed to give petrology students a capstone experience for the igneous portion of the upper-level Petrology course. Students are given thin sections with hand samples, a map and a table of geochemical analyses (in Excel format) and asked to record hand-sample and thin section observations with the idea that these will be used to understand processes that were active during batholith generation. By the time they encounter this lab, the students have spent at least 7 lab periods looking at a variety of igneous rocks and their textures. Because students are given geochemical analyses, they are also expected to experiment with the use of graphs (e.g., Harker and spider diagrams) to better understand tables of geochemical analyses. The students use observations about rocks and geochemistry to build a coherent story around these rocks; the final product is a short paper in which they use petrographic observations and geochemical diagrams to back up their interpretations.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Many people live in regions prone to earthquakes, tsunamis and volcanic eruptions, but the hazards and risks inherent in our communities may be very different. Making connections with learners from another location is a great way to share knowledge and practice science communication skills. Video conferencing applications like Zoom and Skype make it possible to connect with learners anywhere in the world. This activity provides a simple protocol, and a form for submitting a request to connect with a classroom teacher in Anchorage, Alaska.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

At the beginning of a DNA, DNA replication, and mitosis unit, students are given a short science news article summarizing a recent research paper. This assignment links the article to figures and key techniques from a related journal article, requiring students to apply and transfer the knowledge they gained in the unit.

Management Information Systems (MIS) is a formal discipline within business education that bridges the gap between computer science and the well-known business disciplines of finance, marketing, and management.

The purpose of the resource is to produce a land cover type map from hard copies of Landsat satellite images.