December 2013 marks the 80th anniversary of the end of Prohibition, the period between 1920 – 1933 when the manufacture, transport and sale of intoxicating liquors was illegal in the United States. The 18th Amendment to the Constitution, ratified in 1919, was the crowning achievement of a temperance movement that had been building in this country since the late 1700s. Alcohol consumption had peaked to a high of about 7 gallons per person in the early 1800s (compared to less than 3 gallons today), with recognized health and societal consequences. But the new laws were difficult to enforce, due to general unpopularity and the profits that could be made through circumventing the law. Demand for alcohol remained high, and organized crime and corruption flourished. Loopholes and exemptions also allowed home wine production, and prescriptions for medical alcohol rose dramatically. Enforcement difficulties, popular resistance, and economic pressures associated with the Great Depression all contributed to efforts to repeal Prohibition. In 1933, the 21st Amendment ended national prohibition and returned responsibility for alcohol regulation to the states. The Kentucky Digital Library and DPLA would like to thank the contributing institutions for providing the unique content and metadata featured in Indomitable Spirits: Prohibition in the United States. Texts, research, and compilation by University of Kentucky Libraries employees Sarah Dorpinghaus, Beth Kraemer, Kathryn Lybarger, Mary Molinaro, Judy Sackett, and Stacy Yelton. Repository and curation support provided by Tom Blake, Kate Boyd, Crystal Heis, Shelia McAlister, Sandra McIntyre, Danielle Pucci, Jason Roy, and Christopher Vinson.

As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era.

This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII.

In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.

With KSPS's Injustice at Home: Overcoming Discrimination and Adversity (a series of four educational videos and a curriculum unit), grade school students will learn the stories of Frank C. Hirahara, Kazuko Sakai Nakao, Kaz Yamamoto, and Fred Shiosaki through oral history interviews. As survivors of the Japanese Incarceration
Camps during WWII, the powerful stories of these survivors reveal the damaging nature of racial discrimination upon the Japanese American community.

Throughout the unit, Grades 4-6 students will witness the fortitude and courage of those who suffered racial discrimination but overcame it due to the resiliency of their culture and character. Students will analyze paintings and poetry made by incarcerated Japanese American youth to determine the diverse impact on their daily lives. Students will conclude the unit by creating a biographical presentation of one of the survivors and demonstrate what can be learned from those who have experienced and overcome
discrimination.

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/

This ITS ePrimer provides transportation professionals with fundamental concepts and practices related to ITS technologies. This resource can help practicing professionals and students better understand how ITS is integrated into the planning, design, deployment, and operations of surface transportation systems. The ePrimer is both a stand-alone reference document for the practitioner as well as a text for education and training programs.

Students take poetic license when they interpret William Carlos William's poem "The Red Wheelbarrow" to help create a poem of their own.

Students use their communication and writing skills as they interview a partner, write an article about them, and create a multimodal presentation to introduce their partner to the class.

Overview of Indian Financial System, Role of IFS,Structure of IFS ,Challenge of IFS

This open text in progress is designed for use in CS 210 at University of Oregon and in CS 161 at other Oregon colleges and universities.

This unit is designed to develop foundational skills needed to prepare students for learning and making meaning of a variety of text types. The unit will provide students with opportunities to listen to and explore a variety of everyday print materials such as storybooks, poems, and informational texts to engage in interactive discussions of the messages and meaning of texts. This unit teaches students that they are readers and have a vital role in their classroom community.

Students will continue practicing routines necessary for learning:
• Working productively in the meeting area
• Working with a partner to Think-Pair- Share
• Book handling and learning about the parts of texts
• Selecting texts for independent reading
• Using everything in the classroom for reading support

This 1-2 hour module provides an introduction to the key shifts required by the CCSS for Literacy in the content areas: history / social studies, science, and technical subjects.

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.

In this lesson, you’ll learn how to use python with the Zotero API to interact with your Zotero library. The Zotero API is a powerful interface that would allow you to build a complete Zotero client from scratch if you so desired. But like most APIs, it works in small, discrete steps, so we have to build our way up to the complicated requests we might want to use to access our Zotero libraries. But this incremental building gives us plenty of time to learn as we go along.

Inspired by their curiosity about animals, students work together to research an animal of their choice and present the information they gather to an authentic audience.

Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.

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.

Students express themselves verbally, visually, and musically by creating multimodal autobiographies, exchanging ideas with other students and sharing important events in their lives through PowerPoint presentations.

Students learn about complex networks and how to use graphs to represent them. They also learn that graph theory is a useful part of mathematics for studying complex networks in diverse applications of science and engineering, including neural networks in the brain, biochemical reaction networks in cells, communication networks, such as the internet, and social networks. Students are also introduced to random processes on networks. An illustrative example shows how a random process can be used to represent the spread of an infectious disease, such as the flu, on a social network of students, and demonstrates how scientists and engineers use mathematics and computers to model and simulate random processes on complex networks for the purposes of learning more about our world and creating solutions to improve our health, happiness and safety.

Students will be singing the blues in this lesson in which they identify themes from "The Gift of the Magi" and write and present blues poetry based on those themes.