1) What are some of the biological effects of dam removal (good and bad)?

2) What are some of the more pressing/compelling reasons to remove a dam? Explain.

3) The Stanley and Doyle (2003) article states that, "dam removal cannot be avoided." Hypothetically, let's say you are placed on a committee to oversee the removal of the Aswan High Dam, since Doyle et al. (2003) states that, "the functional lifespan of most dams is approximately 60-120 years." What scientific studies would you conduct before/during/after dam removal? Why?

(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.)

This new publication by UNESCO is a timely resource and highly topical subject for all those who practice or teach journalism in this Digital Age. UNESCO's new handbook is an essential addition to teaching syllabi for all journalism educators, as well as practising journalists and editors who are interested in information, how we share it and how we use it. It is mission critical that those who practice journalism understand and report on the new threats to trusted information. Political parties, health professionals, business people, scientists, election monitors and others will also find the handbook useful in navigating the information disorder. Written by experts in the fight against disinformation, this handbook explores the very nature of journalism - with modules on why trust matters; thinking critically about how digital technology and social platforms are conduits of the information disorder; fighting back against disinformation and misinformation through media and information literacy; fact-checking 101; social media verification and combating online abuse. The seven individual modules are available online to download that enables readers to develop their own course relevant to their media environment.
This handbook is also useful for the library and information science professionals, students, and LIS educators for understanding the different dimensions of fake news and disinformation.

Table of Contents
Module One | Truth, Trust and Journalism: Why it Matters | by Cherilyn Ireton
Module Two | Thinking about "Information Disorder": Formats of Misinformation, Disinformation and Mal-Information | by Claire Wardle & Hossein Derakshan
Module Three | News Industry Transformation: Digital Technology, Social Platforms and the Spread of Misinformation and Disinformation |by Julie Posetti
Module Four | Combatting Disinformation and Misinformation Through Media and Information Literacy (MIL) | by Magda Abu-Fadil
Module Five | Fact-Checking 101 | by Alexios Mantzarlis
Module Six | Social Media Verification: Assessing Sources and Visual Content | by Tom Trewinnard and Fergus Bell
Module Seven | Combatting Online Abuse: When Journalists and Their Sources are Targeted | by Julie Posetti

Additional Resources: https://en.unesco.org/fightfakenews

O kit didático ViVa - Vivendo nas Várzeas do Alto Solimões está organizado sob a forma de sequência didática e tem como objetivo facilitar a aprendizagem reflexiva e crítica dos discentes no que tange ao cotidiano de agricultores familiares, que vivem em ambientes de várzea. O material baseia-se nas concepções epistemológicas e pedagógicas defendidas por Edgar Morin e Paulo Freire, que primam pela contextualização do conhecimento, logo esse material didático foi construído a partir do cotidiano dos agroecossistemas familiares de várzea do Alto Solimões. No entanto, o mesmo pode ser utilizado por professores de outras regiões que desejam construir com seus discentes novos saberes, ou como modelo de replicação teórica-metodológica para confecção de novos materiais, contextualizados às características de cada lugar. O kit didático ViVa é composto por: a) Este Guia de Orientações ao professor; b) Uma Cartilha; c) Um Jogo de Tabuleiro com instruções; e d) Um CD com os itens acima disponíveis em mídia. O kit didático foi formulado para se trabalhar a temática “Gestão de Agroecossistemas Familiares” em sala de aula, no entanto, por ser a Agricultura Familiar um tema transversal, o kit pode ser trabalhado de forma inter e transdisciplinar por professores de distintas áreas de formação. A cartilha apresenta em seu arcabouço conteúdos, como: Agroecossistemas Familiares; Várzeas; Pulso das Águas/Ciclo Hidrológico; Cultivos Agrícolas; Extrativismo Vegetal; Extrativismo Animal; Criação Animal; Instrumentos, Organização, Processos e Estratégias de Trabalho; Unidades de medida locais; Comercialização Agrícola; e Conservação. A cartilha faz uso de ilustrações pertinentes aos conteúdos abordados, que foram feitas a partir de fotografias dos agroecossistemas, permitindo uma aproximação maior entre teoria e prática. Quanto ao jogo didático, ele apresenta em seu tabuleiro as cinco principais atividades agrícolas realizadas nos agroecossistemas de várzea do Alto Solimões, bem como a influência do pulso das águas ou ciclo hidrológico na dinâmica de trabalho dos agricultores familiares. Além disso, o jogo também estabelece a possibilidade de eventos bons ou ruins aos jogadores, correlacionando esses eventos aos que acontecem nos agroecossistemas de várzea.

Leadership and Management in Learning Organizations is a comprehensive, online, open education resource available for students, educators, and administrators who would like to learn more about leadership and management within learning organizations.

This lesson helps students understand why Earth is considered the "water planet." Students analyze how much of Earth's water is available for humans to use for life-sustaining purposes, and they explore the concept of water scarcity in both physical and economic terms. They look at the many ways that humans use water and investigate international trends in agricultural, industrial, and household water consumption. The lesson also sets up the focus of this course: the concept of water footprints. Students explore how water footprints are an invaluable tool for identifying patterns of water use so that individuals, businesses, and even nations can more effectively manage their use of one of the most precious resources on Earth: water. Critical to this exploration is a visit to Watercalculator.org, where students calculate their personal water usage, analyze the results, and set a base point for tracking and conserving their water use.

This is the first of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(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.)

This lesson helps students understand why Earth is considered the "water planet." Students analyze how much of Earth's water is available for humans to use for life-sustaining purposes, and they explore the concept of water scarcity in both physical and economic terms. They look at the many ways that humans use water and investigate international trends in agricultural, industrial, and household water consumption. The lesson also sets up the focus of this course: the concept of water footprints. Students explore how water footprints are an invaluable tool for identifying patterns of water use so that individuals, businesses, and even nations can more effectively manage their use of one of the most precious resources on Earth: water. Critical to this exploration is a visit to Watercalculator.org, where students calculate their personal water usage, analyze the results, and set a base point for tracking and conserving their water use.

This is the first of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(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.)

This lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

This is the second of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(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.)

This lesson centers on a deeper exploration of the water footprint associated with food. Students learned in Lesson 1 that virtual water, especially as it relates to food, typically makes up the majority of their water footprint. In this lesson, they find out why. First, they see an attention-grabbing demonstration of how much water is needed for three food products. Second, they break into groups to do research, and then they teach their classmates about key aspects of water use related to food and agriculture. Next, they think about how their diet is influenced by social groups, advertising, and structures in place at home and at school that encourage them to potentially eat food with large water footprints. Finally, they brainstorm ways they might be able to influence change in those areas. The lesson concludes with students sharing their ideas and providing one another with constructive feedback.

This is the second of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(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.)

Session 1 of this lesson begins with a quick activity to get students thinking about their direct and virtual water use. It introduces a few new ideas for virtual water use that may surprise students, including the virtual water required for the products we buy and use. Then students form marketing teams to explore five categories of water use (indoor, outdoor, diet, electricity, and buying habits) and create infographic posters to share what they learn. Then, in Session 2, students remain in five teams to audit the school's indoor and outdoor direct water use as well as several categories of virtual water use: food, energy, and electronics. They use what they learn to create a strategic conservation action plan that incorporates their How to Save Water awareness campaign in an effort to decrease the school's overall virtual water use. The lesson can be conducted as a short project or a more comprehensive capstone project.

This is the third of the three-part Lessons for Understanding Our Water Footprint: High School Lesson Plans.

(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.)

Session 1 of this lesson begins with a quick activity to get students thinking about their direct and virtual water use. It introduces a few new ideas for virtual water use that may surprise students, including the virtual water required for the products we buy and use. Then students form marketing teams to explore five categories of water use (indoor, outdoor, diet, electricity, and buying habits) and create infographic posters to share what they learn. Then, in Session 2, students remain in five teams to audit the school's indoor and outdoor direct water use as well as several categories of virtual water use: food, energy, and electronics. They use what they learn to create a strategic conservation action plan that incorporates their How to Save Water awareness campaign in an effort to decrease the school's overall virtual water use. The lesson can be conducted as a short project or a more comprehensive capstone project.

This is the third of the three-part Lessons for Understanding Our Water Footprint: Middle School Lesson Plans.

(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.)

Let's Design a Farmer's Market. This is the Lesson 3 Digging Deeper activity, from Unit 5 Agriculture and Business, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

This five-week project asks students to examine the environmental outcomes of their lifestyle choices, to investigate and try out more sustainable choices, and to write about their experiences.

(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.)

I use the Lifestyle Project in my Introduction to Environmental Issues class. This 3-week project asks students to make changes to their everyday environmental habits. This helps students realize that they have control of their lives and they can make decisions and make changes if they want to. And, given this empowerment, students can think about their impacts on Earth and their obligations to the planet and our society.

(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.)

This three-week project begins with a measurement of "baseline" consumptive behavior followed by two weeks of working to reduce the use of water, energy, high-impact foods, and other materials. The assignment uses an Excel spreadsheet that calculates direct energy and water use as well as indirect CO2 and water use associated with food consumption.

(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.)

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.

This course will begin with an introduction that will help further the distinction between leadership and management, and then you will be introduced to major theories and models of leadership and of leadership development from a variety of perspectives. Next, you will be introduced to the process of decision-making in a variety of leadership settings. You will then study the processes of leading independently, or without direct authority. The final unit will focus on managing groups and teams. You may not be a leader after concluding this course, but you certainly will have a better understanding of the qualities of leadership. Perhaps you will discover there is a leader right at your fingertips.

Almost all management decisions deal with the same key issues: cost, price, and profit. This course will examine this sort of decision-making, identifying the tools and methods managers use to make the best-informed decisions possible. We will begin with an introduction to the terms that will be referenced in the later units. We will then discuss the various methods and theories that managers deploy when tracking costs and profits. The final section will explain how managers report the overall performance of a firm or department for internal use. Upon completion of this course, students will be better prepared to make informed decisions within a firm.

This course will start with the conceptual framework of negotiations as it applies to all areas of negotiation in both the public and private sectors. As the course progresses, you will focus on business negotiation skills and strategies designed to help you maintain healthy business relationships. Specifically, you will learn about the concepts, processes, strategies, and ethical issues related to negotiation as well as appropriate conduct in multicultural business contexts. You will also learn to better understand the theory, processes, and practices of negotiation, conflict resolution, and relationship management so that you can be a more effective negotiator in a wide variety of situations. If you take advantage of the opportunities this course offers, you will be more comfortable and more productive managing negotiations as well as professional and personal relationships.

Background:
In my experience, I have discovered many common roadblocks to non-traditional and under-represented student participation in hydrogeology:
Time constraints -- many students have complicated schedules and demands on their time that a traditional undergraduate does not have. For example, many of these students are working full time, and required experiences outside of the classroom often pose scheduling conflicts for students.

Communication skills -- many under-represented students arrive in the classroom with communication skills that are not fully developed. Students are often learning English as they are learning the complex vocabulary of hydrogeology.

Math skills -- many students are under prepared in math and/or have math phobias

Funding -- many students are unable to pay laboratory and field trip fees.

I currently teach at minority serving institution. Here, I find that hands-on practice is the most successful learning experience for students. Students grasp concepts such as discharge, flux, and residence time more effectively when they are active participants in the learning process. The most effective method I have found for addressing these issues and encouraging under represented student participation in hydrogeology is to create student-designed group research projects. I used this strategy three quarters in a row, and the same students (as well as new students they recruit) continue to sign up for these courses. This trend, in addition to students' growing confidence in engaging in the scientific method, is my primary evidence for success.

Resources are very limited at my institution, so here are a couple of suggestions that work well.
Borrow equipment -- from other universities, from consulting companies, from colleagues.

Simplify analyses -- many interesting conclusions can be drawn from simply pH, conductivity, and temperature data. But, there are also relatively inexpensive test kits on the market that are sufficient for class purposes (ex. LaMotte urban water test kit ~$30).

Description
Everyone will have different class sizes, student preparation levels, and goals when attempting an exercise like this, so I will provide general information, which others can modify to meet their needs. Below I briefly outline the steps I take the students through during the project and highlight ideas for improving success for the targeted groups.

Form groups -- depending on class size, 2-4 students per group (I try to ensure the groups are balanced based on skills and student interests)
Choose topic -- I usually provide a list of possible topics and have students adapt a topic from the list that interests them. Students require a lot of guidance at this stage to assure selection of a manageable topic for a quarter-long project. This is the most important step - guiding students into a topic they are passionate about and where they can be successful is key. Students usually have no shortage of questions they want to answer about water in an urban environment! Since most of the students have spent their whole lives in an urban situation, they are deeply passionate about these issues.
Research literature -- students perform a background search for previous work on their topic to help guide them. I provide a laboratory session on how to search the library and databases for related information, as well as provide a list of recommended journals and websites. In addition, students locate supporting data (discharge, well levels, precipitation)
Plan study -- we discuss study design, sample types, sampling location, frequency. During this phase, students use maps, study weather patterns, and determine site accessibility.
Collect data -- we set aside lab periods for collecting data together. These are the sessions where you should be prepared to answer all sort of questions. Once the students begin implementing their study, many new questions come up.
Analyze and interpret results -- multiple lab periods are used to analyze data; student data are the basis of the remainder of labs. Techniques discussed are applied to their group projects.
Present findings -- students assemble posters and present results to their classmates.

Urban topics
Below is a short list of topics to stimulate ideas. Equipment required includes pH meter, conductivity meter, flow meter, Lamotte test kits.
Sources of N and P to the Los Angeles River
Contribution of golf courses to urban runoff
Extent of tidal influence on Ballona Creek
Metal fluxes from storm drains to the ocean
Relationship of land use to water quality
Relationship of population demographics to water quality

(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.)

This nonprofit organization development program consists of 13 modules and can help you accomplish a great deal for your nonprofit -- and for you. This program can be implemented by service organizations to promptly provide a nonprofit and management development program in their locale -- this program can be adopted "as is" or modified.