This course will assist students in developing effective and successful social media marketing campaigns. Students will examine how the choice of social network and social media tools affects the distribution of the message and the audience that is reached. Students will have the opportunity to formulate a social media marketing plan with an appropriate target market using relevant social media channels.

Course Outcomes:
1. Recognize social networks and their properties.
2. Explain why people participate in different types of social networks or social media.
3. Describe the history and development of various social networks.
4. Understand how personal account setting anonymous accounts, false identities, and multiple identities affect the community formation.

This is a book written by a community college Spanish instructor. It contains explanations, examples, fill-in-the-blank activities, reading activities, writing activities and speaking activities. The grammar and vocabulary covered in this book are in line with the state-wide accepted goals and objectives for grammar at the 101 level in Arizona. If you would like an editable version of the book, or learn how to make this type of book, feel free to contact me at jared.reynolds@yc.edu.

This resource was developed by the Kent Career and Technical Center through seed funding from the CAAT and is a project-based curriculum that revolves around the construction of a working electric powered vehicle that will be entered into an Electrathon America race. This curriculum guides students through the design, build, and test process with their electric powered vehicle. Curriculum experiences include a combination of classroom, lab learning, on-site work experiences, and exposure to emerging green career pathways. The curriculum developed includes mathematics and science standards for Physics, P1-P4, with an emphasis on forces and motion, energy, and electricity for grades 9-12.

This course is design to support the development of foundational skills in workplace communication and mathematics that are used in various STEM careers. The course offers practice using workplace communication and math skills that are encountered in the workforce. The activities are designed to strengthen skills in preparation for entering a college program in a STEM career.

The STEM Readiness course provides a refresher of core skills related to STEM careers. The core skills covered are Mathematics from arithmetic to beginning algebra, Workplace Communications and Professionalism. The topics of the course are presented through workplace scenarios to show learners how these skills apply to their potential careers. In reviewing these core skills students will be better prepared to be successful in post-secondary STEM related technical programs and ultimately in STEM related careers.

This is a course on Social Entrepreneurship for young people, developed under the SUYSE project. It includes 5 modules with lessons, exercises, case studies, video introductions and resources. More about the project: http://www.suyse.eu

Researchers, scholars and scientists main business is scholarly communication. We communicate about our work to others, as we push the boundaries of what we know and the society knows. We question established notions and truths about science. We share our findings with others, and in a way that is popularly known as scholarly communication which emerged with the publication of first journal in 1665. However, the term gained popularity only in the 1970s, as access to peer reviewed and scholarly communication became difficult. This module has four units covering introduction to scholarly communication, peer reviewed journals, electronica journals and databases and the Serials Crisis. At the end of this module, the learner is expected to be able to:
- Explain philosophy, mission, and objectives of scholarly communication
- Describe the process of scholarly communication
- Identify different channels of scholarly communication
- Discuss the dysfunctioning of the scholarly communication
In Unit 1, Introduction to scholarly communication, we have discussed different aspects of scholarly communication – particularly its genesis, importance and ethics of academic publishing, and different communication channels available in academic publishing. Some of these channels are commonly described as primary sources as they provide first-hand testimony or direct evidence concerning a topic under investigation. Historically, scientific journals were initiated by learned societies and other scholarly communities for reporting results of concluded research works or scientific discoveries. Now many forprofit publishers have started publishing research journals.
Unit 2, Communicating with Peer Review Journals, covers two important academic publishing channels, namely peer reviewed journals, conferences and their proceedings. This Unit also highlights different methods and procedures of peer reviewing for publishing primary literature emanated from research studies. The peer reviewing is essential for validating quality of research findings conveyed by researchers, which are subject to fulfilment of ethical standards and appropriate research design, sampling and other methodological issues.
In Unit 3, Electronic journals and databases, we have discussed the emergence of electronic journals in academic and research environment due to wide proliferation of information and communication technologies (ICT) in research communications and academic publishing. Scientific communities and scientific communications from the global South are getting substantive attentions through adaptation of electronic journals and electronic academic databases in the process of research communications.
In Unit 4, the Serials Crisis, we discuss the cost of peer reviewed publications and the problems faced by researchers in developing countries. The focus of this unit is on highlighting the problems and discusses possible solutions including the emergence of open access as one of the solutions. Open access journal publishing helps in mitigating some of the problems associated with serials crisis.
This is Module One of the UNESCO's Open Access Curriculum for Researchers.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002319/231938e.pdf

This class develops the abilities of students to communicate science effectively in a variety of real-world contexts. It covers strategies for dealing with complex areas like theoretical physics, genomics and neuroscience, and addresses challenges in communicating about topics such as climate change and evolution. Projects focus on speaking and writing, being an expert witness, preparing briefings for policy-makers, writing blogs, and giving live interviews for broadcast, as well as the creation of an interactive exhibit for display in the MIT Museum.

Programming continues to be a an important skill in the modern world. Childhood is a great time start learning programming and to develop computational thinking creativity, and problem- solving skills!

This course teaches programming in Scratch through fun videos which explains programming in an inspiring and clear way. These are accompanied with assignments which let kids to practice programming and create programs they will like to use themselves!

On a weekly basis, we will be creating a game: a maze, an aquarium, a Flappy Bird Game and a Super Mario look-a-like. Every week, new programming blocks are taught and together we’re working on ways to improve your written code.

This course is an English version of a course that was used in primary schools in The Netherlands with great success. The material follows the educational curriculum for programming in primary education of The Netherlands.

Do you want to participate with more children? Create a personal account for every child or pupil in order for them to work at their own pace. Once they have fulfilled the entire course and were upgraded to the ID Verified track, a Scratch diploma with their names will be handed out.

Programming is becoming a more and more important skill to have. Childhood is a great time to start learning programming and to develop computational thinking, creativity, and problem- solving skills. In this course you will learn the basics of programming and how to teach it yourself as a primary or secondary school teacher.

This MOOC teaches programming in Scratch through fun videos which explain programming in an inspiring and clear way.

Every week you build a different Scratch project yourself: a flappy bird game, a virtual pet or a Mondriaan like artwork. Also weekly, new programming blocks are taught and together we’re working on ways to improve your written code. In addition, you will learn how you can integrate the same programming lessons in your class for both primary and secondary education.

Many programming principles covered in Scratch also apply to other programming languages such as JavaScript and Python. An introduction to Python as well as hardware such as robotics and a micro:bit are a part of this online course should you want to broaden your scope.

The content of this course is based on a course that was used in primary schools in The Netherlands with great success. The material follows the educational curriculum for programming in primary education of The Netherlands.

The Mathematics Vision Project (MVP) curriculum has been developed to realize the vision and goals of the New Core Standards of Mathematics. The Comprehensive Mathematics Instruction (CMI) framework is an integral part of the materials. You can read more about the CMI framework in the Utah Mathematics Teacher Journal. (UCTM, 2009)

This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the engineering design process, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects.

This is the last Module of the course on Open Access for researchers. So far you have studied about Open Access, its history, advantages, initiatives, copyrights and licensing, evaluation matrix for research – all in the context of scholarly communication. In this Module with just two units, we would like to help you share your work in Open Access though repositories and journals. At the end of this module, you are expected to be able to:
- Understand the publication process involved in dissemination of scholarly works;
- Choose appropriate Open Access journals and repositories for sharing research results;
- Use social media to promote personal research work and build reputation.
In Unit 1, we discuss the research publication process at five stages – planning stage, preparing stage, pre-publication stage, publication stage and postpublication stage. We emphasize the importance of social media in sharing and making your work visible to the target groups.
In Unit 2, we focus on sharing your research through OA repositories and Journals. First we discussed the different types of repositories to select and highlighted the steps that you may consider including deposit in your own institutional repositories or in global open repositories. We then discuss the sources of finding and deciding on OA journals. This unit also provides guidance on choosing the right OA journals, as the quality of OA journals is often questioned.
This is Module Five of the UNESCO's Open Access Curriculum for Researchers.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002322/232211E.pdf

This course outline is designed for a Level 7 advanced communication course at Portland Community College. It addresses listening, speaking, pronunciation, and presentation skills within the theme of entrepreneurship by drawing inspiration from the TV show “Shark Tank” and its various incarnations in other languages/countries around the world.

The curriculum is designed for a term of 8 weeks. Each class period is 3 hours long, and the class meets twice weekly for a total of 16 class periods plus final exam. During the course, students complete several projects:

*a survey of people outside of class
*a report to the class about the survey results
*a video commercial for a new product
*a live pitch for a new product to a panel of guest “sharks”

The course outline links to all supporting materials in the form of Google Docs, Google Forms, Google Slides, Quizlets, YouTube videos, etc.

Through a five-lesson series with five activities, students are introduced to six simple machines inclined plane, wedge, screw, lever, pulley, wheel-and-axle as well as compound machines, which are combinations of two or more simple machines. Once students understand about work (work = force x distance), they become familiar with the machines' mechanical advantages, and see how they make work easier. Through an introduction to compound machines, students begin to think critically about machine inventions and their pervasive roles in our lives. After learning about Rube Goldberg contraptions absurd inventions that complete simple tasks in complicated ways they evaluate the importance and usefulness of the many machines around them. Through the hands-on activities, students draw designs for contraptions that could move a circus elephant into a rail car, create a construction site ramp design by measuring different inclined planes and calculating the ideal vs. actual mechanical advantage of each, compare the theoretical and actual mechanical advantages of different pulley systems conceived to save a whale, build and test grape catapults made with popsicle sticks and rubber bands, and follow the steps of the engineering design process to design and build Rube Goldberg machines.

The world of business can be a difficult one, particularly for those entering the business world as owners or managers of a small business. Fortunately, there are a number of resources online that can ease this transition. The United States Small Business Administration has created this resource that is designed to give business owners a basic overview of how to manage, market, and lead their business. The site is divided into several discrete sections, including Management for Growth; Leadership and Marketing & Sales. Within each section, visitors can read essays that address such topics as the management of employees, buying a franchise, equity financing, and strategic planning. One of the highlights here is a free online growth strategies course. The site is rounded out by an area that provides information about some of the Administration special initiatives designed to help women, minorities, and veterans.

This course introduces Entrepreneurship and Business Planning. Upon successful completion of this course, students will be able to: analyze the entrepreneurial process through which business ideas are evaluated; identify the characteristics of successful entrepreneurs; demonstrate an awareness of strategies supporting entrepreneurship; distinguish between business ideas and opportunities; write a formalized business plan; write a marketing plan; examine their personal entrepreneurial potentials; know how to finance their business ventures; demonstrate an understanding of team-building dynamics. (Business Administration 305)

Soar to Savings provides tips for saving and describes the impact of individual saving on the overall economy. As a result of this course, users will have a better understanding of opportunity cost, interest, down payments, and financial investment.

This course presents software engineering concepts and principles in parallel with the software development life cycle. Topics addressed include the Software Development Life Cycle (SDLC), software modeling using Unified Modeling Language (UML), major phases of SDLC (Software Requirements and Analysis, Software Design, and Software Testing), and project management. Upon successful completion of this course, the student will be able to: demonstrate mastery of software engineering knowledge and skills, and professional issues necessary to practice software engineering; discuss principles of software engineering; describe software development life cycle models; learn principles of software modeling through UML as a modeling language; identify major activities and key deliverables in a software development life cycle during software requirements and analysis, software design, and software testing; apply the object-oriented methodology in software engineering to create UML artifacts for software analysis and requirements, software design, and software testing; apply project management concepts in a software engineering environment to manage project, people, and product; participate as an individual and as part of a team to deliver quality software systems. This free course may be completed online at any time. (Computer Science 302)

The Software Engineering Program (SEP) is a multi-year, comprehensive, standards-aligned computer science education program for grades 6 to 12. The goals of the program are:

-Increase the number of high school graduates, particularly from traditionally underrepresented groups, that are ready to pursue new and emerging technology-driven roles across industries.

-Develop student computational thinking and problem-solving skills in real-world contexts.

The SEP curriculum gives students instruction and experience in the following areas: computer programming, robotics, web design, physical computing, and game design. SEP students participate in local and central hackathons, and in work-based experiences with major industry leaders and partners.