As faculty, you assess textbooks against a set of criteria that reflects your long experience and knowledge of student needs. You do the same with Open Textbooks, but there are a few additional considerations.
This reader contains nine original stories about healing, discovery, survival, relationships, justice, and connections to the land explored through the lens of the plant world. These stories, written specifically for adults, are designed to accompany the BC Reads: Adult Literacy Fundamental English – Course Pack 1. This level 1 reader, one of a series of six readers.
This reader, written specifically for adults, contains eight chapters about Langston Hughes’ family history and personal life. It includes excerpts from many of Hughes’ poems and is designed to accompany the BC Reads: Adult Literacy Fundamental English – Course Pack 2. This level 2 reader, one of a series of six readers, is roughly equivalent to grades 1.5 to 3 in the K-12 system.
This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English – Course Pack 3. This level 3 reader, one of a series of six readers, is roughly equivalent to grades 3 to 4.5 in the K-12 system.The units in this reader mirror those in the course pack.
This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English – Course Pack 4. This level 4 reader, one of a series of six readers, is roughly equivalent to grades 4.5 to 6 in the K-12 system.Each story mirrors a chapter in the accompanying course pack.
This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English – Course Pack 5. This level 5 reader, one of a series of six readers, is roughly equivalent to grades 6 to 7.5 in the K-12 system.Each story mirrors a chapter in the accompanying course pack.
This reader contains 11 original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English – Course Pack 6. This level 6 reader, one of a series of six readers, is roughly equivalent to grades 7.5 to 9 in the K-12 system.Each instructional essay relates to one or two chapters in the accompanying course pack.
This course is about the electronic properties of materials and contains lectures about scattering, transport in metals, phonons and superconductivity.
This short commentary about the African Health OER Network was published by the African Journal of Health Professions Education, December 2010, Vol. 2, No. 2.
Our human society consists of many intertwined Large Scale Socio-Technical Systems (LSSTS), such as infrastructures, industrial networks, the financial systems etc. Environmental pressures created by these systems on EarthŰŞs carrying capacity are leading to exhaustion of natural resources, loss of habitats and biodiversity, and are causing a resource and climate crisis. To avoid this sustainability crisis, we urgently need to transform our production and consumption patterns. Given that we, as inhabitants of this planet, are part of a complex and integrated global system, where and how should we begin this transformation? And how can we also ensure that our transformation efforts will lead to a sustainable world? LSSTS and the ecosystems that they are embedded in are known to be Complex Adaptive Systems (CAS). According to John Holland CAS are "...a dynamic network of many agents (which may represent cells, species, individuals, firms, nations) acting in parallel, constantly acting and reacting to what the other agents are doing. The control of a CAS tends to be highly dispersed and decentralized. If there is to be any coherent behavior in the system, it will have to to arise from competition and cooperation among the agents themselves. The overall behavior of the system is the result of a huge number of decisions made every moment" by many individual agents. Understanding Complex Adaptive Systems requires tools that themselves are complex to create and understand. Shalizi defines Agent Based Modeling as "An agent is a persistent thing which has some state we find worth representing, and which interacts with other agents, mutually modifying each otherŰŞs states. The components of an agent-based model are a collection of agents and their states, the rules governing the interactions of the agents and the environment within which they live." This course will explore the theory of CAS and their main properties. It will also teach you how to work with Agent Based Models in order to model and understand CAS.
This course treats various methods to design and analyze datastructures and algorithms for a wide range of problems. The most important new datastructure treated is the graph, and the general methods introduced are: greedy algorithms, divide and conquer, dynamic programming and network flow algorithms. These general methods are explained by a number of concrete examples, such as simple scheduling algorithms, Dijkstra, Ford-Fulkerson, minimum spanning tree, closest-pair-of-points, knapsack, and Bellman-Ford. Throughout this course there is significant attention to proving the correctness of the discussed algorithms. All material for this course is in English. The recorded lectures, however, are in Dutch.
This resource is the manual for "Allele A1" Software. AlleleA1 simulates evolution at a single locus in an ideal population of imaginary organisms. The user enters values for parameters controlling selection, mutation, migration, genetic drift, and inbreeding. As the simulation runs, the software plots a graph showing the frequency of allele A1 over time. The resource, "Allele A1 Manual (pdf)" within "Lesson 03 Population Genetics and the Evolution of Resistance - Elaboration" is a part of Unit 06 Population Genetics and the Evolution of Resistance included in Agriscience & Biotechnology, Ag Bio - Course 2.
The Folger Shakespeare Library provides the full searchable text of "All's Well That Ends Well" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.
ePub version of text All's Well, that Ends Well by William Shakepeare, 1564-1616.
In this lesson, students will use and analyze equations to determine dBay profit on new technology. This lesson is designed for students who already know how to determine linear equations for a coordinate graph.
This course covers American Government: the Constitution, the branches of government (Presidency, Congress, Judiciary) and how politics works: elections, voting, parties, campaigning, policy making. In addition weęll look at how the media, interest groups, public opinion polls and political self-identification (are you liberal or conservative, Democrat or Republican or something else?) impact politics and political choices. Weęll also cover the basics in economic, social and foreign policy and bring in current issues and show how they illustrate the process.
In this class we will practice skills in reading, analyzing, and writing about fiction, poetry and drama from a select sampling of 20th Century American Literature. Through class discussion, close reading, and extensive writing practice, this course seeks to develop critical and analytical skills, preparing students for more advanced academic work.
The American Revolution entailed some remarkable transformations -- converting British colonists into American revolutionaries, and a cluster of colonies into a confederation of states with a common cause -- but it was far more complex and enduring then the fighting of a war. As John Adams put it, "The Revolution was in the Minds of the people . . . before a drop of blood was drawn at Lexington" -- and it continued long past America's victory at Yorktown. This course will examine the Revolution from this broad perspective, tracing the participants' shifting sense of themselves as British subjects, colonial settlers, revolutionaries, and Americans.
ASL II is a sequential course following ASL I, which continues to build knowledge of the naturally existing language widely used by Deaf people in North America. Since ASL is a visual-gestural language, students will need to continue to develop unique communication skills. These consist of using the hands, body, face, eyes and space. In order to achieve progress in this class, it is important to become comfortable communicating with your whole body and listening with your eyes.
ASL III is the third quarter of the first year study of American Sign Language (ASL) and the people who use it. ASL III will enhance the use of ASL grammar and consist of concentrated efforts to develop the studentęs expressive and receptive skills. The course will continue to provide insights into Deaf Cultural values, attitudes and the Deaf community. Now learning more abstract concepts of the language, ASL III students will be able to: narrate events that occurred in the past, ask for solutions to everyday problems, tell about life events, and describe objects. Students will also be able to: demonstrate intermediate finger spelling competency, generate complex ASL structures with intermediate vocabulary knowledge, execute a wide variety of grammatical principles, including classifiers and inflections, adapt to different sign language registers, dialects and accents, and create opportunities to interact with members of the Deaf community.