Principles of Economics covers scope and sequence requirements for a two-semester introductory economics course. The authors take a balanced approach to micro- and macroeconomics, to both Keynesian and classical views, and to the theory and application of economics concepts. The text also includes many current examples, which are handled in a politically equitable way.

Principles of Economics covers scope and sequence requirements for a two-semester introductory economics course. The authors take a balanced approach to micro- and macroeconomics, to both Keynesian and classical views, and to the theory and application of economics concepts. The text also includes many current examples, which are handled in a politically equitable way.

The purpose of this OER is to provide students with a comprehensive textbook aligned with the NDT 130 (Radiographic Testing) course as taught at Linn-Benton Community College.

Catalog description:
This course is designed to meet the training requirements for formal certification in Radiation Safety for both X-ray and gamma Radiographers. This course exceeds the recommendations and training outline set forth by the NRC training manual. It covers personal safety and protection, controlling radiation dose, personal monitoring, survey instruments, biological effects of radiation, exposure devices, emergency procedures, and storage and shipment of devices and sources.

Upon successful completion of this course, students will be able to:
Describe and explain radiation units and terminology. Describe and explain atomic structure and types of radiation. Pass written exams with a composite grade of at least 80% with no individual passing grade less than 70%.

This collection of stories about immigration is based on oral histories with staff, faculty, and students of Portland Community College from over twenty countries. Their narratives cover such topics as education, economic hardships and opportunities, family, marriage, documentation status, citizenship, gender, sexuality, war, violence, xenophobia, refugee camps, religion, politics, and language.

This book contains nine short stories about natural wonders of Oregon written for high-beginner/low-intermediate students of English (lexile range of 500-600). Each story is approximately 225-250 words long and features a picture, a set of self-correcting comprehension questions, a writing prompt, and full citations of sources with links.

Stig is a quirky dog in Portland who dreams of writing poetry in Paris. But will his dream ever come true?This short novel for low-intermediate students of English is an extrapolation, exploration, and Portlandification of the original story Max Makes a Million by Maira Kalman, 1990.

This open textbook offers students of technical writing an introduction to the processes and products involved in professional, workplace, and technical writing. The text is broken up into sections reflecting key components of researching, developing, and producing a technical report. Readers will also learn about other professional communication, designing documents, and creating and integrating graphics. Written especially for an academic setting, this book provides readers with guidance on information literacy and documenting sources. This book was collected, adapted, and edited from multiple openly licensed sources.

Materials that can be used to discuss actions that student groups can take to promote textbook affordability on campus. Includes PDF, Word, and slides.

A selection of poems, arranged by theme, with a list of poetic terms.

Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.

I’ve been involved with writing as a teacher and an author much of my life. I’ve written for academia and personal interest. I’ve had my writing evaluated for entrance into programs; resumes I’ve written documents that have been scrutinized for the workplace; I’ve had stories evaluated by editors for publication, but I have never had my writing evaluated by artificial intelligence (AI). In my training as a teacher, I wasn’t taught to teach writing for an audience that wasn’t human. I wasn’t taught to look at writing as it would be seen by artificial intelligence. Yet, that is what the students in my classroom will face at the end of their coursework. It will not be up to me to evaluate their writing. They will face a standardized test and an automated essay grader. The purpose of this book is not to debate the use of Automated Essay Graders (AEG) or the pros and cons of AEG. I am creating this book in 2020 because AEG is a fact of life for the students I teach.