This course contains five projects that are organized around the following question: “What is the proper role of government in a democracy?” Each project involves political simulations through which students take on roles that help contextualize the content required by the new College Board course framework.

Founders' Intent
Elections
Supreme Court
Congress
Government in Action

Openly licensed PDF unit plans of all the above units are available at this Sprocket Lucas Education Research Platform (scroll to bottom of web page).

Alternately, educators may sign up for free access to the online AP U.S. Government and Politics course that includes additional instructional supports:
https://sprocket.lucasedresearch.org/users/sprocket_access

This OER was made possible through the support of the Academic Senate for California Community Colleges Open Educational Resources Initiative (ASCCC OERI). This textbook was developed with the intention to support customizability and allow instructors to adopt and adapt the materials to fit their own course needs through the use of an open license and open resources. Because of this, this textbook can be transferred fully or as chapters (modules). It is meant to be used as you (the instructor) see fit. Alignment to Library Support Staff Certification (LSSC): At the beginning of each module chapter, learning objectives and LSSC competency sets are listed that the content aligns to. This is done to provide further insight into how the material can best support your course. In the appendixes, you will also find perspectives from students and professionals that can be incorporated into your classroom discussions about the profession. These insights were gathered by alumni of LSS certificate programs, advisory board members of LSS programs, and other library community members. This text was also written with the intention to not just highlight EDI efforts and priorities for libraries, but also with EDI practice in mind - meaning, we wanted to use and incorporate resources that provided a diverse range of experiences and perspectives as well. This includes checking for accessibility and usability.

Students will talk about news and how they access it. In the main activity, students will make an ad supporting or opposing a certain product, they will have to make their case to the rest of the group.Students will learn how to discuss items and express opinions on items to a group.

              Assessment in learning refers to the systematic process of gathering evidence and evaluating a learner's knowledge, skills, and abilities to determine their progress and level of achievement. It plays a crucial role in education and is used to measure learning outcomes, identify areas of strength and weakness, provide feedback, and inform instructional decisions.            Overall, assessment in learning is a dynamic process that supports student growth, informs instruction, and ensures that educational goals are met. By employing a variety of assessment methods and providing valuable feedback, educators can foster a positive learning environment and promote continuous improvement among learners.

In this module we will provide a comprehensive description of the legal landscape of the assistive technology locally and on an international level as well as best practices.

This text is being developed for Abnormal Psychology lower division undergraduate courses. It is published now to allow students access to the course materials as it develops.

Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.

"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.

Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.

Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.

Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

CropWatch is a central resource for University of Nebraska–Lincoln Extension information on crop production and pest management. It is written by Extension Educators and Specialists and produced by IANR Media in the UNL Institute of Agriculture and Natural Resources.

Information is organized into two key areas, each of which offers thousands of crop-specific articles for Nebraska producers and crop consultants:

The CropWatch newsletter, which includes timely articles published to the site's home page. New issues are published weekly during the heart of the crop production season and generally biweekly during the remainder of the year. Older articles are archived for later review.

CropWatch also includes:

- Calendar of ag events and programs
- Daily news and updates via Twitter at UNL_CropWatch (also displayed on the home page)
- Ag decision-aid tools and resources from UNL Extension
- Content tags at the end of individual stories to help you located related articles released since April 2016.
- Use the Search box in the top right of every page or the Archives to locate additional articles.
- Crop-specific production and pest management sections, with additional sites for whole farm and production systems. Use the top red-bar navigation to access specific crop, management and related topics.

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

About the AEM Center at CAST
Share:
National Center on Accessible Educational Materials logo
Based at CAST, the AEM Center is funded by the Office of Special Education Programs at the U.S. Department of Education. We work with states and districts to build capacity for developing and sustaining robust systems for providing accessible materials and technologies for all learners who need them. To us, accessibility means that individuals with disabilities—from early childhood through the workforce—have equal access to materials and technologies for reaching educational outcomes and advancing in employment.

We provide three levels of technical assistance:

Universal technical assistance is available to everyone. You’ll find products and services throughout our website and collected on our resources page. Webinars and conference presentations are listed on our events page.
Targeted technical assistance describes the Center's strategic collaborations to address problems of practice in early childhood programs, higher education, and workforce development. Supports for families are also a part of our targeted technical assistance.
Intensive technical assistance describes the Center's capacity-building activities with a small cohort of states. This partnership is designed to produce practices that can be scaled nationally.

Grade: High SchoolContent Areas: Healthy Eating, Mental & Emotional Health, Personal Health & Wellness, Physical Activity, Safety/Injury Prevention, Tobacco, Violence PreventionHBOs: MEH-1, MEH-2, MEH-3, MEH-4, MEH-5, MEH-6, MEH-7, MEH-8, PHW-2, PHW-3, PHW-4, PHW-5, PHW-6, PHW-7, PHW-8, PHW-9, PHW-10, PHW-11, PHW-12, T-1, T-2, T-3, T-4, T-5Skills: Analyzing Influences (Std. 2), Accessing Resources (Std. 3), Communication (Std. 4), Decision Making (Std. 5), Goal Setting (Std. 6), Practicing Health-Enhancing Behaviors (Std. 7), Advocacy (Std. 8)

In this lesson, students will be presented with a project that they will decompose with their partners without having access to its code and without access to a computer. Students will work in teams to recreate the project shown in the following lesson.

The aim of this toolkit is to support early career researchers in finding a journal that publishes their paper and optimally promotes the visibility of their research. How can they find a journal with a good journal ranking score that is perceived in the respective research community? How can they find a journal that perfectly matches their topic? Should they consider publishing open access? What are predatory journals and how can they detect them?

How do I use this resource?
Join our community by creating a free and safe PubPub Account:
https://academicentrepreneurship.pubpub.org/resources
Then, participate in this dynamic eBook and community. Update, annotate, comment, download, upload videos and podcasts and share chapters to your own digital spaces and networks.

Academic Entrepreneurship for Medical and Health Scientists, is a free open education resource that can be used asynchronously in courses, workshops, pilot grant programs, and by individuals.

Who is an academic entrepreneur?
Faculty, staff, or students turning observations in the laboratory, clinic, and community into interventions that improve the health of individuals and the public and seeking to:

- patent and/or license their work
- spin-out or spin-in ventures based on evidence
- collaborate with industry to realize impact

5 Primary Domains: Over 500 pages of content

- Academia
- People
- Ideation
- IP/Regulation
- Finance

How do I use this book at my institution?
If you identify faculty teaching biomedical entrepreneurship at your institution (classes, workshops, etc.), we can reach out, assist with suggesting chapters relevant to their syllabus if interested, and provide optional tracking data so they can view their students’ access/use of the material. Contact us! https://www.med.upenn.edu/apps/faculty/index.php/g275/p12240

I want to contribute!
This is a living e-book which is publicly available and licensed with creative commons. It has potential for frequent updates and we welcome contributions from new authors. Contact us! https://www.med.upenn.edu/apps/faculty/index.php/g275/p12240

Other Formats:
Are you a visual learner? Try our interactive Prezi: https://www.bit.ly/AcadEnt

Academic Journal of Surgery (AJS) is the official scientific journal of Research Center for Improvement of Surgical Outcomes & Procedures (RCISOP) affiliated to Tehran University of Medical Sciences. AJS is an open access, peer-reviewed, and quarterly journal that considers for publication articles in all fields and specialties of surgery in English language. This journal has both online and print versions and no charges are levied for publication.

Currently, AJS is indexed and abstracted in: Citefactor, UlrichsWeb, Index Copernicus (IC), Directory of Research Journal Indexing (DRJI), Google Scholar, International Committee of Medical Journal Editors (ICMJE), Open Academic Journals Index (OAJI), Advanced Science Index (ASI), Unversal Impact Factor (UIF), Directory of Abstract Indexing for Journals (DAJI), JournalTOCs, Electronic Journal Library (EZB), Scientific Indexing Services (SIS), AcademicKeys, Research Bible, InfoBase Index, Cosmoc Impacr Factor, Scholar Steer, Magiran, and IranMedex.

AJS focuses on all fields and specialties of surgery including General Surgery, Orthopedic Surgery, Pediatric Surgery, Neurosurgery, Plastic Surgery, Cardiothoracic Surgery, Vascular Surgery, Endocrine Surgery, GI Surgery, Colorectal Surgery, Urology, Surgical Oncology, Radiology, Anaesthesia, Trauma Services, ENT, particularly about surgical practice and research. Content includes Original Articles, Systematic Review or Meta-Analysis, Review Articles, Case Reports, Letters to the Editor, Clinical Trials and Health Policy Challenge.

A Library guide to success at university

Short Description:
There is so much to learn when you start university. This book will focus on the most important academic skills you'll need to get started, leaving sufficient 'room' for actual learning and reducing your cognitive load. This book aims to give you a quick understanding of these skills which you can then apply within your area of study. This book aligns to UN Sustainable Development Goal 4 – Quality Education supporting inclusive and affordable access to higher educational resources.

Long Description:
There is so much to learn when you start university. This book will focus on the most important academic skills you’ll need to get started, leaving sufficient ‘room’ for actual learning and reducing your cognitive load. This book aims to give you a quick understanding of these skills which you can then apply within your area of study.

This book aligns to UN Sustainable Development Goal 4 – Quality Education supporting inclusive and affordable access to higher educational resources.

Word Count: 7760

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Academic Success is designed to help students on their university journey. It is divided into four parts, each reflecting different aspects of a student’s tertiary experience. Part A: Successful Beginnings addresses what it is like to be a new student at an Australian university. Part B: Successful Foundations introduces basic skills in English language, techniques for accessing and working with information, and understanding academic integrity. Part C: Successful Study Skills presents the everyday, core skills that successful students use while at university. Lastly, Part D: Successful Assessment meets head-on the challenges of tertiary assessments. This open book ultimately aids students across all disciplines in achieving academic success at university.

Word Count: 56874

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Academic Success is designed to help students on their university journey. It is divided into four parts, each reflecting different aspects of a student’s tertiary experience. Part A: Successful Beginnings addresses what it is like to be a new student at an Australian university. Part B: Successful Foundations introduces basic skills in English language, techniques for accessing and working with information, and understanding academic integrity. Part C: Successful Study Skills presents the everyday, core skills that successful students use while at university. Part D: Successful Assessment meets head-on the challenges of tertiary assessments. Lastly, Part E: Successful Futures examines the transition from tertiary study to the next stage of life. This open book ultimately aids students across all disciplines in achieving academic success at university.

Word Count: 73587

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Academic Success is designed to help students on their university journey. It is divided into four parts, each reflecting different aspects of a student’s tertiary experience. Part A: Successful Beginnings addresses what it is like to be a new student at an Australian university. Part B: Successful Foundations introduces basic skills in English language, techniques for accessing and working with information, and understanding academic integrity. Part C: Successful Study Skills presents the everyday, core skills that successful students use while at university. Part D: Successful Assessment meets head-on the challenges of tertiary assessments. Lastly, Part E: Successful Futures examines the transition from tertiary study to the next stage of life. This open book ultimately aids students across all disciplines in achieving academic success at university.

Word Count: 72909

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Academic Writing CourseThis course was created by the Innovative Opportunities Transforming Education (iNOTE) project by the Atlantic Technological University, Ireland (Sligo College). This project was funded by the Higher Education Authority Ireland.The course is available by open access via self enrolment.You have the option to complete all of the course or just the units that are relevant to you.Course topics:Introduction to Academic WritingEffective Reading and Note TakingAvoiding Plagiarism: Citation, referencing and paraphrasingWriting and Assignment: A step by step approachCritical Analysis and Ciritical WritingReport WritingGrammar, Punctuation and Spelling