Compilation of learning resources related to the 2011 Earthquake in Japan. Includes interactive timelines, visualizations, and lessons on tsunamis, earthquakes, and nuclear energy.

What does 100 look like? Sound like? Feel like? In this video from Curious George, explore the many ways to measure 100 things.

In this video segment from Cyberchase, the CyberSquad replaces a piece of track to get the Madre Bonita Express to the Mother's Day harvest.

Twelve Stones portrays the heart of Heifer's work - Passing on the Gift ÂŽ - and shows the transformation of a community of women in Nepal from helplessness to hope through Heifer International. This is a preview clip of a documentary produced by Sandy Smolen.

This video is part of CARLINK PROJECT simulation videos. It presents the performance of communications in Vehicular Ad-hoc Networks (VANETs) using the IEEE 802.11b standard in the transmission of files.- Jamal Toutouh -

This video is part of CARLINK PROJECT simulation videos. It presents the performance of communications in Vehicular Ad-hoc Networks (VANETs) using the IEEE 802.11b standard in the transmission of files.- Jamal Toutouh -

This video adapted from the Valdez Museum & Historical Archive, explores what happened during the Great Alaska Earthquake of 1964 through original footage, first-person accounts, and animations illustrating plate tectonics.

The University of Michigan, OER Africa, and four African university partners will develop a long term logic model and scalable, sustainable, collaborative content development programs for comprehensive, open, health professions curriculaIn 2008, Michigan used a Hewlett Foundation planning grant to hold a successful workshop and follow-up campus meetings. We now propose a one year effort to develop a sustainable and scalable OER program to support health education, particularly in developing countries. This effort will be a collaboration among the University of Michigan, OER Africa, Kwame Nkrumah University of Science and Technology, the University of Ghana, the University of Cape Town, and the University of the Western Cape.In this design phase we will:Engage university leadership in implementing institutional policy frameworks that facilitate the success of OER.Hold faculty development workshops to build institutional capacity in OER.Enhance an innovative, low-cost, and scalable process (dScribe) for converting educational materials into OER.Collaboratively develop educational materials as OER and deploy them in our respective curricula.Promote the collaboration and its outputs through a community of practice web site.Establish a framework for a longitudinal study of faculty productivity and the effect of OER on learning outcomes and provide feedback on socio-technical aspects of collaborative OER practices.Produce an evidence-based long-term logic model for Health OER based on a vision that multiple stakeholders will own, in which funders will invest, and which institutions are committed to sustaining. This consensus-driven model will be the basis of a Global Health OER follow-on proposal.

In 2009, the University of Michigan, OER Africa, Kwame Nkrumah University of Science and Technology, the University of Ghana, the University of Cape Town, and the University of the Western Cape used a Hewlett Foundation grant to develop a scalable OER program to support health education. We now propose a two-year program to deepen our African Health OER initiative while eventually moving from Hewlett Foundation support to a resource model built ona community of donors committed to addressing health challenges in the Millennium Development Goals, and institutional investment that makes OER production and use an integral part of the teaching and learning process in health schools. The proposed African Health OER Network is designed to strengthen the intellectual and policy infrastructure within and between African institutions. Our objective is to systematically draw in more African and, eventually, global participants to create, adapt, share, and use OER to the benefit of health education in Africa, while developing models of collaboration and sustainability that can be replicated in other regions of the world.The proposed African Health OER Network is structured to build on the OERs created and deployed during the 2009 Design Phase. These materials were selected due to pedagogical needs within health education in Africa, such as limited training materials available for certain conditions and diseases and materials that can augment the crowded lecture and ward-based training contexts. More information on those efforts can be found in the inputs and activities sections, below.In this phase we will:Ensure that the OER infrastructure model, successfully deployed during the design phase, maintains momentum with current participants and begins growing the Network while simultaneously seeking to expand the community of support.Aggregate a critical mass of African-produced health open educational resources published through both institutional and regional (oerafrica.org) repositories.Continue to enhance (e.g., through functionality and localization) an innovative, low-cost, and scalable process (dScribe) for converting educational materials into OER.Build on pilot and formative analyses undertaken in 2009 to establish the basis for an evidence chain that connects from faculty productivity and career satisfaction measures though efficacy in learning contexts to application of acquired knowledge in health care settings.

360° Io moon animation. For more information see: http://solarsystem.nasa.gov/multimedia/

The longest geological cycle identified is described as about 600 million years in "Megacycles", the proceedings of a geological conference, Edited by G Williams. However Prof. S. Afanasiev of Moscow has determined the cycle very accurately to be 586.24 million years using his Nanocycles Method. It so happens that cosmologists, Broadhurst, T.J., Ellis, R.S., Koo, D.C. & Szalay (Nature 343, p 726) have observed regular mega-walls of galaxies at spacings that they describe as 128 Mpc/h, which based on the latest Hubble constant values would correspond to 588 million light years. Some cosmologists have suggested that the regularity might result from standing waves. Standing waves in space of wavelength 586 million light years would oscillate in 586 million years. In addition, if there are present harmonics of these waves as both the geological cycles and the additional peaks in the galaxy survey indicate, then powerfully energetic events would recur on Earth at these intervals. This agreement on the wave sizes actually allows a much more accurate Hubble constant to be determined from Afanasiev's accurate cycle period.

What are “dimensions”? An introduction to the 5th dimension.

This Wide Angle video features the women of Rwanda who have emerged as outspoken leaders and the great strides they have made toward rights and equality.

This interactive timeline chronicles the events of 9/11 using images, audio and video from the 9/11 Memorial Museum's permanent collection. The timeline tells the story of the day as it unfolded in the air and on the ground. It's filled with first-person accounts from survivors, first responders and witnesses. Please note: Due to the nature of events related to the Sept. 11 attacks, the timeline contains some graphic images and sensitive content. Parents may want to first review the site before sharing it with young children.

ABCD's of Melanoma.Malignant Melanoma is the most aggressive of malignant cutaneous tumours. Cases with lymphonode involvement, and distant metastases, carry a very poor prognosis, (50% and 20% respectively alive in 5 years), while those presenting without evident lymphonode involvement have a much better survival rate (60% alive in 5 years).It is therefore extremely important to do early malignant melanoma diagnosis. There are several criteria that may lead to the diagnosis of a malignant melanoma. The most important one is the ABCD rule.The ABCD diagnosis of Malignant Melanoma -A = Asymmetry: Moles are commonly symmetrical and round. Very early melanomas, are asymmetrical assuming different forms. One half does not match the other half.B = Border: Commonly moles, have even and smooth borders. Early melanomas, are usually uneven and notched borders. The edges are ragged, notched or blurred.C = Color: Moles commonly are a single shade of brown, early malignant melanomas shows brown-tan or black color. Further, as melanomas progress, may see red, white, and blue color.D = Diameter: Early malignant melanomas, differently from moles, tend to grow larger in diameter. First suspects in melanoma start from a 6 millimeters diameter on. Any sudden or continuing increase in size should be of special concern.Synthesis: a mole with diameter of 6 millimeter, that it introduces alterations - irregular asymmetry, edges, color - must induce the patient to address early on dermatologist to careful clinical and dermatoscopic examination and consequently, if necessary, to surgical removal of the lesion, with successive hystological examination.Melanoma PreventionAccording to the risk factors for malignant melanoma, the following preventive measures are also recommended:* UV exposure, should be reduced. Prolonged sunbathing, as well as the use of tanning lamps, is not recommended. Children, under three years of age, should be held in the shade.* Sun protection, should be obtained through suitable clothing. Children should be peculiarly dressed when playing outside.* Use adequate sunscreens.* Sunburns should be avoided, particularly in children.Therefore people with multiple and abnormal moles, or with a family history of malignant melanoma, should have their skin checked continuously by a doctor/dermatologist.

This resource would be great preparation material for a classroom discussion or video presentation for both the students and the teacher. This visual helps further broaden the knowledge of students in both the college undergraduate and graduate educational level on HIV/AIDS.

This resource would be great preparation material for a classroom discussion or video presentation for both the students and the teacher. This visual helps further broaden the knowledge of students in both the college undergraduate and graduate educational level on HIV/AIDS.

This video from the Howard Hughes Medical Institute is from the 2007 Holiday Lectures on Science: "AIDS: Evolution of an Epidemic." Bisola O. Ojikutu, M.D., M.P.H. discusses antiretroviral therapy in AIDS and HIV. The video is available as an indexed video with synchronized slides or webcast video only. Both require RealPlayer. The video is 58 minutes and 31 seconds long and there are 91 slides.

Presented by Howard Hughes Medical Institute investigator Bruce D. Walker this indexed video with synchronized slides is part of the 2007 Holiday Lectures on Science: "AIDS: Evolution of an Epidemic." This presentation covers the role of vaccines in fighting HIV and AIDS. It is 58 minutes and 29 seconds long and requires RealPlayer 10.