Biomedical research today is not only rigorous, innovative and insightful, it also has to be organized and reproducible. With more capacity to create and store data, there is the challenge of making data discoverable, understandable, and reusable. Many funding agencies and journal publishers are requiring publication of relevant data to promote open science and reproducibility of research.

In order to meet to these requirements and evolving trends, researchers and information professionals will need the data management and curation knowledge and skills to support the access, reuse and preservation of data.

This course is designed to address present and future data management needs.

In this module, middle and high school teachers explore a model inquiry-based STEM social justice lesson involving statistics and its implementation to understand the role of questioning techniques in delivering inquiry-based lessons, building depth of knowledge and understanding student thinking. In this module, teachers will:

-- Evaluate their own questioning skills

-- Report, monitor and reflect on their own questioning skills

-- Learn new questioning skills while gaining exposure to an inquiry-based, social justice STEM lesson

-- Understand the role of questioning skills in building student exposure to Depth of Knowledge levels 3/4 level thinking

A two-day introduction to modern evidence-based teaching practices, built and maintained by the Carpentry community.

New materials for a course on Categorical Data Analysis using Stata statistical software.

The goal of this class is to prove that category theory is a powerful language for understanding and formalizing common scientific models. The power of the language will be tested by its ability to penetrate into taken-for-granted ideas, either by exposing existing weaknesses or flaws in our understanding, or by highlighting hidden commonalities across scientific fields.

An introduction and examples of how to use the Chi square test. The test is used when analyzing assocation between two categorical variables and when comparing proportions. The idea behind the test is to compare the observed frequencies with the expected frequencies, if the two variables are unrelated.

We will study the fundamental principles of classical mechanics, with a modern emphasis on the qualitative structure of phase space. We will use computational ideas to formulate the principles of mechanics precisely. Expression in a computational framework encourages clear thinking and active exploration.
We will consider the following topics: the Lagrangian formulation; action, variational principles, and equations of motion; Hamilton's principle; conserved quantities; rigid bodies and tops; Hamiltonian formulation and canonical equations; surfaces of section; chaos; canonical transformations and generating functions; Liouville's theorem and Poincaré integral invariants; Poincaré-Birkhoff and KAM theorems; invariant curves and cantori; nonlinear resonances; resonance overlap and transition to chaos; properties of chaotic motion.
Ideas will be illustrated and supported with physical examples. We will make extensive use of computing to capture methods, for simulation, and for symbolic analysis.

This course provides a broad overview of issues related to climate change, with an emphasis on those aspects most relevant to computer scientists. Topics include climate science, climate models and simulations, decision-making under uncertainty, economics, mitigation strategies, adaptation strategies, geoengineering, policy-making, messaging, and politics.The course will culminate in a presentation of a research project which might include a paper, a blog, software etc.

Introduction:
Groundwater is key to Texas future and economy. The resource has long been a focus of legislative and economic interest. In the earliest days, the resource was viewed as 'occult and hidden.' That sense of mystery remains even as groundwater becomes more critical to the water resource picture for the state.
Since 1951, the state conducts regional water planning with the involvement of citizen stakeholders. Let's use your science-based knowledge of groundwater flow to see if you can find the right balance for both protecting and planning for groundwater use.
Our Case:
This week we will evaluate a historic court case from June 13, 1904. The case of East versus Texas Central Railroad Company is the Texas Supreme Ruling that provides the foundation for Texas groundwater law -- Rule of Capture.
In the appendix, you will find the following figures to help you determine whether or not Mr. East's well was impacted by the railroad company's pumping:

Platt map showing well locations and possible distances
Schematics of the well dimensions, along with simplified subsurface geology in the area.

In addition, you will be interested in knowing that the Geologic Atlas of Texas shows that the wells were likely completed in the Pawpaw Formation, which is a thick calcareous clay unit in the lower sections and cemented sand in the upper part. Lithologies in the area are reported to yield limited to moderate amounts of water in shallow wells. You can expect that the formation was an unconfined unit and assume that the East well is down-gradient from the Railroad well.
Assignment Part One:

1. Using the information from our last lecture, what do you think a reasonable transmissivity rate might be for the Pawpaw formation?

a. Estimate a transmissvity for a cemented sand unit.
b. Use this value as your first estimate in calculations to calculate the potential drawdown with Jacob's equation. This calculates the drawdown in an nonleaky artesian aquifer, sa, given the observed water table drawdowns.

sa = swt -- (s2st/2m)

c. Calculate swt using a correction equation.

Swt = m-(m2-2msa)1/2

Where m is the initial saturated thickness, which you may estimate at 30 ft.

2. How much water do you estimate that the railroad can extract before the well is impacted? Complete a diagram showing estimated drawdown (ft) on the y-axis and distances from the Railroad well (ft) using different transmissivity values and different distances. What do you discover about the case?
3. With your hydrogeologic analysis, do you believe that the East well was impacted by the railroad well? Can you explain how significant the impact may or may not have been?

Climate Considerations:
Is it possible that climate conditions could have impacted conditions in the well? Visit the Greenleaf website ([greenleaf.unl.edu/downloads/scPDSI.zip]) and access data for Palmer Drought Severity Indices. Looking at this data, complete the next questions.
Assignment Part 2:

4. Looking at the drought severity index maps of Texas from October 1900 to September 1902. What kind of implications might climate conditions have had on the groundwater conditions?
5. If climate conditions worsened, what do you think would happen to the wells?

Reference:
Mace, R.E., Ridgeway, C., and Sharp, J.M., 2004, Groundwater is no longer secret and occult - A historical and hydrogeologic analysis of the East case, 100 Years of Rule of Capture: From East to Groundwater Management, ed. Mullican, W.F. and Schwarz, S., Report 361, Texas Water Development Board, 63-86 pp.
Appendix -- support documents:
Figure 1 shows that Mr. East lived in Denison County, TX. The inset is a plan view map showing the potential locations of the wells in the town.
(in supporting documents)
Figure 2: Schematic of well dimensions and simplified geology.
(In supporting documents)

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This is an interview with Dr. Joy Morris, Professor at the Department for Mathematics and Computer Sciences at the University of Lethbridge on her Open Educational Practices, including the publications of her own textbooks under CC-BY-NC-SA and her open work in the community.

This is a graduate-level course in combinatorial theory. The content varies year to year, according to the interests of the instructor and the students. The topic of this course is hyperplane arrangements, including background material from the theory of posets and matroids.

This course serves as an introduction to major topics of modern enumerative and algebraic combinatorics with emphasis on partition identities, young tableaux bijections, spanning trees in graphs, and random generation of combinatorial objects. There is some discussion of various applications and connections to other fields.

In the first part of this video introduction to combinatorics, we introduce factorial notation to efficiently describe the ways we can arrange distinguishable objects in a row. Next, we count the combinations of L objects that can be grabbed from a container of L + N total objects. Finally, we use the formula for combinations to derive the binomial theorem.

Combinatorics is an upper-level introductory course in enumeration, graph theory, and design theory.

his book is an introduction to combinatorial mathematics, also known as combinatorics. The book focuses especially but not exclusively on the part of combinatorics that mathematicians refer to as “counting.” The book consists almost entirely of problems. Some of the problems are designed to lead you to think about a concept, others are designed to help you figure out a concept and state a theorem about it, while still others ask you to prove the theorem. Other problems give you a chance to use a theorem you have proved. From time to time there is a discussion that pulls together some of the things you have learned or introduces a new idea for you to work with. Many of the problems are designed to build up your intuition for how combinatorial mathematics works. There are problems that some people will solve quickly, and there are problems that will take days of thought for everyone. Probably the best way to use this book is to work on a problem until you feel you are not making progress and then go on to the next one. Think about the problem you couldn’t get as you do other things. The next chance you get, discuss the problem you are stymied on with other members of the class. Often you will all feel you’ve hit dead ends, but when you begin comparing notes and listening carefully to each other, you will see more than one approach to the problem and be able to make some progress. In fact, after comparing notes you may realize that there is more than one way to interpret the problem. In this case your first step should be to think together about what the problem is actually asking you to do. You may have learned in school that for every problem you are given, there is a method that has already been taught to you, and you are supposed to figure out which method applies and apply it. That is not the case here. Based on some simplified examples, you will discover the method for yourself. Later on, you may recognize a pattern that suggests you should try to use this method again.

In this course students will learn about Noetherian rings and modules, Hilbert basis theorem, Cayley-Hamilton theorem, integral dependence, Noether normalization, the Nullstellensatz, localization, primary decomposition, DVRs, filtrations, length, Artin rings, Hilbert polynomials, tensor products, and dimension theory.

This website is a unique advanced-level comprehensive self-study source for statistical time series analysis, which introduces two major paradigm shifts initiated in the recent past and provides access to all the literature required to become an accomplished scholar in this subject area,

This course is offered to graduates and is a project-oriented course to teach new methodologies for designing multi-million-gate CMOS VLSI chips using high-level synthesis tools in conjunction with standard commercial EDA tools. The emphasis is on modular and robust designs, reusable modules, correctness by construction, architectural exploration, and meeting the area, timing, and power constraints within standard cell and FPGA frameworks.

In this exercise, students use whole-rock major- and trace-element compositions of volcanic rocks to explore the origins of compositional variation in igneous suites. Large datasets from the Yellowstone and Crater Lake calderas are downloaded from the GEOROC database, imported into Excel spreadsheets, and graphed to learn about the different petrogeneses of these two volcanic suites.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)