Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
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This lesson will allow students to select and share what details are important on a topic.  Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.

This presents a work about affective authentic-based assessment, a methodology that focuses on evaluating learners' affective and authentic dimensions within educational contexts. The assessment approach combines authentic tasks and self-report measures to capture learners' emotions, attitudes, values, and beliefs

An assessment plan used to know the role of communication in student's interaction.

Affective domain assessment focuses on evaluating an individual's attitudes, values, beliefs, and emotions. It aims to measure the emotional and motivational aspects of learning, such as a person's level of interest, enthusiasm, empathy, or personal investment in a subject or task. Affective assessments often use self-reporting tools, surveys, interviews, or observations to gather information about an individual's affective responses, behavior, and personal growth in relation to a particular context or learning experience.AFFECTIVE_DOMAIN_ASSESSMENT.docx

This course will explore the mutual influences of ideas of nature, theories of city design and planning, and practices of urban design, construction, and management. We will investigate how natural processes shape urban landscapes (from the scale of street corner to region) and how to intervene strategically in those processes in order to achieve certain goals. We will examine cases of cities that adapted successfully to natural processes and those that did not. Students will then have the opportunity to research a case of their choice and to present their findings for discussion. The subject may be historical or an an example of contemporary theory and practice. Additional information is also available at Professor Spirn's class website.

This course will explore the mutual influences of ideas of nature, theories of city design and planning, and practices of urban design, construction, and management. We will investigate how natural processes shape urban landscapes (from the scale of street corner to region) and how to intervene strategically in those processes in order to achieve certain goals. We will examine cases of cities that adapted successfully to natural processes and those that did not. Students will then have the opportunity to research a case of their choice and to present their findings for discussion. The subject may be historical or an an example of contemporary theory and practice. Additional information is also available at Professor Spirn’s class website.

Only around 0.2-2.0% of the patient population will have detectable RBC antibodies -- fewer still will have multiplePatients more frequently exposed to RBC antigens are more likely to have antibodies (multiply transfused sickle cell adult patients ~47%)So you've mastered the type & screen and antibody panels... but what do you do if an antibody panel is inconclusive?Selected Cell Panels - select cells with minimal overlap of antigens; helpful for patients with a known history of an antibodyEnzyme-treated panels - destroy certain antigens and enhance expression of others; modify RBC surface by removing sialic acid residues and by denaturing or removing glycoproteinsExamples: ficin, papain, bromelin, trypsinOne-step enzyme method: enzymes utilized in place of enhancement media (instead of LISS or PEG)Two-step enzyme method: panel RBCs are treated with an enzyme first, then the antibody ID panel is done with treated cells; should compare reactivity to antibody ID panel of same cells without enzyme treatmentA special case seen in blood banking: Daratumumab ("Dara") patientsDaratumumab is a drug used in treatment of Multiple MyelomaPlasmacytoma or plasma cell cancer - plasma cells express CD 38~30k new cases, ~12.5k deaths per yearAnemia is a key symptom (with calcium levels, renal insufficiency, bone lesions)CD 38 is a cyclic ADP ribose hydrolase - with roles in calcium signalling & NAD metabolismExpressed on all cell types: notably Plasma cells and RBCsOne option for treating Multiple Myeloma is the drug Daratumumab: a monoclonal antibody IgG1K anti-CD 38; kills myeloma cells through patient's own immune responseWhat does this have to do with blood bank?CD38 is found on RBCs -- including screen and panel cells, in crossmatchesDara patients show PANAGGLUTINATION in all AHG testing - positive screen, panel, crossmatch, variable/weak positive DAT (at IgG)Multiple myeloma patients need frequent transfusions - increased chance of developing alloAbEnzyme treated panel case studyDara patient case study

Watercolor Techniques / Abstract Composition grades 6-12

AAS 267, African American Literature, is a survey course that will take us from the early days of enslavement to the present. We will read, analyze, and discuss literary texts written by African Americans, paying particular attention to the political, historical and social context that informs these texts.

A work in progress, CK-12's Algebra I Second Edition is a clear presentation of algebra for the high school student. Topics include: Equations and Functions, Real Numbers, Equations of Lines, Solving Systems of Equations and Quadratic Equations.

CK-12 Foundation's Basic Algebra FlexBook is an introduction to the algebraic topics of functions, equations, and graphs for middle-school and high-school students.

CK-12 Foundation's Algebra FlexBook is an introduction to algebraic concepts for the high school student. Topics include: Equations & Functions, Real Numbers, Equations of Lines, Solving Systems of Equations & Quadratic Equations.

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(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.)

In the spring of 1918, the United States was embroiled in World War I, fighting alongside the English, French, and Russians against the Central Powers of Germany and Austria-Hungary. In total, 70 million men were at war on multiple fronts across Europe, Russia, the Middle East, and Northern Africa. The tide was finally turning for the Allies after a crushing offensive by German forces mere weeks earlier. Then, a fierce enemy intervened—an outbreak of influenza that would decimate entire regiments and towns, kill civilians and soldiers alike by the millions, and rapidly become a global pandemic. This disease weakened forces on both sides, changing not only the course of the war but also the economies and population stability of every affected nation. In the long term, this particular outbreak would inspire research on an unprecedented scale and lead to advances in science and medicine, forever altering our understanding of epidemiology. From the spring of 1918 to early 1919, no aspect of life remained untouched by the pandemic for Americans at home and on the front. This exhibition explores the pandemic’s impact on American life.  This exhibition was created as part of the DPLA’s Digital Curation Program by the following students as part of Dr. Joan E. Beaudoin's course "Metadata in Theory and Practice" in the School of Library and Information Science at Wayne State University: Bethany Campbell, Michelle John, Samantha Reid-Goldberg, Anne Sexton, and John Weimer.

American Literature I (1650–1860) examines significant literary works of early American and Puritan literature, the Enlightenment, American Romanticism, and pre-Civil War era. The course includes primary texts (many accompanied by video/audio options), historical background, literary criticism and interpretation, and instruction on writing about literature.

This course was developed by Anne Eidenmuller from Columbia Basin College with contributing work from Lumen Learning.

Images can be a useful component in any subject.  This lesson will guide students through an analysis of an image.  Students will use critical thinksing skills to interpret an image. Students will then generate a hypothesis about the source and construct questions for further investigation.