“Memory” is a single term that reflects a number of different abilities: holding information briefly while working with it (working memory), remembering episodes of one’s life (episodic memory), and our general knowledge of facts of the world (semantic memory), among other types. Remembering episodes involves three processes: encoding information (learning it, by perceiving it and relating it to past knowledge), storing it (maintaining it over time), and then retrieving it (accessing the information when needed). Failures can occur at any stage, leading to forgetting or to having false memories. The key to improving one’s memory is to improve processes of encoding and to use techniques that guarantee effective retrieval. Good encoding techniques include relating new information to what one already knows, forming mental images, and creating associations among information that needs to be remembered. The key to good retrieval is developing effective cues that will lead the rememberer back to the encoded information. Classic mnemonic systems, known since the time of the ancient Greeks and still used by some today, can greatly improve one’s memory abilities.

Noba is a high-quality, flexibly structured digital introduction to psychology resource for higher-ed classrooms and virtual classrooms. Noba consists of nearly 90 short (2500-4000 word) chapters authored by leading instructors and researchers including 7 winners of the William James Award. Chapters are organized in familiar categories (Development, Learning & Memory, Personality, etc.) for easy reference. All Noba materials are licensed through Creative Commons under the CC BY-NA-SA license terms.

The Noba website allows anyone to combine chapters in any order to create unique psychology textbooks to suit virtually any curriculum. In addition to allowing users to build their own customized collections, Noba provides a series of "Ready-Made" digital textbooks curated from the Noba chapters to conform to the scope and sequence of some of the most commonly taught 100/200-level psych courses (Intro-to-Psych, Psych as a Biological Science, Psych as a Social Science, etc.). The Ready-made books can also be edited to add or remove chapters, or sections so that they better conform to the specific course an instructor will teach.

Custom-made books, Ready-made books, or even individual chapters can be used online, downloaded as PDFs or shared withe learners via email and social media using easy-share tools built in to the website.

Orthopédie pratique. Le bon diagnostic pour le bon traitement.
Le rachis

Orthopédie pratique. Le bon diagnostic pour le bon traitement.
La hanche

Increasingly, we are realizing that to make computer systems more intelligent and responsive to users, we will have to make them more sensitive to context. Traditional hardware and software design overlooks context because it conceptualizes systems as input-output functions. Systems take input explicitly given to them by a human, act upon that input alone and produce explicit output. But this view is too restrictive. Smart computers, intelligent agent software, and digital devices of the future will also have to operate on data that they observe or gather for themselves. They may have to sense their environment, decide which aspects of a situation are really important, and infer the user's intention from concrete actions. The system's actions may be dependent on time, place, or the history of interaction, in other words, dependent upon context.
But what exactly is context? We'll look at perspectives from machine learning, sensors and embedded devices, information visualization, philosophy and psychology. We'll see how each treats the problem of context, and discuss the implications for design of context-sensitive hardware and software.
Course requirements will consist of critiques of class readings (about 3 papers/week), and a final project (paper or computer implementation project).

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is 35-year-old previously healthy native African male, who moved to the United States two years ago. He presented to an outside facility with a chief complaint of anal and rectal bleeding. Laboratory values are unremarkable, and include: hemoglobin 13.1 gm/dL, hematocrit 39%, white blood cell count 6,000 cell/cc, eosinophils 2.9% (normal 0.2-6.0%), platelets 224, calcium 9.2 mg/dL, albumin 3.7 g/dL, glucose 94 mg/dL, AST 51 IU/L, ALT 45 IU/L, alkaline phosphatase 47 IU/L, total bilirubin 0.5 mg/dL, sodium 135 mmol/L, potassium 4 mmol/L, chloride 110 mmol/L, blood urea nitrogen 9 mg/dL, and creatinine 1.1 mg/dL. Colonoscopy revealed thrombosed external hemorrhoids and mild erythema in the rectal area. There were also small, non-bleeding internal hemorrhoids. The terminal ileum appeared normal. Clinically, the differential diagnosis included colonoscopy preparation-related changes and a mild colitis. The colonoscopy findings were sufficient to explain mild hematochezia, and fiber supplementation with repeat screening colonoscopy in ten years was recommended.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

FD is a 36-year-old white woman with a history of an inherited genetic disease, diagnosed in 1999 when she was found to have a low leukocyte alpha-galactosidase enzyme level. She also has a remote history of headaches, tinnitus, vertigo, acroparesthesias, and angiokeratomas. There is extensive family involvement with this particular genetic disease, and those affected include her father, her teenage son, and two sisters. Her father died at age 49 from complications of cardiovascular and renal disease. The patient has no reported history of diabetes or hypertension; her recent blood pressure is 112/74 mmHg. An echocardiogram showed a normal left ventricular size and an ejection fraction of 60%. Pertinent laboratory values include: BUN 13 mg/dL, creatinine 0.6 mg/dL, hemoglobin 13.2 gm/dL, hematocrit 36.6%, and glucose 81 mg/dL. Urine analysis shows trace protein with no cells. The patient has no peripheral edema. She had microalbuminuria with urine albumin 4.2 mg/dL.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is a 39-year-old woman who had a left kidney tumor incidentally discovered during CT scan as part of a diagnostic workup for colonic diverticulosis. She had no personal or family history of significance, including no personal or family history of tuberous sclerosis complex (TSC), lymphangioleiomyomatosis, renal cyst, renal malignancy, or estrogen hormonal therapy. The CT scan demonstrated a 2.5-cm complex cystic mass in the upper pole of the left kidney with a 1-cm enhancing nodule in its wall, radiologically worrisome for cystic renal cell carcinoma. In view of this concern of malignancy, the patient elected to undergo laparoscopic left partial nephrectomy for definitive surgical treatment. The entire tumor was surgically resected with an excellent margin of 5-mm of normal parenchyma surrounding the entire cyst wall, and the tumor was confined to the kidney. She is alive with no evidence of recurrence or metastatic disease, 24 months postoperatively, and subsequent clinical follow-up with interval abdominal imaging studies is planned.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

51-year-old woman presented with chronic fatigue and weakness for approximately 6 months. A CT scan showed a large left renal mass. The patient underwent radical nephrectomy.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

DL is a 53-year-old male with past medical history significant only for hepatitis C. He was discovered one afternoon convulsing and unresponsive in a cemetery. He was initially taken to UPMC Northwest, where he was intubated for airway protection and loaded with phenobarbital 1 gram IV to treat the diffuse muscle spasms. His vital signs at this time included a temperature elevated to 39.0oC, a blood pressure of 143/74 mm Hg, a heart rate of 120 beats per minute, respiratory rate of 17 breaths per minute, and an oxygen saturation of 100%. An arterial blood gas demonstrated profound combined metabolic and respiratory acidosis with pH 6.55 (reference range 7.35-7.45), pCO2 92 mm Hg (reference range 35-48 mm Hg), pO2 368 mm Hg (reference range 83-108 mm Hg), HCO3 10 mEq/L (reference range 22-26 mEq/L). He was transferred to UPMC Presbyterian for further management.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is an 83-year old male with a past medical history of hypertension. He presented with an enlarging right supraorbital mass. Physical examination revealed a right supraorbital mass causing proptosis.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

NV is an 84 year old male with relevant past medical history including atrial fibrillation controlled on coumadin, and a remote left hip replacement surgery thirteen years ago. He fell while pulling a sweater over his head very early in the morning and landed awkwardly on his left leg. He presented to the emergency department and subsequent left femur x-ray showed a displaced fracture of mid-femoral diaphysis with medial angulation of the distal fragment (figure 1). At the same time he had a negative chest x-ray (figure 2), a negative pelvic x-ray, and a negative head CT. He was seen by orthopaedics and scheduled for ORIF repair. However, at the time of presentation his INR was 2.9 so he received two units of fresh frozen plasma (FFP) to reverse the anticoagulation before proceeding with the surgical repair of his fracture. Upon receiving the first two units of FFP he developed hives with no additional symptoms, a simple allergic reaction to transfusion. Mid-morning his INR was decreased to 1.9, and four additional units of FFP were ordered. In light of previous allergic reaction, he was pre-medicated with steroids and Benadryl, and received the four units at 2:40PM, 3:10PM, 3:20PM, and 3:25PM respectively. At approximately 4:00PM, the patient developed acute respiratory distress, hypoxia requiring intubation, and an elevation in blood pressure to 173/120 mmHg. A chest x-ray at this time showed a white-out picture with extensive bilateral airspace opacification and consolidation in upper and lower lobes (figure 3). A spiral CT was done which ruled out pulmonary embolism as a cause of his acute respiratory decompensation.

The pet rock project is a semester-long project in which each student randomly selects an igneous or metamorphic rock from the instructor or brings in a rock from an appropriate locality, and follows all of the steps a petrologist would take to interpret an igneous or metamorphic rock from an unknown area. This project runs in the background of the petrology class during the initial part of the semester while the student acquires the petrologic skills to make more sophisticated interpretations. The culmination of the project is for each student to spend several hours with the instructor using the electron microprobe to identify more difficult minerals with certainty, to produce high quality digital backscattered electron images and to obtain quantitative electron microprobe analyses of selected minerals that aid in the interpretation of the pet rock. Ultimately, the student interprets the rock, generally with the assistance of the instructor, writes a report explaining the process and results and presents the results to the class.

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An Open Introduction to Ethics

Word Count: 173025

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This lesson is part of Software Carpentry workshops and teach an introduction to plotting and programming using python. This lesson is an introduction to programming in Python for people with little or no previous programming experience. It uses plotting as its motivating example, and is designed to be used in both Data Carpentry and Software Carpentry workshops. This lesson references JupyterLab, but can be taught using a regular Python interpreter as well. Please note that this lesson uses Python 3 rather than Python 2.

The Programming Historian en français publie des tutoriels évalués par des pairs destinés aux humanistes qui souhaitent apprendre un large éventail d'outils numériques, de techniques de calcul et de flux de travail utiles pour la recherche et l'enseignement. Nous nous engageons à promouvoir une communauté diversifiée d'éditeurs, d'auteurs et de lecteurs.

This Remote Learning Plan was created by Emily Winter, Dannika Nelson, and Stephanie Henry in collaboration with Sara Cooper and Annette Weise as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school biology students. Students will gather, analyze, and communicate evidence of biological evolution. This Remote Learning Plan addresses the following NDE Standard: SC.HS.10 It is expected that this Remote Learning Plan will take students between 29 to 43 days to complete. Here is the direct link to the Google Doc: https://docs.google.com/document/d/1nwP8uaZBfNuS_vA7KAy_Za9r7Do94keOzxzvC7Ngndg/edit?usp=sharing

Sticks and Stones was written for budding facilitators and professionals alike. It is intended to provide some ideas and prompt the reader to explore their strengths and create their own activities!

This course surveys techniques to fabricate and analyze submicron and nanometer structures, with applications. Optical and electron microscopy is reviewed. Additional topics that are covered include: surface characterization, preparation, and measurement techniques, resist technology, optical projection, interferometric, X-ray, ion, and electron lithography; Aqueous, ion, and plasma etching techniques; lift-off and electroplating; and ion implantation. Applications in microelectronics, microphotonics, information storage, and nanotechnology will also be explored.
Acknowledgements
The Instructors would like to thank Bob Barsotti, Bryan Cord, and Ben Wunsch for their work on the Atomic Force Microscope video. They would also like to thank Bryan Cord for creating each video.