Learning the Object Oriented Programming concepts such as classes, interfaces, overriding, and inheritance.

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Discuss the need for a comprehensive classification systemList the different levels of the taxonomic classification systemDescribe how systematics and taxonomy relate to phylogenyDiscuss the components and purpose of a phylogenetic tree

The student will learn the mechanics of editing and compiling a simple program written in C++ beginning with a discussion of the essential elements of C++ programming: variables, loops, expressions, functions, and string class. Next, the student will cover the basics of object-oriented programming: classes, inheritance, templates, exceptions, and file manipulation. The student will then review function and class templates and the classes that perform output and input of characters to/from files. This course will also cover the topics of namespaces, exception handling, and preprocessor directives. In the last part of the course, the student will learn some slightly more sophisticated programming techniques that deal with data structures such as linked lists and binary trees. Upon successful completion of this course, students will be able to: Compile and execute code written in C++ language; Work with the elementary data types and conditional and iteration structures; Define and use functions, pointers, arrays, struct, unions, and enumerations; Write C++ using principles of object-oriented programming; Write templates and manipulate the files; Code and use namespaces, exceptions, and preprocessor instructions; Write a code that represents linked lists and binary trees; Translate simple word problems into C++ language. (Computer Science 107)

The 2008 data surprised people because it showed much more hunger than in previous years. In this lesson, students will learn about some of the report’s findings.

The third grade class will need to write an essay and a trifold persuading the students and the teacher to adopt a class pet. The students will need to use the computer to reasearch good reasosn why their pet would be beneficial to the classroom. Their trifold will have pictures and information about their pet. IDOE standard 3.W.3.1 will be taught with this lesson. It states that 3rd grade students need to be able to write a persuasive texts. Another standard from IDOE is 3.SL.4.2. This students need to be to present their persuasive essay orally to the class. Part 1:  Driving question: Should the third grade class adopt a class pet? Part 2: GrabberWhat is your grabber?While the students are writing, a dog walks into the classroom. I’ll say. “How did you get in here?” I’ll attempt to get the dog and take him out of the classroom. Then I’ll show the students a video about the good and bad reasons about having a pet in the classroom. I won’t show the whole video, just the first 3 or 4 minutes. Then the students will be presented with the project. https://www.youtube.com/watch?v=vbwiYOA-RcY Culminating activities: The students will need to conduct research on the computer about the animal they want to choose or an animal that would not be a good choice for the classroom. They will need to print out pictures of the animal and write down facts about it for the trifold. They will write their essay with some information from the internet. They will write information and glue pictures in the trifold. Lastly, they will present it to the class by reading the essay and sharing the trifold.

The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.Who talks and why?Engaging All Students 

The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.Who talks and why?Engaging All Students 

D3: DYNAMIC DETROIT DATA@ BUNCHE ACADEMY IS A RESOURCE FOR STUDENTS, PARENTS AND TEACHERS TO USE TO FIND CURRICULUM RELATED WEBSITES. THIS IS A USEFUL ONE STOP LOCATION TO START YOUR SEARCH TO RELATED AGE APPROPRIATE CONTENT MATERIAL FOR STUDENT WORK.

Democracy in difference: Debating key terms of gender, sexuality, race and identity focuses on concepts and analytical frames we use when discussing how marginalised identities navigate their place in an assumed common culture.

This ebook offers a path for exploring how we might build a shared vocabulary when working through the muddle of public debates like identity politics, political correctness, pronouns and what constitutes racism. Democracy in Difference is an unconventional interdisciplinary guide to key concepts, which borrows from decolonial methodologies, Marxism, feminism, queer theory and deconstruction.

Key terms are illustrated through written text, La Trobe Art Institute artworks (centering Indigenous artists), poetry, comedy and song, and customised animations which make difficult terms accessible.

This text is published by the La Trobe eBureau.

This is a collection of downloadable video clips on the theme of Economic Systems, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "A State of Mind" (2003), "Ladies First" (2004), "1-800-INDIA" (2005), "Border Jumpers" (2005).

In this course, the student will learn the theoretical and practical aspects of algorithms and Data Structures. The student will also learn to implement Data Structures and algorithms in C/C++, analyze those algorithms, and consider both their worst-case complexity and practical efficiency. Upon successful completion of this course, students will be able to: Identify elementary Data Structures using C/C++ programming languages; Analyze the importance and use of Abstract Data Types (ADTs); Design and implement elementary Data Structures such as arrays, trees, Stacks, Queues, and Hash Tables; Explain best, average, and worst-cases of an algorithm using Big-O notation; Describe the differences between the use of sequential and binary search algorithms. (Computer Science 201)

Ethnic and racial conflict appear to be the hallmark of the new world order. What accounts for the rise of ethnic/racial and nationalist sentiments and movements? What is the basis of ethnic and racial identity? What are the political claims and goals of such movements and is conflict inevitable? Introduces students to dominant theoretical approaches to race, ethnicity, and nationalism, and considers them in light of current events in Africa, Europe, and the Americas. Discerning the ethnic and racial dimensions of politics is considered by some indispensable to understanding contemporary world politics. This course seeks to answer fundamental questions about racial and ethnic politics. To begin, what are the bases of ethnic and racial identities? What accounts for political mobilization based upon such identities? What are the political claims and goals of such mobilization and is conflict between groups and/or with government forces inevitable? How do ethnic and racial identities intersect with other identities, such as gender and class, which are themselves the sources of social, political, and economic cleavages? Finally, how are domestic ethnic/racial politics connected to international human rights? To answer these questions, the course begins with an introduction to dominant theoretical approaches to racial and ethnic identity. The course then considers these approaches in light of current events in Africa, Asia, Latin America, Europe, and the United States.

This document is a history of the challenges of starting an FTC Robotics Program as a class (as opposed to a club). The intended audience includes anyone who is thinking of starting an FTC Robotics program whether class or club. The reason “FTC” is specifically mentioned is that involvement with a major national program has many positive (and negative) aspects. The goal of this document is to provide the reader a compendium of all the problems (and posited solutions) we encountered.

Increases in obesity and diet-related diseases are major health problems in the United States. During the last 20 years there has been a dramatic increase in the nation’s obesity rates, correlating with increased rates of cardiovascular disease, certain types of cancer, Type 2 diabetes, increased health-care costs, reduced quality of life and increased risk for premature death.

In this activity, students will review by talking about things revolving around the university, family, and vacations, using memorized vocabulary. Students will be interviewed by each other based on scenarios provided. Students will ask and answer questions entirely in Spanish.

How does Artificial Intelligence impact Diversity?Explore what Artificial Intelligence in your own words and pictures.Español¿Cómo impacta la inteligencia artificial en la diversidad?Explore qué Inteligencia Artificial en sus propias palabras e imágenes.

Designed to meet the scope and sequence of your course, OpenStax Introduction to Anthropology is a four-field text integrating diverse voices, engaging field activities, and meaningful themes like Indigenous experiences and social inequality to engage students and enrich learning. The text showcases the historical context of the discipline, with a strong focus on anthropology as a living and evolving field. There is significant discussion of recent efforts to make the field more diverse—in its practitioners, in the questions it asks, and in the applications of anthropological research to address contemporary challenges. In addressing social inequality, the text drives readers to consider the rise and impact of social inequalities based on forms of identity and difference (such as gender, ethnicity, race, and class) as well as oppression and discrimination. The contributors to and dangers of socioeconomic inequality are fully addressed, and the role of inequality in social dysfunction, disruption, and change is noted.