This book began as lecture notes for an Oregon State University course in fluid mechanics, designed for beginning graduate students in physical oceanography. Because of its fundamental nature, this course is often taken by students outside physical oceanography, e.g., atmospheric science, civil engineering, physics and mathematics.
In later courses, the student will discover esoteric fluid phenomena such as internal waves that propagate through the sky, water phase changes that govern clouds, and planetary rotation effects that control large-scale winds and ocean currents. In contrast, this course concerns phenomena that we have all been familiar with since childhood: flows you see in sinks and bathtubs, in rivers, and at the beach. In this context, we develop the mathematical techniques and scientific reasoning skills needed for higher-level courses and professional research. Prerequisites are few: basic linear algebra, differential and integral calculus and Newton’s laws of motion. As we go along we discover the need for the more advanced tools of tensor analysis.

In this textbook the focus will be on the bacteria and archaea (traditionally known as the “prokaryotes,”) and the viruses and other acellular agents.

An adapted version of the OpenStax Anatomy & Physiology with revised content and artwork.

The tremendous growth of bioinformatics and computational biology in the late 20th and early 21st centuries has had an associated growth in software and algorithms for studying biological sequences. This book is designed to introduce students of the life sciences with little to no programming experience to the concepts and methodologies of bioinformatics, and contemporary software applications.

Learners will be able to (a) list and categorize the essential plant nutrients, (b) describe primary nutrients functions, and (c) identify symptoms of primary nutrient deficiency in plants

This open short course is offered through Oregon State University (OSU) Open Oregon State. The learning modules in this short course are open, self-study learning modules with no live instructor, facilitator, or enrollment requirements, as these self-paced modules are made publicly visible (student data will remain private) in Canvas. Modules include mental health and well-being, purpose(career) well-being, mindset, personal strengths, and mindfulness meditation

Kevin, Indira, and Taralyn Tan's latest (FREE) electronic book is aimed at helping students at all levels of biochemistry to learn in a fun and engaging format. The iBooks version can run on an iPad or a Mac running iBooks. The PDF version can be used on any computer. Please note that the file is VERY large and will take considerable time to download.

It is the goal of this book to help students do the following:

* Apply basic concepts for effective and concise business writing.
* Compile a well written report acceptable within a business context.
* Follow a writing process designed for business students.
* Demonstrate critical thinking, reasoning, and persuasion.
* Communicate in writing using a business model.
* Apply resources for improving business writing skills.

There are many excellent introductory readers to sociological theory out there. Why another one? The primary reason is that this is an Open Access textbook, free to you, the student, thanks to Oregon State University. We know that textbooks can be very expensive, and we think it is particularly problematic to charge students for access to work that has been published, in its original form, several decades ago. If you wanted, you could find all of the work included here in your local library, although you would have to put together many different books and articles. That is the second reason for this textbook – important passages have been collected for you, assembled here in one handy volume.

Students will define colorblind racism; identify the four frames through which colorblind racism operates; discern the effects of colorblindness in practice-particularly its negative aspects; and identify alternatives to colorblindness

This activity will help students understand how the enzyme telomerase works to solve the "end replication problem."

Defend Dissent is an introduction to cryptography paired with the social impacts of surveillance and the protective potential of encryption, with a focus on US social movements. Each chapter ends with a story that brings social context to the material—from surveillance used against contemporary US protests to the African National Congress’s use of partially manual encryption in fighting apartheid in South Africa in the 80s.

This book can be read linearly, or you can pick and choose what you would like to learn about. Each chapter is prefaced with what you should read first (for background) and concludes with what you might want to read next.

Labs in this book supplement the information gained in lecture, as well as providing some perspective and experience with hands-on applications of ideas in pest management. The labs are presented in week-by-week order, so the pre-labs and reading for week 1 are labeled “Pre-Lab 1” and “Week 1 Reading”.

Pre-Labs are assignments to be done before lab meets, and will be due at the beginning of Lab. Complete the labs using your textbook, web resources, or the reading assigned for the week.

Readings are short 1-3 page “chapters” covering background topics pertinent to the upcoming lab, particular groups of insects/arthropods, or methods used in Pest Management. This should be read before coming to Lab each week.

Lab Assignments need to be printed and brought to class so that they can be completed as a group in Lab. It is sometimes helpful to read through the assignment ahead of time to get an idea of the subject matter for the week.

This book follows in the tradition of Charles “Chuck” Davis’ Western Public Lands and Environmental Politics (Westview Press), which many teachers and professors have used over the years in their environmental politics and policy courses. The second edition of Chuck’s book was published in 2001, and we were unsuccessful in trying to persuade him for a new edition. However, we were able to have him contribute to this volume and are very appreciative. Chuck has been a wonderful mentor, friend and colleague to both of us and we hope this book meets his approval. Chuck’s opening statement in the preface of the second edition is still relevant as we look back to the summer of 2018 and the forthcoming summer of 2019: “We are in the latter part of an unusually hot and dry summer the year 2000, and wildfires are burning out of control on large tracks of western lands” (2001: xi). Unfortunately, the increasing impacts of climate change on western public lands and the west as a whole has led to unprecedented catastrophic wildfires and loss of life, disappearing glaciers in western mountains, drought, and many western ecosystems teetering on the edge. In addition, a recent U.S. Geological Survey study estimates that approximately one-fourth of all carbon dioxide emissions in the U.S. are from fossil fuel extraction and combustion from public lands (Merrill et al., 2018). We anticipate that climate change effects will exacerbate conflict over western public lands management and have therefore asked each chapter author to include a discussion of climate change where appropriate.

This textbook is intended for use in laboratory-centered physics courses for prospective and practicing elementary and middle school teachers. By exploring physical phenomena in class, participants learn science in ways in which they are expected to teach science. The emphasis is upon questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why.

This textbook also is appropriate for use in general science courses that explore some of the physical phenomena underlying global climate change. In addition, organizations such as museums, youth groups, or senior citizen programs may find one or more units a feasible framework for offering extended science learning experiences to the public during workshops and/or special events. Some of the activities also could form the basis for on-going exhibits.

This book is intended to provide a basic introduction to epidemiologic methods and epidemiologic thinking. After reading this book, you should be able to read an epidemiologic study, understand what the authors did and why, and identify what they found. You will also have the tools to assess the quality of that study—how good is the evidence? What are potential sources of bias, and how might those have affected the results? This book will not teach you enough to be able to design and conduct your own epidemiologic studies—that level of understanding requires several years of specialized training. However, being able to read and understand the scientific literature about human health will allow you to apply that understanding to your own work in a nuanced, sophisticated way.

Welcome to the wonderful world of microbiology! Yay! So. What is microbiology? If we break the word down it translates to “the study of small life,” where the small life refers to microorganisms or microbes. But who are the microbes? And how small are they?

Generally microbes can be divided into two categories: the cellular microbes (or organisms) and the acellular microbes (or agents). In the cellular camp we have the bacteria, the archaea, the fungi, and the protists (a bit of a grab bag composed of algae, protozoa, slime molds, and water molds). Cellular microbes can be either unicellular, where one cell is the entire organism, or multicellular, where hundreds, thousands or even billions of cells can make up the entire organism. In the acellular camp we have the viruses and other infectious agents, such as prions and viroids.

In this textbook the focus will be on the bacteria and archaea (traditionally known as the “prokaryotes,”) and the viruses and other acellular agents.