The artist attacks abolitionist, Free Soil, and other sectionalist interests of 1850 as dangers to the Union. He singles out for indictment radical abolitionist William Lloyd Garrison, Pennsylvania Free Soil advocate David Wilmot, New York journalist Horace Greeley, and Southern states' rights spokesman Senator John C. Calhoun. The three wear fool's caps and gather, like the witches in Shakespeare's "Macbeth," round a large, boiling cauldron, adding to it sacks marked "Free Soil," "Abolition," and "Fourierism" (added by Greeley, a vocal exponent of the doctrines of utopian socialist Charles Fourier). Sacks of "Treason," "Anti-Rent," and "Blue Laws" already simmer in the pot. Wilmot: "Bubble, bubble, toil and trouble! / Boil, Free Soil, / Ther Union spoil; / Come grief and moan, / Peace be none. / Til we divided be!" Garrison: "Bubble, bubble, toil and trouble / Abolition / Our condition / Shall be altered by / Niggars strong as goats / Cut your master's throats / Abolition boil! / We divide the spoil." Greeley: "Bubble, buble [sic], toil and trouble! / Fourierism / War and schism / Till disunion come!" In the background, stands the aging John Calhoun. He announces, "For success to the whole mixture, we invoke our great patron Saint Benedict Arnold." The latter rises from the fire under the pot, commending them, "Well done, good and faithful servants!"|Entered . . . 1850 by J. Baillie.|Published by James Bailley, 87th St. near 3d. Avenue, N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 101.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1850-7.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Most genetic studies of Alzheimer’s disease compare patient DNA to controls to identify mutations that increase disease risk. That approach has identified some risk variants, but none have led to effective treatments, and most of the genetic contributors are still unknown. Now, a team of researchers is tackling the problem from the opposite side, asking why some high-risk elderly people don’t have Alzheimer’s – a strategy that has discovered a protective mutation in a gene that may be a good drug target. To find protective mutations for Alzheimer’s, the scientists first searched the Utah Population Database for families with above-average rates of Alzheimer's that also had at least four people who were resilient to the disease -- that is, they were cognitively normal, despite being 75 years old or older, and having the APOE e4 allele, which increases risk more than 5-fold per copy..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course is an introduction to software engineering, using the Java™ programming language. It covers concepts useful to 6.005. Students will learn the fundamentals of Java. The focus is on developing high quality, working software that solves real problems.
The course is designed for students with some programming experience, but if you have none and are motivated you will do fine. Students who have taken 6.005 should not take this course. Each class is composed of one hour of lecture and one hour of assisted lab work.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

Launch! Advertising and Promotion in Real Time is the first free, open source text for advertising and marketing classes. A new alternative to introductory texts that can cost into three figures and provide information that is extraneous or outdated, Launch! offers a basic text at no cost to students. Instead, we generate revenue through individually priced materials such as discretionary hard copies of the text (for those of you who still like to mark up your book the old-fashioned way), study guides, podcasts and streaming interviews (à la iTunes), user-generated content, advertising sales, and corporate sponsorship. There’s something else that’s really unique and cool about Launch! Welcome to the first advertising textbook written in partnership with a real-life advertising agency. It’s fine to talk about ad campaigns from the past, but we’d rather hear about one from the horse’s mouth—while it’s still happening. We’re going to teach you about the ad biz the way you’ll learn it if you choose to make it your career (and we hope you do). None of that shiny, happy, “talking heads” stuff; we’re going to take the gloves off and show you how a campaign works (and sometimes doesn’t) from the vantage point of the people who have to do it every day. Prepare to Launch!

This textbook was developed to meet two distinct yet related needs. The more basic goal was to respond to the paucity of teaching materials suited to the needs of U.S. learners of Malayalam, particularly at the university level. Though some materials had previously been produced both in India and in the US, including three sets of materials co-written by the author, none were at all suited to the needs and purposes of American university students. Some of the author is earlier materials were ad hoc in nature, while the 510-page course written for Peace Corps volunteers concentrated on language for daily social interactions only. Both the Peace Corps materials and most of the materials written in India were written in Roman
transcription, thus making no serious attempt to teach the Malayalam script or the skills of reading or writing.

The Malayalam ·materials produced in India by various scholars or teach~rs were not readily available in the West, and were moreqver designed for Indian learners for whom formal explanations of the grammar and culture are largely unnecessary, since many of the grammar and discourse conventions are similar or identical to those found in their own mother tongues. Thus the texts available at that time lacked much of what was essential to the Western learner of the language. A couple more sets of teaching materials have come out in: the intervening 20 years, and some may now be ordered via the Internet. A partial list of these materials appears in the prologue following lesson Twenty-five in this text. These books are, in
general, designed to prepare the learner to handle everyday living situations in Malayalam, and as such can be useful adjuncts once the present volume has been thoroughly studied.

This text was conceived and designed to go beyond social conversation to prepare the Western learner to use the language as a research tool. To meet this goal the skills pf literacy in Malayalam are essential, but this is only a beginning. It is also necessary to have some familiarity with the formal style of the language, used in most types of written matter and in platform and other types of formal speaking. This is still a need uniquely met by this text. The irony is that our student audience has grown and diversified, so that the textbook for the Malayalam classes here at Texas must serve two rather different types of students. There are still a number of graduate students who seek out Malayalam as a research tool for their academic work. fu the past dozen years or so the Malayalam classes are being taken by increasing numbers of second generation Malayalis who have either been born in North America or spent most of their lives here. They are normally undergraduates whose goals do not include doing academic research in Kerala. They are mainly interested in being able to communicate better with relatives in Kerala and their interest in literacy extends mainly to being able to
write letters to grandparents or other non-English-speaking relatives. The majority of lessons containing conversations with friends and family members in the book can still serve their purposes well.

The second need to be met by this textbook was that of a reference grammar which could be used by linguists to glean accurate information about various aspects of the Malayalam language such as its phonology, syntax (grammar), 'semantics, and discourse. This type of reference grammar could serve both specialists in other Dravidian languages, as well as general linguists examining a specific feature in many unrelated languages.

GalleryCreate a Data SetStudents will create data sets with a specified mean, median, range, and number of data values.Bouncing Ball Experiment How high does the class think a typical ball bounces (compared to its drop height) on its first bounce? Students will conduct an experiment to find out.Adding New Data to a Data Set Given a data set, students will explore how the mean changes as they add data values.Bowling Scores Students will create bowling score data sets that meet certain criteria with regard to measures of center.Mean Number of Fillings Ten people sit in a dentist's waiting room. The mean number of fillings they have in their teeth is 4, yet none of them actually have 4 fillings. Students will explain how this situation is possible.Forestland Students will examine and interpret box plots that show the percentage of forestland in 20 European countries.What's My Data?Students will create a data set that fits a given histogram and then adjust the data set to fit additional criteria.What's My Data 2? Students will create a data set that fits a given box plot and then adjust the data set to fit additional criteria.Compare Graphs Students will make a box plot and a histogram that are based on a given line plot and then compare the three graphs to decide which one best represents the data.Random Numbers What would a data set of randomly generated numbers look like when represented on a histogram? Students will find out!No Telephone? The U.S. Census Bureau provides state-by-state data about the number of households that do not have telephones. Students will examine two box plots that show census data from 1960 and 1990 and compare and analyze the data.Who Is Taller?Who is taller—the boys in the class or the girls in the class? Students will find out by separating the class height data gathered earlier into data for boys and data for girls.

This is a very helpful timeline on events relating to media literacy in the early 20th century. It has been reviewed from the book, Teaching Media Literacy. In a new pdf, pictures and pohotgraphs have been added to provide visual context for teachers and students when learning about this seemingly recent topic.I have cited the book, and none of the information from the book is my own. It is all fromDe, Abreu, Belinha S.. Teaching Media Literacy, American Library Association, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/appstate/detail.action?docID=6144249.Created from appstate on 2021-11-23 17:48:34.NONE OF THE INFORMATION IS MY OWN AND HAS BEEN CITED MULTIPLE TIMES.

In which Hank and John Green teach you about humanity conquering the Earth. Or at least moving from Africa into the rest of the Earth. As human beings spread out across the world and populations grew, humanity reached a critical mass of innovators, and collective learning took off! All these innovations were great for lots of human endeavors, but none fared better than agriculture.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Viruses might be small, but they drive ecological change across the planet. That includes helping lock otherwise harmful carbon away in soil. Unfortunately, little is known about soil viruses worldwide. A recent study extensively examined the viral microbiome of a Minnesotan peatland from the experimental site SPRUCE. Peatlands are the largest natural terrestrial reservoirs of carbon on earth and, as such, are a critical component of the carbon cycle. The makeup of viral communities in the SPRUCE peat varied with sample depth, water content, and carbon chemistry factors. Of the 4,326 distinct virus types identified from SPRUCE, only 164 had been previously detected in other soils and those matches were almost exclusively from other peatlands. Peatlands are a very wet, but otherwise terrestrial, ecosystem. However, none of the previously detected aquatic viruses matched SPRUCE viruses, which suggests a terrestrial and aquatic ‘species’ divide..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This module aims to enable students to think critically about their career planning and become better applicants when applying for employment/postgraduate study, during or after their academic studies. Topics covered will include:

•Career Planning Skills
•Career researching Skills
•Self-Marketing – Applications
•Self-Marketing – Interviews
•Psychometric Testing
•Self-Marketing – Assessment Centres
•Guidance on evaluating and recording experience

Module Codes: XX1N02 (10 credits)

Suitable for study at: Undergraduate Level

Method and Frequency of Class: 5 x 2 hour workshops, a mock interview and a tutorial

Target Students: This module is available to all students as part of the Nottingham Advantage Award scheme.

Prerequisites: None

Corequisites: None

Offering School: School of Education

This module is based upon employer identified key skills for employment. Its focus is on immediate employability and seeks to develop a students approach to demonstrating the skills in a way which supports a successful application.

Module Codes: XX1N14 (10 credits)

Suitable for study at: Undergraduate Level

Method and Frequency of Class: 6 x Employer Led Skills Workshops

Target Students: This module is available to all students as part of the Nottingham Advantage Award scheme.

Prerequisites: None

Corequisites: None

Offering School: School of Education

Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

(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.)

68 year old woman presented with a swollen and tender mass in her left breast. The patient has a history of fibrocystic changes with cyst formation. Diagnostic mammogram and ultrasound showed a 4.8 x 4.8 x 2.7 cm solid and cystic mass with irregular borders and mixed echogenicity located against the chest wall at the 6:00 position approximately 6 cm from the nipple (see below). Core needle biopsy was performed, demonstrating the histopathology shown below, and ER/PR/HER2 immunohistochemistry demonstrated a triple negative phenotype. The patient was evaluated for neoadjuvant therapy and none was performed after proper pathologic diagnosis. The patient then underwent left breast lumpectomy with sentinel lymph node biopsy (see below).

(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.)

A male in his 40s with a prior medical history of Behcet's disease and severely compromised vision presented with a cognitive disorder and chorea. His symptoms began 8 years ago, over which time the patient has steadily deteriorated. His mother had similar symptoms and was diagnosed as having Huntington disease. Few family members on the maternal side were also affected (see Pedigree). None of the mother's relatives were previously tested.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Microbiome sequencing data are very complex. In order to simplify analyses, researchers often perform unsupervised clustering to identify naturally occurring clusters and then investigate the clusters’ associations with various characteristics of interest. However, clustering performance and related conclusions can vary depending on the algorithm or beta diversity metric used. To improve microbiome analysis methods, a new study tested the performance of several metrics on four datasets with well-separated groups and a clinical dataset with less-clear group separation. None of the metrics was universally superior, but certain metrics underperformed under certain conditions. For example, the Bray-Curtis metric performed poorly in a dataset with rare high-abundance OTUs (groups of related bacteria), while the unweighted UniFrac metric performed poorly in a dataset with prevalent low-abundance OTUs..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource provides an overview of the Personal and Professional Development activities and requirements embedded within the eighteen month pre-clinical part of the Graduate Entry Medicine course and the portfolio that students are required to maintain for the duration of the course.

The Graduate Entry Medicine (GEM) course comprises two key themes:

1. Basic and Clinical Sciences (BCS)

Modules 7 to 9 (GEM year 2)
Modules 1 to 6 (GEM year 1)

2. Personal and Professional Development (PPD)

Module 2 (GEM year 2)
Module 1 (GEM year 1)

The Personal and Professional Development modules of the GEM course centre around the concept of professionalism. They integrate basic communication and physical examination skills and encourage you to develop professional behaviour and attitudes and an awareness of how ethical principles underpin clinical practice. These are core skills for doctors and their importance is emphasised by the General Medical Council in the publication “Good Medical Practice”.

Areas covered under the umbrella of PPD include:

• Early Clinical Experience (ECE)
(General Practice visits) – led by the Director of Clinical Skills

• Professional Competencies
(practical clinical and technical skills) – led by the Director of Clinical Skills

• Professional Values
(attitudes and behaviour) – led by the Head of PPD

Module Codes: A12P1G & A12P2G

Year: 2010 to 2012

Suitable for study at: Level 2

Credits: 15

Target Students: Restricted to students registered for the GEM (Graduate Entry Medicine) programme There is a limited number of places on this module. Students are reminded that enrolments which are not agreed by the Offering School in advance may be cancelled without notice.

Prerequisites: Restricted to students registered for the GEM (Graduate Entry Medicine) programme

Corequisites: None

Offering School: Graduate Entry Medicine and Health

This is one component of the Seismogenic zone Experiment Mini Lessons
This mini lesson provides an example of how stratigraphy influences tectonics, and vice versa. The magnitude 9 Tohoku earthquake slipped a record 50m along a plate boundary fault comprised of extraordinarily weak smectite-rich pelagic clay [Chester et al., 2013; Ujiie et al., 2013, Fulton et al., 2013]. This clay may also have served as a slip surface for numerous large tsunami and tsunamigenic earthquakes along the subduction zone to the northeast, but it facilitated none along the Japan and Izu-Bonin Trenches to the south. During this lesson students will discover the probable reasons for this dichotomy.
Students will be supplied with locations of the Tohoku earthquake ocean drilling site (C0019) and the reference Site (436) as they are back tracked through Pacific Plate motions to their locations of origin. Students will construct the vertical sedimentary sequence that would occur, using Walther's Law (Prothero and Schwab, 1996, p. 329-330).

The student-reconstructed vertical sequence of sedimentary deposits will be compared to that at IODP Site 436. Site 436 includes a conspicuous interval of pelagic clay and is the oceanic reference site for Site C0019 drilled during Exp. 343. Students will compare the vertical succession of sediment lithologies hypothetically accumulated in their backtracked site to those observed at Sites 436, C0019 and others on the oceanic plate incoming to the subduction zone. Students will learn that smooth seafloor correlates with continuity of the pelagic clay layer, whereas, areas of rough seafloor (containing seamounts capped with carbonate and siliceous pelagic sediments) correlate with discontinuity of the pelagic clay layer. They will also learn that large earthquakes and tsunamis occur only in areas of more continuous incoming pelagic clay. Students will be able to speculate on the role of seamounts in interruption of the propagation of seismic slip (e.g. Wang and Bilek, 2011, 2014).

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Identify the basic parts of a neuronDescribe how neurons communicate with each otherExplain how drugs act as agonists or antagonists for a given neurotransmitter system