A mixture of experiment and activites to expand learning on the Space Walk Storytime. Learn about space scientists and about the tools they use. The activities connect to Standards of Learning

A slideshow version of the Flights of Fancy Story Time Dr. Mae Jemison learning lab. An alternative to using the Smithsonian Learning lab website

Packet of experiments, crafts, and activities created to help expand the topics connected to Dr. Mae Jemison and the space shuttle era. These materials are connected to Standards of Learning

A slideshow version of the Flights of Fancy Story Time Bessie Coleman learning lab. An alternative to using the Smithsonian Learning lab website

Packet of experiments and other interactive activities to expand topics connected to Bessie Coleman and early flight. These activities connect to common core and Next Generation Science standards.

A slideshow version of the Flights of Fancy Story Time Amelia Earhart learning lab. An alternative to using the Smithsonian Learning lab website.

Materials that comprise of experiments, crafts, and activities created to help expand the topics connected to Amelia Earhart and early flight. These materials are connected to Learning Standards.

A slideshow version of the Flights of Fancy Story Time Air Show learning lab. An alternative to using the Smithsonian Learning lab website.

A mixture of experiments and activities to expand the learning on the Air Show Storytime. Learn about Air Circuses and Air Shows with activities that connect to learning standards.

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The Tennessee Tech College of Business EAGLE Online Writing Tutorial is a webpage designed to help students to express themselves more clearly and professionally.

The increasing study of Spanish in high schools and colleges has made necessary the preparation of a text of a simpler character than those now in common use.

In the present text, especially in the first selections, the language has been simplified so that reading may be begun at a very early stage in the pupil's work. It has not been considered necessary to supply notes, as the matter is simple and the vocabulary furnishes all necessary information. All verb forms occurring in the text, whether regular or irregular, are given in the vocabulary.

There is constant repetition of common words and expressions, so that comparatively long lessons may be assigned and the pupil may be enabled to acquire an extensive knowledge of useful every-day Spanish and become familiar with the structure of the Spanish sentence at an earlier period than has been possible heretofore.

Selection XII is taken from "Tradiciones y leyendas españolas" by Don Luciano García de Real (Barcelona, 1898). Selections IV, VI, IX, X, XIII, are taken from the "Biblioteca de las tradiciones populares españolas" (Madrid, 1886). The remaining selections are taken from various sources or adapted from English or German.

Many changes have been made in all the selections, except in the fables of Iriarte and the story by Fernán Caballero, in order to render the material suitable for beginners.

A short video explaining how to include a formal introduction of your source.(License CC-BY)

This lesson focuses on the birth of Ethnic Studies through the two longest student strikes in the country’s history, led by youth of color forming the Third World Liberation Front (TWLF) at San Francisco State University and University of California, Berkeley. Students will explore the strikes’ causes, methods, and the resistance mounted by the schools and how educational experiences may be shaped by the addition of ethnic studies.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, 8.9, HS.9, HS.11
Social Science Analysis: 7.27, 7.29, 8.33, 8.36, HS.71, HS.72, HS.73, HS.74
Historical Knowledge: 8.22, 8.25, 8.27, HS.53, HS.58, HS.60, HS.63, HS.64, HS.65
Historical Thinking: 7.25, 8.31, 8.32

With the United States and the Soviet Union in a Cold War, fears of Southeast Asia falling to communism led to America’s increasing involvement with political and military matters in Vietnam, which was split between the communist North and anti-communist South in 1954. This lesson will address the U.S. government’s economic and tactical support of the conflict in Vietnam, and atrocities committed by American troops against Vietnamese civilians, which later became public. Domestically, an anti-war movement in the U.S. began to grow, with people questioning America’s involvement overseas—the money spent and the lives lost—which later impacted the war itself, including the withdrawal of troops and policies passed to prevent future U.S. military action without congressional approval.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.10, HS.10
Social Science Analysis: 7.29, 8.33, 8.36, HS.72, HS.74, HS.77, HS.78
Historical Thinking: 7.25

This lesson plan helps students understand the context of the 1992 L.A. civil unrest (L.A. riots). Korean Americans in solidarity with Black Americans and others, formed coalitions to call for racial justice, community healing and rebuilding. Various police reforms, community programs and rebuilding efforts came about after. It covers the importance of building community consciousness and coalitions to fight systemic racism. By using the transcripts from the segment this lesson plan will ask the students to analyze the movement by using guiding questions to identify the issue, research the problem, respond to the problem and reflect on why learning about this topic is important to their lives and current social movements.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, HS.2
Economics: 7.8
Social Science Analysis: 8.36, HS.72, HS.73, HS.74, HS.77, HS.78
Geography: HS.42, HS.51
Historical Knowledge: 8.22, 8.25, HS.60, HS.61, HS.64, HS.65
Historical Thinking: 7.25, 7.30, 8.31, HS.67, HS.69

CET OUVRAGE EST UN DOCUMENT DE TRAVAIL DESTINÉ À L’ÉQUIPE PÉDAGOGIQUE DE L’ÉCOLE D’ORTHOPÉDIE, AUX MEMBRES DU PERSONNEL DE L’UCLouvain ET AUX COLLABORATEURS EXTERNES QUI TRAVAILLENT AU DÉVELOPPEMENT PÉDAGOGIQUE DES MASTERS COMPLÉMENTAIRES DE LA FACULTÉ DE MÉDECINE ET MÉDECINE DENTAIRE. PLUS GÉNÉRALEMENT, IL EST DESTINÉ AUX MÉDECINS EN FORMATION ET À TOUS CEUX QUI S’INTÉRESSENT AUX PATHOLOGIES DE L’APPAREIL LOCOMOTEUR. SA VERSION FINALE COMPREND EXCLUSIVEMENT DES ILLUSTRATIONS ORIGINALES, PHOTOGRAPHIES ET IMAGES MÉDICALES ISSUES DE LA PRATIQUE DES CHIRURGIENS DE L’ÉCOLE D’ORTHOPÉDIE. IL EST LIBRE DE DROIT ET PEUT ÊTRE DIFFUSÉ DANS SA VERSION ORIGINALE SANS CONTREPARTIE, TANT POUR LE TEXTE QUE POUR LES ILLUSTRATIONS. NÉANMOINS, LES MODIFICATIONS DE L’OUVRAGE NE SONT PAS AUTORISÉES SANS ACCORD PRÉALABLE

Par définition, la spondylolyse est une solution de continuité de l’arc postérieur de la vertèbre. Le spondylolisthésis est le glissement antérieur (ou postérieur) d’une vertèbre sur une autre (fig. 2). Dans le cadre de ce chapitre, nous nous limitons aux formes présentant une anomalie de l’arc postérieur. Cette anomalie doit être entendue comme non dégénérative, non traumatique, non pathologique et non iatrogénique.

L’anatomie du rachis cervical supérieur est particulière au regard de l’ensemble de la colonne vertébrale. En effet, la charnière occipito-cervicale doit à la fois supporter la masse de la tête mais aussi permettre une grande mobilité. L’amplitude de mouvement est très grande en flexion et rotation (environ 50 % de la mobilité cervicale s’y concentre). Le rachis cervical supérieur est composé des trois éléments osseux que sont l’occiput (C0), l’atlas (C1) et l’axis (C2) liés entre eux par les structures capsuloligamentaires (fig. 2). Ces lésions ne sont pas rares et peuvent facilement se manquer pour plusieurs raisons. Cliniquement d’abord elles ne provoquent souvent pas d’atteinte neurologique car elles obéissent à la loi du tout ou rien (1/3 de décès sur le lieu de l’accident par apnée sur lésion neurologique haute). En imagerie, elles sont peu visibles sur les radiographies. Les lésions ligamentaires peuvent encore se manquer sur base du CT-scan d’où l’importance de connaître certaines mesures diagnostiques. Les lésions associées s’observent avec une fréquence de 25 % et le clinicien recherchera toujours une seconde lésion avant de clôturer son diagnostic. Enfin, leur méconnaissance peut entraîner un déplacement, l’atteinte neurologique pouvant alors se manifester par une hypoventilation et un décès. La difficulté du traitement est multiple. Le traitement orthopédique simple est relativement peu efficace en termes de restriction de mobilité à moins d’utiliser une minerve avec bandeau frontal ou bien un halo vest. Nous réservons le traitement par minerve simple aux fractures stables ou à une population âgée et fragile qui ne supporterait pas d’autre traitement. Le traitement chirurgical est lui aussi difficile : les voies antérieures sont à la limite des possibilités de l’abord (mandibule) tandis que les voies postérieures se réalisent dans une zone difficile à exposer, présentant de faibles possibilités d’ancrage et des dangers propres comme la présence des artères vertébrales.