This grammar provides a grammatical description of Palula, an Indo-Aryan language of the Shina group. The language is spoken by about 10,000 people in the Chitral district in Pakistan’s Khyber Pakhtunkhwa Province. This is the first extensive description of the formerly little-documented Palula language, and is one of only a few in-depth studies available for languages in the extremely multilingual Hindukush-Karakoram region. The grammar is based on original fieldwork data, collected over the course of about ten years, commencing in 1998. It is primarily in the form of recorded, mainly narrative, texts, but supplemented by targeted elicitation as well as notes of observed language use. All fieldwork was conducted in close collaboration with the Palula-speaking community, and a number of native speakers took active part in the process of data gathering, annotation and data management. The main areas covered are phonology, morphology and syntax, illustrated with a large number of example items and utterances, but also a few selected lexical topics of some prominence have received a more detailed treatment as part of the morphosyntactic structure. Suggestions for further research that should be undertaken are given throughout the grammar. The approach is theory-informed rather than theory-driven, but an underlying functional-typological framework is assumed. Diachronic development is taken into account, particularly in the area of morphology, and comparisons with other languages and references to areal phenomena are included insofar as they are motivated and available. The description also provides a brief introduction to the speaker community and their immediate environment.

The University of Iowa Center for Global and Regional Environmental Research and College of Education teamed up to develop free eighth grade science curricula on land use and climate science, in response to Iowa’s grade level alignment of the middle school Next Generation Science Standards.

Primary author Dr. Ted Neal, clinical associate professor of science education, led a team of graduate and pre-service teaching students and CGRER scientists to develop the material. They grouped standards, resources and lesson material into six bundles, each designed to engage Iowa’s middle schoolers with local data and information on relevant topics like athletic concussions and agriculture.

These lessons are built on NGSS principles and put learning in the students’ hands with hands-on activities for groups and individuals. Kids will have ample opportunity to get curious, generate questions and lead themselves to answers.

The original Native American story component lesson was developed as part of an Office of Superintendent of Public Instruction (OSPI) and Washington State Leadership and Assistance for Science Education Reform (LASER) project funded through an EPA Region 10 grant. The stories were told by Roger Fernandes of the Lower Elwha Klallam tribe. Mr. Fernandes has been given permission by the tribes to tell these stories.As these lessons and stories were shared prior to the adoption of the Washington State Science Learning Standards in 2013, there was a need to align these stories with the current science standards. This resource provides a current alignment and possible lesson suggestions on how these stories can be incorporated into the classroom. This alignment work has been funded by the NGSS & Climate Science Proviso of the Washington State Legislature as a part of North Central Educational Service District's award.

The Online Macromolecular Museum (OMM) is a site for the display and study of macromolecules. Macromolecular structures, as discovered by crystallographic or NMR methods, are scientific objects in much the same sense as fossil bones or dried specimens: they can be archived, studied, and displayed in aesthetically pleasing, educational exhibits. Hence, a museum seems an appropriate designation for the collection of displays that we are assembling. The OMM's exhibits are interactive tutorials on individual molecules in which hypertextual explanations of important biochemical features are linked to illustrative renderings of the molecule at hand.

Why devote a site to detailed visualizations of different macromolecules? In learning about the intricacies of life processes at the molecular level, it is important to understand how natural selection has fashioned the structure and chemistry of macromolecular machines to suit them for particular functions. This understanding is greatly facilitated by the visualization of 3-dimensional structure, when known. So, if static views of molecules (even in stereo) are worth a thousand words, then interactive animations of molecules should be worth much more. Indeed, we have found the types of displays represented here invaluable in gaining an appreciation for the details of key biochemical processes.

As Carl Brandon and John Tooze stated in their classic text, Introduction to Protein Structure:
"Molecular biology began some 40 years ago with the realization that structure was crucial for a proper understanding of function. Paradoxically, the dazzling achievements of molecular genetics and biochemistry led to the eclipse of structural studies. We believe the wheel has now come full circle, and those very achievements have increased the need for structural analysis at the same time that they have provided the means for it."

It is our opinion that structural analysis should extend into the classroom: as students learn about cellular mechanisms it is important that they study the chemistry of the molecular machines involved. These considerations have motivated the construction of the OMM.

The OMM is part of a collaborative effort by faculty and students interested in macromolecular structure-function relationships. The primary authors of some tutorials are students of David Marcey and he serves as author, co-author and site editor, and assumes all responsibility for content. Any criticisms, suggestions, comments, or questions should be sent to him at: marcey@callutheran.edu. All tutorials are copyrighted.

The OMM was started in 1996 for a Molecular Biology class at Kenyon College, where DM was a professor in the Biology Department (1990-1999). The OMM is now developed and housed at California Lutheran University, where DM has been a professor since 1999.

Utilize the online GIS of the USGS real-time stream gage network to introduce basic concepts of data-driven maps and GIS. This exercise can be used independently or with other hydrology exercises.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

RStudio Cheatsheets

The cheatsheets below make it easy to use some of our favorite packages. Cheatsheets include the following topics:

Python with R and Reticulate Cheatsheet
The reticulate package provides a comprehensive set of tools for interoperability between Python and R. With reticulate, you can call Python from R in a variety of ways including importing Python modules into R scripts, writing R Markdown Python chunks, sourcing Python scripts, and using Python interactively within the RStudio IDE. This cheatsheet will remind you how.

Factors with forcats Cheatsheet
Factors are R’s data structure for categorical data. The forcats package makes it easy to work with factors. This cheatsheet reminds you how to make factors, reorder their levels, recode their values, and more.

Tidy Evaluation with rlang Cheatsheet
Tidy Evaluation (Tidy Eval) is a framework for doing non-standard evaluation in R that makes it easier to program with tidyverse functions. Non-standard evaluation, better thought of as “delayed evaluation,” lets you capture a user’s R code to run later in a new environment or against a new data frame. The tidy evaluation framework is implemented by the rlang package and used by functions throughout the tidyverse.

Deep Learning with Keras Cheatsheet
Keras is a high-level neural networks API developed with a focus on enabling fast experimentation. Keras supports both convolution based networks and recurrent networks (as well as combinations of the two), runs seamlessly on both CPU and GPU devices, and is capable of running on top of multiple back-ends including TensorFlow, CNTK, and Theano.

Dates and Times Cheatsheet
Lubridate makes it easier to work with dates and times in R. This lubridate cheatsheet covers how to round dates, work with time zones, extract elements of a date or time, parse dates into R and more. The back of the cheatsheet describes lubridate’s three timespan classes: periods, durations, and intervals; and explains how to do math with date-times.

Work with Strings Cheatsheet
The stringr package provides an easy to use toolkit for working with strings, i.e. character data, in R. This cheatsheet guides you through stringr’s functions for manipulating strings. The back page provides a concise reference to regular expresssions, a mini-language for describing, finding, and matching patterns in strings.

Apply Functions Cheatsheet
The purrr package makes it easy to work with lists and functions. This cheatsheet will remind you how to manipulate lists with purrr as well as how to apply functions iteratively to each element of a list or vector. The back of the cheatsheet explains how to work with list-columns. With list columns, you can use a simple data frame to organize any collection of objects in R.

Data Import Cheatsheet
The Data Import cheatsheet reminds you how to read in flat files with http://readr.tidyverse.org/, work with the results as tibbles, and reshape messy data with tidyr. Use tidyr to reshape your tables into tidy data, the data format that works the most seamlessly with R and the tidyverse.

Data Transformation Cheatsheet
dplyr provides a grammar for manipulating tables in R. This cheatsheet will guide you through the grammar, reminding you how to select, filter, arrange, mutate, summarise, group, and join data frames and tibbles.

Sparklyr Cheatsheet
Sparklyr provides an R interface to Apache Spark, a fast and general engine for processing Big Data. With sparklyr, you can connect to a local or remote Spark session, use dplyr to manipulate data in Spark, and run Spark’s built in machine learning algorithms.

R Markdown Cheatsheet
R Markdown is an authoring format that makes it easy to write reusable reports with R. You combine your R code with narration written in markdown (an easy-to-write plain text format) and then export the results as an html, pdf, or Word file. You can even use R Markdown to build interactive documents and slideshows.

RStudio IDE Cheatsheet
The RStudio IDE is the most popular integrated development environment for R. Do you want to write, run, and debug your own R code? Work collaboratively on R projects with version control? Build packages or create documents and apps? No matter what you do with R, the RStudio IDE can help you do it faster. This cheatsheet will guide you through the most useful features of the IDE, as well as the long list of keyboard shortcuts built into the RStudio IDE.

Shiny Cheatsheet
If you’re ready to build interactive web apps with R, say hello to Shiny. This cheatsheet provides a tour of the Shiny package and explains how to build and customize an interactive app. Be sure to follow the links on the sheet for even more information.

Data Visualization Cheatsheet
The ggplot2 package lets you make beautiful and customizable plots of your data. It implements the grammar of graphics, an easy to use system for building plots. See docs.ggplot2.org for detailed examples.

Package Development Cheatsheet
The devtools package makes it easy to build your own R packages, and packages make it easy to share your R code. Supplement this cheatsheet with r-pkgs.had.co.nz, Hadley’s book on package development.

This course explores the causes, course, and consequences of the American Civil War, from the 1840s to 1877. The primary goal of the course is to understand the multiple meanings of a transforming event in American history. Those meanings may be defined in many ways: national, sectional, racial, constitutional, individual, social, intellectual, or moral. Four broad themes are closely examined: the crisis of union and disunion in an expanding republic; slavery, race, and emancipation as national problem, personal experience, and social process; the experience of modern, total war for individuals and society; and the political and social challenges of Reconstruction.

Momentum is not only a physical principle; it is a psychological phenomenon. Students learn how the "Big Mo" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. Students develop media literacy and critical thinking skills to analyze trends and determine the extent to which their decisions may be influenced by those who manipulate a few opinion leaders. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

 American Government is designed to meet the scope and sequence requirements of the single-semester American government course. This title includes innovative features designed to enhance student learning, including Insider Perspective features and a Get Connected Module that shows students how they can get engaged in the political process. The book provides an important opportunity for students to learn the core concepts of American government and understand how those concepts apply to their lives and the world around them. American Government includes updated information on the 2016 presidential election.Senior Contributing AuthorsGlen Krutz (Content Lead), University of OklahomaSylvie Waskiewicz, PhD (Lead Editor)

Mini-Unit Rationale:In this unit, the content to be covered will all fall under the subheading of early Muslim Civilizations. Previously the students have studied early river valley civilizations such as in the Fertile Crescent, the Indus River Valley, the Americas, the Huang River Valley and the Nile River Valley. The students will be able to use their previous knowledge of the basic constructs of a civilization to build upon the content in this chapter (10) that outlines the creation, spread and division of the Muslim political and religious empires of the Middle East. This mini-unit will lead students to the next mini-unit, which covered the spread of Islam into South and Southeast Asia through religious, cultural and political diffusion among other varying factors.This mini-unit will consist of five 45-minute lessons to be taught to a college-prep level freshman World Studies course in a private, co-educational Catholic high school classroom. There are sixteen students in the class, of varying academic abilities. Some students in the general education class have 504 accommodation plans and two have IEP’s, but they are grouped heterogeneously into this social studies course with all college-prep level students. The school is a 1 to 1 school, and all students have iPads with Ebook textbooks, internet capability, QR code readers and the whole slate of Google Apps downloaded onto their tablets. The students will all have multiple new applications downloaded onto their iPads prior to this mini-unit, and will learn how to use them during tutorial portions within this mini-unit.Overall Goal:This mini-unit is designed to help students develop as historical thinkers, critical thinkers, and digital citizens through the lens of analyzing the origins, division and spread of early Muslim civilizations.Overall Objectives:1. Students will be able to... identify the prophet of Islam, Muhammad, and explain how his teachings spread the Islamic beliefs throughout the Middle East and eventually, the world.2. Students will be able to... explain how Islam affected all aspects of religious and secular society for Muslims, and how this led to advancements and innovation in many parts of the world.3. Students will be able to... explain the divisions that emerged within Islam and the differences between their major beliefs.4. Students will be able to... explain the rise of the Umayyad and Abbasid caliphates and how those empires affected the Middle East and the surrounding lands.5. Students will be able to… read and understand detailed maps and virtual reality images of the important historical sites of Mecca and Medina, and explain their significance to the rise and spread of Islam.Overall Standards:NCSS Standards Strands:Time, Continuity and Change: Evaluate the impact of the institutions, values, and beliefs of people in the past on important historical decisions and developments, and compare different interpretations of the causes and consequences of these decisions and developments.Individuals, Groups and Institutions: Evaluate different interpretations of the influence of groups and institutions on people and events in historical and contemporary settings.Individuals, Groups and Institutions: Analyze examples of tensions between belief systems and governmental actions and policies.Power, Authority and Governance: Examine persistent issues involving the rights, responsibilities, roles, and status of individuals and groups in relation to the general welfare.Global Connections: Describe and explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.CSDE Common Core Social Studies Standards:GEO 6–7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.GEO 6–7.3 Explain how cultural patterns and economic decisions influence environments and the daily lives of people.GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.GEO 6–7.5 Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.CIV 6–7.1 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders).CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.HIST 6–8.1 Use questions about historically significant people or events to explain the impact on a region.INQ 9–12.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.Connecticut Common Core Literacy Standards:CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCSS.ELA-LITERACY.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CCSS.ELA Literacy and Reading RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.Diocese of Bridgeport Standards:Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding competing narratives and interpretation; and constructing narratives and interpretation.Diocese of Bridgeport Historical Thinking Skills:Skill 1: Trace the emergence and decline of Muslim civilizations.Skill 2: Explain how geography and history are linked.Skill 3: Describe the tenets of Islam.Skill 4: Analyze the reason for the division of Islam.Skill 5: Evaluate the role of religion in the development of the Muslim empires in the Middle East.Skill 6: Describe the major characteristics of Muslim empires.Skill 7: Describe examples of cultural diffusion from the Muslim Empires.Skill 8: Describe the characteristics and advances of the Golden Age of Islam.Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and instructions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.ISTE Net Standards for Students:Empowered Learner: 1C: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.1D: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.Digital Citizen: 2B: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.Knowledge Constructor: 3A: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3C: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.Innovative Designer: 4A: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.Creative Communicator: 6B: Students create original works or responsibly repurpose or remix digital resources into new creations.6C: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.6D: Students publish or present content that customizes the message and medium for their intended audiences.Global Collaborator: 7B: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.7C: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.7D: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.Overall Unit Assessments:Formative Assessments: Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.Teacher will check daily student progress via student-group Google Doc sheets.Students will take various Google Forms formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.Answer Garden formative assessment will be posed to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.Students will participate in interactive Kahoot Quizzes to help both teacher and student understand individual real-time comprehension levels.Summative Assessments:Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.Summary of Mini-Unit:Students will begin this unit by learning about the context of the time period, and the geography of the land and cities from where the early Muslim civilizations emanated. Then, they will learn about the major tenets of Islam and a religion and Muslims as a culture and the political systems of the early empires. Next, students will analyze the origins and spread of conflict that lead to the division of Islam into the two major sects of the religion: Sunni and Shi’a. Finally, students will learn about the Umayyad and Abbasid empires and analyze their contributions to society and culture in the Middle East, as well as trace the emergence and decline of those Muslim empires.Technology Rationale:The 9th grade students will be using various technologies each day of this mini-unit, ranging from iPad applications, to QR codes, to engaging Smart-board technology. The integration of technology into this mini-unit will optimize students’ learning experience by encouraging student collaboration, providing innovative ways of communicating their own ideas, and engaging students as global citizens who demonstrate an understanding of digital citizenship and proper use of technology in an academic setting. Some of the technologies used by the teacher and students are included to streamline the transition process and create a paperless classroom environment, which will provide many benefits for the class and even transcend the classroom, such as environmental and economical.