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This is an OER activity/lab/assignment to help students understand understand and build awareness to their active listening skills as discovered via the OER commons site.

Author: Kathie Peterson

Date Added: 04/30/2020

License: Creative Commons Attribution Non-Commercial

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Incorporating a simulation into lab work presentations enhances engagement by offering a dynamic, interactive experience that brings theoretical concepts to life. Simulations also provide visual clarity, aiding comprehension and reinforcing key learning points for the audience. This OER covering the procedures of Polymerase Chain Reaction testing does just that.

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PCR Virtual Lab

This is an AWESOME virtual PCR lab. It shows exactly what is happening to the DNA strands during a PCR reaction and how the end product is almost a pure sample of the target sequence.

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This is an AWESOME virtual PCR lab. It shows exactly what is happening to the DNA strands during a PCR reaction and how the end product is almost a pure sample of the target sequence.

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This OER Textbook from BC Campus is a great introductory resource into the world of Project Management. It focuses on Canadian content and includes activities, audio files, and slideshow presentations for each chapter. For easy sharing with students, it can be downloaded as a PDF and uploaded to the school's learning management system. My students appreciate the savings and portability/accessibility of a digital OER textbook. It has been a great resource addition to my course.

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Browse Subjects

Results: 313 Open Textbooks

Author(s): Stefan Hugtenburg, TU Delft, Neil Yorke-Smith, TU Delft

Updated: Mar 6, 2020

Description: Delftse Foundations of Computation is a textbook for an introductory course in theoretical computer science. It includes topics from propositional and predicate logic, proof techniques, set theory and the theory of computation, along with practical applications to computer science. It has no prerequisites other than a general familiarity with computer programming.

Author(s): Paul Webb, Roger Williams University

Updated: Mar 6, 2020

Description: Introduction to Oceanography is a textbook appropriate to an introductory-level university course in oceanography. The book covers the fundamental geological, chemical, physical and biological processes in the ocean, with an emphasis on the North Atlantic region.

Author(s): Erik Ringmar, Ibn Haldun University

Updated: Mar 6, 2020

Description: This textbook pioneers a new approach to the study of international relations by historicizing the material traditionally taught in international relations courses and by explicitly focusing on non-European cases, debates, and issues. The volume is divided into three parts. The first part focuses on the international systems that traditionally existed in Europe, East Asia, pre-Columbian Central and South America, Africa, and Polynesia. The second part discusses the ways in which these internati...[more]

Author(s): Bill Freedman, Dalhousie University

Updated: Mar 5, 2020

Description: This textbook is intended to provide the core elements of a curriculum for teaching environmental science at the introductory level in Canadian colleges and universities. This book is suitable for students beginning a program in environmental science, environmental studies, or sustainability. It is also appropriate for arts students who require a science elective, and for science students who require a non-major elective. This book was written from the ground-up to provide Canadian information ...[more]

Author(s): Meizhong Wang, College of New Caledonia

Updated: Mar 4, 2020

Description: This textbook is a concise, understandable, and effective guide on intermediate level mathematics. This book can be used by Adult Basic Education programs at colleges; students in community colleges, high schools, tutoring, or resource rooms; self-study readers, including new teachers to brush up on their mathematics; professionals as a quick review of some basic mathematic formulas and concepts; and by parents to help their children with homework. In this book, each topic, concept, term, and p...[more]

Author(s): Gilbert Strang, Edwin "Jed" Herman

Updated: Feb 26, 2020

Description: Calculus is designed for the typical two- or three-semester general calculus course, incorporating innovative features to enhance student learning. The book guides students through the core concepts of calculus and helps them understand how those concepts apply to their lives and the world around them. Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency. Volume 1 covers functions, limits, derivatives, and integration.

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Browse Subjects Results: 313 Open Textbooks Author(s): Stefan Hugtenburg, TU Delft, Neil Yorke-Smith, TU Delft Updated: Mar 6, 2020 Description: Delftse Foundations of Computation is a textbook for an introductory course in theoretical computer science. It includes topics from propositional and predicate logic, proof techniques, set theory and the theory of computation, along with practical applications to computer science.

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Sharon - Chosen OER Mathematics/Functions

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Sharon - Chosen OER Mathematics/Functions

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When it comes to my mathematics courses I am always looking for resources for help in creating practice questions or looking for simulations to help demonstrate a theory or concept to the students. These OER resources had a variety of tools to use such as textbooks with exercises and answers, powerpoints, and simulations available.

For this search, I looked up quadratic equations in mathematics. Excellent resources!

The three I focused on were:

https://math.libretexts.org

www.ecampusontario.ca

https://phet.colorado.edu

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An OER guide: Teamwork Skills for Undergraduate Students

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An OER guide: Teamwork Skills for Undergraduate Students

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Teamwork skills are often expected from students, but we rarely dedicate time and effort to walk them through the expectations or give them the tools to enable them to be effective in their teams. This resource provides information, templates and opportunities to engage the students in participatory learning to enhance their teamwork skills.

Publisher: Rotman Commerce Centre for Professional Skills, University of Toronto

Posted by: Heba Sadek

hsadek@conestogac.on.ca

Posted on Nov 18, 2023- Sprint/ Fall 2023

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Normally, change can be alienating, scary, and seen as something negative. This specific course tool will allow students to practically better understand and offer them a different perspective on how they can leverage change in a positive light whether in the workforce or to market it to their customers/patients. Since it is a course tool, this can easily be integrated and required to the course that I teach and can be done during the allotted course duration.

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Learners explore actions that can be taken to achieve a buy-in from employees when changes are to be made in the workplace. Students then rank the steps in the order that they should be taken.

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Nisha Sheen -An introductory guide to child maltreatment 

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Nisha Sheen -An introductory guide to child maltreatment 

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This resource offers an overview of different types of chikd abuse, how to identify and navigate the legal responsibilities.The content also include case studies and interactive questions that favours its practical application.I find it very resourceful to supplement my instruction for the course Early Childhood Education

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Item Details - Open Library - eCampusOntario

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eCampusOntario is a not-for-profit centre of excellence and global leader in the evolution of teaching and learning through technology.

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OER - An introductory guide to Child maltreatment  

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OER - An introductory guide to Child maltreatment  

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This resource offers an overview of different types of child abuse , how to identify and the legal responsibilities to report and deal with child abuse.The content also includes case studies and interactive questions that favours practical appliction.

https://openlibrary.ecampusontario.ca/item-details/#/e788e775-e542-4d52-828d-89a0d8fa148f?k=early%20child%20development&itemTypes=6&itemTypes=12&sortCol=1&increasePopularSearch=true

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Source: OER Commons

Research Methods in Psychology - 2nd Canadian Edition

4th Edition (2020) // CC BY-NC-SA

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International Students: Stories and Strategies for Student Success: https://ecampusontario.pressbooks.pub/academicresilience/

International Students: Storied and Strategies for Student Success is another shining example of what can happen with students are offered an opportunity to share their voice with an engaged audience to enact change. This resource shapes some of our strategic work to support International Students as our goal is to help them persist.

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Academic Success, Division of Student Life, University of Toronto

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Authors: Yaseen Ali; Rahul Bhat; Wenzhe Xu; John Hannah; and Tesni Ellis

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International Students: Stories and Strategies for Academic Success in Postsecondary Education – Simple Book Publishing

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Authors: Yaseen Ali; Rahul Bhat; Wenzhe Xu; John Hannah; and Tesni Ellis

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MIT OCW - Structural Analysis and Control

Link: https://ocw.mit.edu/courses/1-571-structural-analysis-and-control-spring-2004/

This resource is a full-fledged course from MIT, providing lecture notes, assignments, and exams. It's useful because it offers an in-depth and structured approach to understanding structural analysis concepts.

MIT OCW - Structural Engineering Design

Link: https://ocw.mit.edu/courses/1-051-structural-engineering-design-fall-2003/

Similar to the first resource, this MIT course offers lecture notes, assignments, and exams. It's beneficial for learners as it delves into the practical application of structural engineering concepts and design. It complements the theoretical knowledge gained from the first resource.

eCampusOntario: Numerical Methods for Civil Engineers

Link: CIVL 222 : Numerical Methods for Civil Engineers (ecampusontario.ca)

This resource is a course that aims to introduce the basics of numerical analysis and the use of computer software (MATLAB) for civil engineering analysis.

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eCampusOntario Open Textbook Library selected OER aligns with the theme of marketing analytics and provides learners with an accessible and comprehensive resource to deepen their knowledge in this domain.

Link: https://openlibrary.ecampusontario.ca/item-details/#/d48f4c1a-d01b-46b7-a068-a37fc44ce244?k=introduction%20to%20digital%20marketing&itemTypes=6&itemTypes=12&sortCol=1&increasePopularSearch=true

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This book contains lots of materials I can use around ethics, decision making, and equity in my course.

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About This Textbook

Business Ethics is designed to meet the scope and sequence requirements of the single-semester business ethics course. This title includes innovative features designed to enhance student learning, including case studies, application scenarios, and links to video interviews with executives, all of which help instill in students a sense of ethical awareness and responsibility.

License

You may copy and redistribute the material in any medium or format.

You may remix, transform, and build upon the material for any purpose, even commercially.

As long as you follow these terms:

You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Other things to know:

The licensor cannot revoke these freedoms as long as you follow the license terms.

You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.

No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.

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Business Ethics is designed to meet the scope and sequence requirements of the single-semester business ethics course. This title includes innovative features designed to enhance student learning, including case studies, application scenarios, and links to video interviews with executives, all of which help instill in students a sense of ethical awareness and responsibility.

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This is a great resource to help student practice concepts of project management as if they are working real life project. I have used simulation in various business courses as well as executive workshops. It improves engagement of the participants.

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I will will use this resource for the following:

a) In the very first class of Introduction to Project Management

b) As a refresher during end of the semester in Introduction to Project Management course.

c) As a refresher to Project Management in the first class of Project Management - Applied Project.

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Accessibility & Inclusion for individuals with disabilities

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Accessibility & Inclusion for individuals with disabilities

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Exploring inclusion and barriers that individuals with disabilities face through the use of VR simulations.

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This OER is good for learning about drug interactions

https://openlibrary.ecampusontario.ca/item-details/#/413da817-9308-4801-84fd-5a382ee438a2?k=drug%20interactions&itemTypes=6&itemTypes=12&sortCol=1&increasePopularSearch=true

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Introduction to Project Management through a short video.

It is well suited for introducing the course on the first day of class.

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Introduction to Project Management through a short video: 

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Introduction to Project Management through a short video: 

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Introduction to Project Management

This is a short video to introduce Project Management course on the first day of the Project Management class.

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What is Project Management? Training Video

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2 interesting TED videos (I like TED as they are almost always well-presented!):

è https://www.ted.com/talks/erick_wilberding_this_tool_will_help_improve_your_critical_thinking

https://www.ted.com/talks/samantha_agoos_5_tips_to_improve_your_critical_thinking

More material for learners to study:

Barriers to Critical Thinking: Basic Human Limitations

Barriers to Critical Thinking: People-Related Obstacles

Barriers to Critical Thinking: Being Human

Barriers to Critical Thinking: Errors in Judgment

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After reviewing the resources, I would need to consider a few things. First, the credentials for the authors which are not easily identified. Second, the currency of the directions of use since this is a popular app and always likely changing.

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MERLOT.org provided an assignment that could possibly support lesson on database management:   Spotify as an Organizing System (merlot.org)

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https://mitsloan.mit.edu/ideas-made-to-matter/presenting-about-data-to-your-board-6-tips-experts

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A strong data strategy is essential to be competitive. Companies refer to data nearly 80% more often in annual reports than they did in 2017, according to a recent report. And roughly half of companies surveyed had hired a chief data officer in the last two years - someone at the C-Suite level or just below who is responsible for the company's strategic approach to data.

"Data is increasingly an asset that has both value and risk," said Maria Villar, head of enterprise data strategy and transformation at German software company SAP. Given the rapidly growing strategic importance of data, it is critical that CDOs not only do their job well but communicate effectively about their work. "Having an effective data strategy and then communicating it to important constituents, like your executive board, is a key to success," Villar said.

At the recent MIT Chief Data Officer and Information Quality symposium, Villar moderated a panel featuring Ellen Nielsen, CDO at Chevron, and Denise Letcher, executive vice president and CDO at PNC Bank, discussing ways to craft a presentation about data strategy. The panelists stressed preparing early, catering data presentations to reach different audiences, and the importance of connecting to key business goals and telling compelling stories.

While the discussion focused on communication with boards, the key takeaways pertain to any set of important stakeholders.

Be prepared

Start early, said Letcher, who begins work on her annual business updates two months in advance. She begins by reviewing past presentations; Letcher has been PNC's chief data officer for nearly seven years. "I have themes that I know the board likes to hear about," she said. "I want to make sure I carry those forward."

She also works closely with other teams to refine different dimensions of the presentation. Her boss provides "invaluable feedback" on the high-level topics; her managers review the content; the communications team helps her create a strong executive-level presentation.

Beyond the specific content of one's own presentation, Nielsen pointed out the value of knowing where she fits during the meeting. Who is scheduled to present before and after? What might be the general mood of the meeting based on the topics under discussion?

"Typically, there are certain people who are preparing the content on the agenda, and they know very well what's going on that day," Nielsen said. She suggested finding this person and getting as much information as you can - it's good to know what's on the mind of the board members as you go in to talk.

CDOs must also stay abreast of salient issues beyond the company's borders: How does data management fit with potential changes on the horizon? Letcher noted that board members, who tend to be active news consumers, often inquire about how CDOs are using their role to respond to industry shifts. Letcher, for instance, is keenly attuned to the overlap between her role and upcoming climate regulation.

Finally - it almost goes without saying - "practice, practice, practice," Letcher said. Run through the presentation alone; test it on select groups for feedback. Be sure you have confidence in both your prepared remarks and your ability to answer questions.

Tell stories with broad relevance

It is important to connect the work of data and analytics to larger business objectives, Letcher and Nielsen said. Audiences like a board of directors are typically not interested in the details of specific projects or processes, and they don't need to know what a CDO has been doing day-to-day or month-to-month. Rather, they care about outcomes - how the application of data and analytics is advancing business objectives.

"You want to step back and say, 'How is data helping the overall company?'" Letcher said. If one slice of data proved essential to a recent merger and acquisition, for instance, then tell that story and clarify the value that is generated by good data. You want to explain how data is enabling the business strategy, she said.

As the audience for these presentations moves deeper into the organization - from the board, to leadership, to lower managers - the need for detail increases. The outcomes also grow more specific: from top-level business strategy to how data and analytics are supporting a particular unit or function. Budgetary questions and financial details become more relevant.

Competitiveness is another important topic of discussion, Nielsen said. When describing the strategic role of data within your company, benchmark these descriptions against competitors. What are you doing better? In what ways do you need to catch up? When describing areas for improvement, be sure to outline the most effective levers of investment.

Regardless of audience, Nielsen and Letcher highlighted the importance of stories and anecdotes. "I put a lot of effort in [finding] the right stories to share," Nielsen said. "I look for stories that tell about new things, or where the organization tried something new and really overcame an obstacle and created tremendous value. These are the best."

Don't forget the finer points

Alongside big picture issues of how to prepare for and organize a presentation, Nielsen and Letcher provided tips on the fundamentals, from how to frame the conversation to how many slides to create.

Be explicit about why you're there. If you're there to provide an update, say that. If you're there to ask for approval, say that. Nielsen suggested that if you're there for an "ask," give the board options rather than asking for a single outcome.

Assume 10 to 20 minutes for the key messages. This means on the order of 6 - 8 slides. Present an executive summary with the main points first. And, whatever you do, don't read from the slides. That's "the kiss of death," Letcher said.

Prepare for questions. Think about the questions you may get in advance. Have dates in mind so that you can speak to chronology. Don't be afraid to ask for more time if you don't have an answer: "I'll get back to you," is a perfectly fair response.

Don't use acronyms. If you absolutely need to use one, define it first.

It's also important to remain confident - even if people come and go or appear distracted. "Recognize that you are the subject matter expert," Letcher said. "They rely on you."
Read next: The next chapter in analytics is data storytelling

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Presenting about data to your board: 6 tips from experts | MIT Sloan

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Prepare early, cater presentations to reach different audiences, and tell compelling stories.

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https://openlibrary.ecampusontario.ca/item-details/#/c1b88275-abdb-44d3-8ee0-d00b98e083d7?k=presentations&itemTypes=6&itemTypes=12&sortCol=2&nextPage=true&page=1

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https://openlibrary.ecampusontario.ca/item-details/#/b3c0913c-1bb5-4639-859a-a87c2a448347?k=presentations&itemTypes=6&itemTypes=12&sortCol=2&increasePopularSearch=true

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Item Details – Open Library – eCampusOntario

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Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Design thinking process at a glance, infographic showing the stages of the design process

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https://ecampusontario.pressbooks.pub/apaforeap/

This is a fantastic resource for a "quick and easy" guide to APA formatting. Would highly recommend to anyone who needs their students to be able to format in APA.

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APA Style for English for Academic Purposes – Simple Book Publishing

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Critical Data Literacy: Strategies to Effectively Interpret and Evaluate Data Visualizations (short course)
https://openlibrary.ecampusontario.ca/item-details/#/e4108473-08fe-4fbc-a29c-e2055514cf1b?k=data%20literacy&itemTypes=6&itemTypes=12&sortCol=1&increasePopularSearch=true&openLibraryItemTypes=Course

This short course is helpful to learn about data, graphs, charts and infographics, to increase your proficiency in analyzing and interpreting data visualization.

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OER For Visual Communication Course - Halli Villegas

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OER For Visual Communication Course - Halli Villegas

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This is one of the OER assignments that the NYT has. I love the prompts for getting students to interact with images, and photography as part of the Visual Media literacy outcome of the course.

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Five Photography Assignments That Invite You to Look Closely at the World

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Students, try one of these exercises inspired by the visual series The Take. What can you learn about the world by looking at it through a particular lens?

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Designing for Meaningful Synchronous and Asynchronous Discussion in Online Courses

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Designing for Meaningful Synchronous and Asynchronous Discussion in Online Courses

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https://openlibrary.ecampusontario.ca/item-details/#/7be0d5df-f809-4f91-ae31-a8647a29d5c7?k=online%20discussion&itemTypes=6&itemTypes=12&sortCol=1&increasePopularSearch=true

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This is an awesome OER addition that is animated and created by students for students. Thanks for the Professor and students who created and shared this!

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Introduction to Financial Accounting | Animated Accounting

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Each one of these OER helps prepare med students for the Emergency Department.

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The scenario takes place in the Emergency Department where a team of healthcare professionals receives a patient post motor vehicle accident.

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https://rise.articulate.com/share/ru0_R3jnxUoO-HgZ4gmAhB77785XAxk4#/lessons/Bpxf1RCwANUpU87HVsSbSC4oFSCUSo5M

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Discharge Teaching in the Emergency Department

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Discharge Teaching in the Emergency Department

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This module is designed to increase awareness of the benefits and complexities of discharging a patient from the Emergency Department (ED).It provides examples for how to successfully provide discharge teaching to an ED patient using a standardized handout.

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this primer for junior medical learners is my favourite resource that I found in OpenLibrary. I especially like it because I know the authors are all well-known medical educators of the field. I looked through this resource and it's so practical that I sent it off to my colleagues!

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I found this OER for the students of community health nursing so they can learn about women's empowerment and social justice.

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This rhyme, with its cooking theme, forms the link to Lustucru's twentieth-century rebirth. These days, if you google his name, you'll be met with a brand of French pasta. In a surprising turn of events, Lustucru experienced a sudden makeover in the early 1910s when his name became synonymous with packaged egg noodles. ※

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Lustucru: From Severed Heads to Ready-Made Meals

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Jé Wilson charts the migration of the Lustucru figure through the French cultural imagination - from misogynistic blacksmith bent on curbing female empowerment, to child-stealing bogeyman, to jolly purveyor of packaged pasta.

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I found an example, out of many, many examples of details regarding all forms of measurement. This search was done through Mason OER Metafinder. There is so much info available to be found!

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Precision measurement and fundamental constants; proceedings. Edited by D. N. Langenberg and B. N. Taylor.

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Precision measurement and fundamental constants; proceedings. Edited by D. N. Langenberg and B. N. Taylor.

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After reviewing the Narrative Analysis Handout obtained from the MIT OpenCourseWare (OCW), I've decided to include its examples and explanations in our class, as it closely matches our data analysis learning objectives. However, I'll simplify the content by reducing technical language to make it more accessible to our undergraduate nursing students.

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MIT OpenCourseWare (OCW) significantly enhances my nursing research class on qualitative data analysis. It provides an extensive repository of freely accessible educational materials, including lecture notes and multimedia content, that enhance student comprehension. These OERs enable me to access MIT faculty expertise, ensuring my students receive the latest research and practical insights in qualitative data analysis.

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Narrative Analysis Handout | Practice of Participatory Action Research (PAR) | Urban Studies and Planning | MIT OpenCourseWare

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I found this OER (video) thorough MERLOT search.

It helps students to learn about gas laws in thermodynamics. The presented slides are very informative.

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Chem 1A. Lec. 18. General Chemistry. Gas Laws, Part 1

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UCI Chem 1A General Chemistry (Winter 2013)Lec 18. General Chemistry Intermolecular Forces -- Gas Laws -- Part 1View the complete course: http://ocw.uci.edu/courses/chem_1a_general_chemistry.htmlInstructor:…

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Found this OER lecture on creating more efficient buildings. It has a lecture portion and also some additional readings along with case studies to help understand the importance of the topic.

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Reduction of energy consumption of buildings is an important step in the move towards a sustainable economy. How can buildings be made net zero energy, in different climates?

This course introduces you to zero energy design. It will teach you a stepped approach to design a zero energy climate concept for existing buildings: homes, schools, offices, shops etc. It will demonstrate how an integrated approach, which takes into account both passive measures (such as thermal insulation and sun shading) and active measures (such as heat pumps and photovoltaic panels), can deliver the best results.

It will do so by providing you with an overview of possible measures, and through reviewing several case studies of zero energy buildings in the Netherlands, with lessons for other climates as well. Thus, you will learn which measures are most suitable for individual buildings under local climate conditions.

This course is for anyone interested in making buildings more energy efficient, who already possess basic technical knowledge.

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Zero-Energy Design: an approach to make your building sustainable - TU Delft OCW

# data[].attributes.attachment_link.description
Reduction of energy consumption of buildings is an important step in the move towards a sustainable economy. How can buildings be made net zero energy, in different climates? This course introduces you to zero energy design. It will teach you a stepped approach to design a zero energy climate concept for existing buildings: homes, schools, offices, shops etc.

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Extend Activity #3 - Curator Creation @CoryM

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Extend Activity #3 - Curator Creation @CoryM

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Curation Creation

Found a great OER on making buildings more efficient. It is a lecture format with reading available. It will review several case studies for better understanding of the content.

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Reduction of energy consumption of buildings is an important step in the move towards a sustainable economy. How can buildings be made net zero energy, in different climates?

This course introduces you to zero energy design. It will teach you a stepped approach to design a zero energy climate concept for existing buildings: homes, schools, offices, shops etc. It will demonstrate how an integrated approach, which takes into account both passive measures (such as thermal insulation and sun shading) and active measures (such as heat pumps and photovoltaic panels), can deliver the best results.

It will do so by providing you with an overview of possible measures, and through reviewing several case studies of zero energy buildings in the Netherlands, with lessons for other climates as well. Thus, you will learn which measures are most suitable for individual buildings under local climate conditions.

This course is for anyone interested in making buildings more energy efficient, who already possess basic technical knowledge.

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Zero-Energy Design: an approach to make your building sustainable - TU Delft OCW

# data[].attributes.attachment_link.description
Reduction of energy consumption of buildings is an important step in the move towards a sustainable economy. How can buildings be made net zero energy, in different climates? This course introduces you to zero energy design. It will teach you a stepped approach to design a zero energy climate concept for existing buildings: homes, schools, offices, shops etc.

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I use LinkedIn learning as it gives my students a credential to show as well

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I have found this OER for the students of the business program, so that they can learn the basic maths for their business.
The Fundamentals of Mathematics OER textbook has been developed to help students achieve success in mathematics. This text will provide students with learning tools that will help them to improve basic arithmetic skills and to develop reasoning and problem-solving skills.

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Item Details – Open Library – eCampusOntario

# data[].attributes.attachment_link.description
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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This resource is helpful in navigating the new landscape of generative AI in education. It contains information on how to proactively design and adapt my college course for the age of AI.

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As emerging technologies in artificial intelligence continue to evolve, their influence in educational settings is becoming increasingly significant. “The presence of AI systems and chatbots in education needs to be considered as an opportunity of development rather than a threat.” (Kooli, 2023). Th…

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Nursing at Montgomery College has created 10 open access simulations for nursing students. I have created a new course, which is a cross cultural nursing elective. This simulation will be a great addition to class activities. It provides a simulation guide, and it is geared to students at all levels. The online sim is 20 min long and there is a 40 min guided reflection.

https://www.montgomerycollege.edu/academics/departments/nursing-tpss/nursing-simulation-scenario-library.html#culturalsim

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PLEASE READ THESE TERMS AND CONDITIONS OF USE CAREFULLY BEFORE USING the Montgomery College Nursing Simulation Scenario Library.

By using the Montgomery College Nursing Simulation Scenario Library (and related content including documents and videos), you signify your assent to these Terms and Conditions. If you do not agree to all of these Terms and Conditions of use, do not use the Montgomery College Nursing Simulation Scenario Library.

Montgomery College may revise and update these Terms and Conditions at any time. Your continued usage of this library and viewing or use of its content will mean you accept those changes.

The nurse simulation scenarios, documents, and videos contained in the Montgomery College Nursing Simulation Scenario Library (the "Content") are reviewed and updated periodically for accuracy and current best practices. Nevertheless, these scenarios, documents, and videos, including but not limited to text, graphics, images, and other material are for informational and teaching purposes only; this Content is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something contained in this Content.

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The Content may contain health related materials that are sexually explicit. If you find these materials offensive, you may not want to view or use the Montgomery College Nursing Simulation Scenario Library. The Content is provided on an "as is" basis. Montgomery College, Montgomery College Foundation, Inc. and a sponsoring organization, Healthcare Initiative Foundation (together, all referred to as "Content Providers"), TO THE FULLEST EXTENT PERMITTED BY LAW, DISCLAIM ALL WARRANTIES, EITHER EXPRESS OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT OF THIRD PARTIES' RIGHTS, AND FITNESS FOR PARTICULAR PURPOSE. Without limiting the foregoing, the Content Providers make no representations or warranties about the following:

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The Nursing Simulation Library is a resource for nursing educators in all settings.

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Protecting Yourself (and your organization from Malicious Emails)

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Protecting Yourself (and your organization from Malicious Emails)

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I found this incredibly useful (albeit slightly long) malicious email mitigation strategies, in this day in age with the advancement of AI becoming so prevalent, everyone, including educational facilities need to ensure that all faculty and learners have the appropriate understanding of malicious email/websites to protect themselves and their respective organization.

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A great resource for Art history teachershttps://smarthistory.org/locations/china/

I found a great text on this website too: https://www.insea.org/virtual-gallery/

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I came across this catalog of virtual labs which in a hybrid environment is a great resource to understand a laboratory procedure or concept.

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We feature over 300+ simulations covering a wide variety of science topics from biology, chemistry and physics through to more specialized sciences including STEM, microbiology and chemical sciences. Amplify the learning experience of your lessons and conduct your favorite experiments with Labster!

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Virtual Lab Simulation Catalog | Labster

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Discover Labster's award-winning virtual lab catalog for skills training and science theory. Browse simulations in Biology, Chemistry, Physics and more.

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I have found this comprehensive resource for introductory accounting course through OASIS. I liked the structure of the source and the fact that it has quizzes, tests, flash cards and crosswords. So much to choses from and make accounting lectures fun. Will be definitely use it.

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Ch. 1 Summary - Business Ethics | OpenStax

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This free textbook is an OpenStax resource written to increase student access to high-quality, peer-reviewed learning materials.

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Welcoming Students with an On-site, Asynchronous Tour

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Welcoming Students with an On-site, Asynchronous Tour

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Document Type

Presentation

Abstract

This presentation, delivered at the LOEX 2023 conference, highlights the program impetus, design, and initial assessment, as well as a call to rediscover how in-person tours can be an essential part of an academic library instruction program. Academic library tours used to be a staple offering that acquainted users to spaces and services. Today, librarians provide many types of online orientations and virtual tours, but there is a need to help students feel welcome in our buildings. At the University of New Mexico, the First-Year Experience librarian created an in-person, asynchronous tour that students access with their smartphones. Pairing a paper map with recorded stops, the tour welcomes people unfamiliar with libraries, guiding them through the learning commons, archives, the historic west wing, and book collections on three floors. Students can take advantage of accessibility features not available with a traditional tour, including volume control, captions, and adjustable pacing. With guided explanations of how students use different spaces, the tour norms library use and give students the agency to choose how they might engage with our spaces in the future.

Keywords

academic libraries, tour, student success, library spaces, embodied cognition

Recommended Citation

Warner, Adrienne. "Served Fresh Daily: Welcoming Students with an On-site, Asynchronous Tour." (2023). https://digitalrepository.unm.edu/ulls_fsp/196

DOWNLOADS

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Served Fresh Daily: Welcoming Students with an On-site, Asynchronous Tour

# data[].attributes.attachment_link.description
This presentation, delivered at the LOEX 2023 conference, highlights the program impetus, design, and initial assessment, as well as a call to rediscover how in-person tours can be an essential part of an academic library instruction program. Academic library tours used to be a staple offering that acquainted users to spaces and services.

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How to deliver online learning experiences that engage all learners

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How to deliver online learning experiences that engage all learners

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https://openlibrary.ecampusontario.ca/item-details/#/5797150e-ba49-4893-ba6e-2f19dedd9bf9?k=social%20justice%20digital%20technology&itemTypes=6&itemTypes=12&sortCol=2&increasePopularSearch=true

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Item Details - Open Library - eCampusOntario

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eCampusOntario is a not-for-profit centre of excellence and global leader in the evolution of teaching and learning through technology.

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I really appreciate the CRAAP assessment because it helped me thoroughly evaluate the quality of my resources. This method ensured that the materials I chose to incorporate were relevant and came from a reputable source.

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I found this OER (H5P object) through ECampusOntario Open Textbook Library. This will be a helpful resource to support developing fluency on anatomy and positionality for the brain

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This brain diagram will help students review key terms and placement of anatomy of the brain.

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Explaining the concept of Multiculturalism

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Explaining the concept of Multiculturalism

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I discovered this resource through the OER search and it compliments the other audio-visual and textual sources that I use in the classroom to explain to students the context and meaning of multiculturalism policy in Canada. The interview with Dr. Perin compliments the video from Historica Canada and the page from Pier 21 linked below.
https://www.thecanadianencyclopedia.ca/en/article/multiculturalism
https://pier21.ca/research/immigration-history/canadian-multiculturalism-policy-1971

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The New Immigration Canada, 1896-1914

Professor Robert Harney, a member of the Department of History at the University of Toronto, was a renowned scholar in the field of migration and ethnic studies. He founded the Multicultural History Society of Ontario and served as its first academic director.

Professor Harney was appointed to the Professorship and Program in Ethnic, Immigration and Pluralism Studies. Following his untimely death in 1989 the program was renamed the Robert F. Harney Professorship and Program.

The following interview, conducted in the early 1980s, focused on the immigration that occurred in turn-of-the-century Canada, 1896-1914. Historians have called this movement "The New Immigration" for it brought newcomers from areas of Europe that up until that time had not reached Canadian shores in significant numbers. The New Immigration laid the 20th century foundation for Canada as a multicultural and multi-ethnic country.

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Migration and Multiculturalism: Global Challenge, Canadian Experience

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Digital Education Strategies at the G. Raymond Chang School of Continuing Education supports open educational resources to ensure greater access to education for a wide range of learners. To commemorate Canada 150 and celebrate the importance of diversity as a fundamental Canadian value, we are pleased to present this series of recordings, an initiative that comprises one of the open educational resources in our collection.

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Meal Assistance Virtual Gaming Simulation – Meal Assistance Virtual Gaming Simulation

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Note: The virtual simulation scenario and characters are fictional, and the event is not real. The simulation can trigger emotional reactions. Please reach out to your faculty or counselling if you need support.

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https://socialsci.libretexts.org/Bookshelves/Psychology/Research_Methods_and_Statistics/Instruction_in_Functional_Assessment_(Desrochers_and_Fallon)/01%3A_Chapters/1.06%3A_Functional_Analysis_Case_Training

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Page ID

6566

A Plan to Teach the Process of Performing a Functional Assessment

Comprehensively Teaching the Functional Assessment Process

A New Proposed Instructional Approach: Functional Analysis Case-based Training (FACT)

FACT Components
Team-work

Programming for Generalization of Functional Assessment Knowledge and Skills

Summary
Experimental Functional Analysis Procedural Description and Reliability Checklist

Attention Condition
Treatment Integrity Checklist-Attention Condition
Performance-based feedback

Demand (Escape) Condition

Play Condition

Purpose and Rationale:

Procedure:

Summary

Alone Condition

FACT Exercises
Brief Case Descriptions

Discussion Questions

Focus Questions

How can functional analysis best be taught?

What are the components that need to be taught in the functional assessment process as a whole?

What is FACT and how does it differ from previous approaches to teaching functional assessment?

A Plan to Teach the Process of Performing a Functional Assessment

FA is a complex subject that requires an extensive knowledge-base, clinical decision-making skills, and performance components. In Chapter 2 the different types of FAs were described. In Chapter 3 treatment procedures were covered. Chapter 4 reviewed instructional approaches to establish students' knowledge and clinical decision-making skills. Lastly, Chapter 5 addressed how performance-based training could be used to teach the skills involved with conducting functional analysis. The focus of this chapter is to provide a method to practice the process of FA and the multiple steps that comprise it. See Table 21 below for a list of the steps involved in conducting a FA.

To conduct a functional assessment the professional must:

Behaviorally define the client's challenging behavior

Review referral form and records

Conduct indirect and/or observational functional assessments

Evaluate the reliability and validity of the data

Develop a functional hypothesis regarding the maintaining variable for the problem behavior

Design a functional analysis; indicate advantages and disadvantages of this approach

State the ethical issues and considerations for assessment

Test hypothesis by implementing functional analysis conditions, and collecting data

Graph the data collected, and interpret findings

Determine function of the individual's challenging behavior

Design behavior intervention plan based on function of the individual's problem behavior and other factors (e.g., context, quality of the environment, severity of the problem behavior, people present, resources available, setting, etc.)

Select a functionally-equivalent replacement behavior, prevention approaches, active teaching procedures; and reactive procedures for when the problem behavior occurs

State the ethical principles and procedures involved in the treatment phase

Comprehensively Teaching the Functional Assessment Process

Descriptions in the research literature of efforts to teach a comprehensive set of practitioner skills have been few. One early demonstration of a comprehensive training program to teach undergraduate psychology students to provide clinical or in-home consultative services was described by Keeley, Shemberg, and Ferber (1973). This training program involved: (a) content and practice in observing and recording behavior, (b) interventions, and (c) professional and ethical skills. The instructional approach involved lectures, role plays, and problem-solving client cases. The authors report positive results of this program to teach 37 senior-level psychology students how to deliver services to individuals with developmental disabilities and their families; however, no systematic evaluation of the program was performed.

In a more recent research evaluation of a comprehensive therapist training program, Chok, Shlesinger, Studer, and Bird (2012) describe a curriculum that involves teaching four components including: (a) conducting FAn sessions, (b) interpreting graphs, (c) responding to undifferentiated data, and (d) designing treatments. Participants completed assignments and were provided with feedback for answers along with the other knowledge components until mastery was achieved. Training was tailored to the component taught with performance feedback provided to participants when conducting FAn conditions. The researchers used a concurrent multiple-baseline design across participants to evaluate the training program. Participants acquired the skills at a near-perfect accuracy with generalization across training stimuli and 3 month maintenance occurring. Some limitations noted in this study were that participants' application of procedures to actual client behaviors was not assessed. Additionally, the gamut of clinical skills were not addressed, such as ethical issues, defining target behavior, and identifying a measurement system. Nonetheless, Chok et al.'s (2012) study provides a good example of how a systematic and comprehensive method can be used to teach the complex conglomeration of skills necessary for professionals to apply a FA method.

A New Proposed Instructional Approach: Functional Analysis Case-based Training (FACT)

Functional analysis case-based training (FACT) may be an effective method to teach a comprehensive set of skills required to perform functional analysis (Desrochers, 2012). A FACT method incorporates a case-based learning approach, role play, simulation, and performance-based feedback as major instructional methodologies to establish and hone college students' knowledge-base and skills required to implement a FA process. Students are given brief descriptions of cases described in published research to draw upon for realistic and clinically validated approaches to solving an individual's challenging behavior. Based on primary source material, effective assessment methods and intervention outcomes can be identified and reviewed as a group exercise. Both performing the functional analysis conditions, using role play, and employing the decision-making skills to arrive at an effective behavior intervention plan are practiced by the student in simulated clinically-relevant situations with empirically-validated results.

FACT Components

The major FACT instructional components embedded in this learning activity include students working collaboratively to solve and re-enact problem situations for individuals in clinical/school/home settings. The case examples are drawn from published research to provide realistic characteristics of individuals and their assessment and treatment data.

Team-work

This exercise is a collaborative learning, team-based approach. Working in separate groups of three, college students are asked to assume key roles such as client/student, therapist/teacher, or director. The other groups serve as actively participating audience members during the presentation of each group's case.

Skills that are interpreted, simulated, or acted out in a role play include: (a) behaviorally defining the individual's challenging behavior; (b) identifying the function of the individual's challenging behavior (c) conducting the conditions for a FAn; (d) analyzing graphical presentations of behavior; and (e) identifying function-based treatments for that case. Once the scenarios have been practiced, teams present their case to other students/audience members who must complete the following tasks: (a) behaviorally defining the challenging behavior; (b) determining how to assess and record the challenging behavior during the various functional analysis conditions; (c) analyzing the function of the client's challenging behavior; (d) determining the most effective treatment based on that function of the challenging behavior; and (e) reviewing the ethical issues that may exist in the situation presented. Feedback concerning audience members' answers to questions is provided by the trainer/director presenting the case.

Role Duties

Student/Client

Realistic presentation of problem behavior under various conditions to simulate the graphed data

Teacher/Therapist

Accurate presentation of procedures for each functional analysis condition: attention, demand, tangible, alone, play

Director/Trainer

Part I: Provide immediate performance feedback concerning client and therapist behaviors using the behavior integrity checklist

Part II: Provide audience with the context for the case (e.g., age of client, setting, etc.)

Present questions and provide feedback to the audience to facilitate active engagement in the case, such as:

How would you behaviorally define the challenging behavior?

What recording method and aspect of behavior is measured?

What would a graph of the challenging behavior and its current maintaining variable look like?

What features would you note to analyze the data collected?

What is the function of the challenging behavior?

What are your treatment recommendations in areas of prevention, active training, and reactive?

What ethical issues are present in this situation?

What types of generalization are applicable in this case (stimulus generalization, response generalization, maintenance)? How would you program for generalization to occur?

What information would you include in a BIP?

Audience

Be able to:

Behaviorally define the challenging behavior

Identify recording method and aspect of behavior measured

Observe and record the problem behavior

Analyze data collected

Identify function of the challenging behavior

Make treatment recommendations

State the ethical issues present in this situation

Program for generalization

Write a BIP

In this role play situation the audience is actively involved and practicing many of the decision-making skills involved in the FA process. The audience is asked by the director of the performing group to respond to key features of the case by: (a) defining the challenging behavior; (b) determining the measurement approach (i.e., frequency, duration, etc.); (c) recording levels of the problem behavior in various conditions (attention, demands, tangible, alone, play); (d) identifying the maintaining variable for the individual's challenging behavior; and (e) designing effective interventions to decrease the challenging behavior based on the function of the challenging behavior and ethical considerations. The director provides immediate feedback for the audience's answers in each of these topic areas.

Programming for Generalization of Functional Assessment Knowledge and Skills

This interactive exercise allows students to practice performing most of the steps involved in completing the FAn (see Chapter 2) and the overall FA process such as review of client case, administration of functional analysis, interpretation of data, designing effective intervention. Furthermore, use of multiple case scenarios (based on general case strategy) representing multiple perspectives (e.g., audience, and role playing a therapist, client, or director) may facilitate college students' generalization of skills beyond the boundaries of the training cases presented (Moore & Fisher, 2007).

Summary

The process of FA is complex and so instructional methods to teach it must incorporate multiple strategies to ensure adequate coverage of this topic to thoroughly teach it. A FACT method is one step toward a comprehensive approach to teaching pre-professionals how to effectively assess and treat the challenging behaviors of individuals with developmental disabilities.

FACT Hand-Outs for Students

Purpose of the Activity:

To provide you with invaluable hands-on experience with an assessment/treatment approach that has been experimentally-validated for use with a variety of populations and problems.

To provide you with the tools that will be useful to you in your career.

To provide you with the skills and knowledge that potential employers seek!

Instructions:

You and your group members should first carefully read your selected research article and summarize the main points. Pay close attention to the client's behavior, procedure, and results of the functional analysis conditions. Review those areas with your group members once everyone has read the article or its summary.

Assign roles (alternate roles so that everyone has an opportunity to perform each role) including client, researcher/practitioner, and trainer.

3. Practice conducting the functional assessment with performance-based feedback.

For instructional purposes, perform the functional analysis live in-class or video-taped for your classmates! Your audience will be required to "collect data" as you perform the conditions using the checklist for determining treatment fidelity (see below) and so be sure to make the conditions in keeping with the data and as realistic as possible.
Activity developed by M. Desrochers (2010). The College at Brockport-SUNY

Experimental Functional Analysis Procedural Description and Reliability Checklist

A functional analysis is performed to experimentally identify the maintaining variable for the individual's problem behavior. This exercise is designed to maximize your acquisition of how to perform this assessment approach.

Behaviorally define the problem/target behavior.

Identify the recording procedure used to measure the client's problem behavior.

Indicate the ethical issues that may be present when conducting a functional analysis and state how each issue will be addressed.

A FAn is typically conducted using a multielement research design (i.e., alternating treatment design), involving concurrently presenting two or more conditions on the same day (Martin & Pear, 2011). All conditions are presented for at least 5 min on an assessment day, with a brief 5-min break between them. The order of conditions is alternated across days (e.g., Day 1: attention, demands, alone, play; Day 2: demands, alone, play, attention, etc.). At least 4-5 data points are collected so that trends and levels of the problem behavior across conditions can be determined. Graphed data are examined to identify differential levels of the individual's behavior across conditions.

For the purposes of this role play simply demonstrating a single session for each condition will suffice. Inform your audience that this session is representative of the client's average responses that occurred across multiple sessions.

Review the description, purpose, and procedure for each functional analysis condition described. Then, in your small group: (a) review the client case together; (b) assign roles (i.e., client, therapist, director); (c) plan how to represent the case; and (d) practice performing the conditions that simulate the client's level of problem behavior as depicted in the graph until mastery performance is achieved in conducting the functional analysis conditions.
Activity developed by M. Desrochers (2010). The College at Brockport-SUNY

Attention Condition

These are the standard experimental functional analysis conditions as described by Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000.

Description & Rationale:

The purpose of this condition is to determine if the individual's problem behavior is due to attention positive reinforcement. Under conditions of social deprivation and in the presence of one or two adults, eye contact, physical contact, reprimands, or verbal interaction may be contributing to the individual's problem behavior. The therapist presents verbal statements, such as "No, don't do that" or similar comments that typically are given by others in the individual's natural environment immediately after the individual's problem behavior. Although it may seem counter-intuitive, even telling the individual not to do something may increase the likelihood that the behavior occurs or serves as a positive reinforcer! Note that this condition may be tailored to the specific stimuli found to correlate with the occurrence of the individual's problem behavior based on descriptive and observational functional assessments. Attention positive reinforcement is when social reinforcers are delivered (e.g., verbal, eye contact, gestures) immediately after the behavior and the behavior is more likely to occur in similar future situations (Martin & Pear, 2011).

If the individual's problem behavior is worse under the attention condition compared to other conditions or the control conditions then this result suggests that attention positive reinforcement is maintaining their behavior.

Procedure:

Set the timer and begin. The therapist tells the client to play with toys and then ignores the child (i.e., no verbal interaction, eye contact, nor any other consistent reaction to the child's behavior). The therapist ignores the child's appropriate behavior or inappropriate behavior that is not the target behavior. The therapist can be reading a magazine or talking to another adult. If the child engages in the problem behavior, then the therapist provides attention (e.g., eye contact and "Please do not do that, you are going to hurt yourself") and physical contact (e.g., hand on shoulder) for 3 s. All occurrences of the client's behavior are recorded by the therapist.

Purpose Summary of attention condition

Social positive reinforcement

2 adults talking/

Adult reading magazine

R+ → Ø

R- → Attention

Note: R+ = desirable behavior; R- = problem behavior; Ø = no response

An example of what the client's graphed levels of the problem behavior that is being maintained by attention positive reinforcement is as follows:

As can be seen in the graph, frequency of the client's aggressive behavior is greater in the attention condition compared to the demands and play conditions. This provides experimental evidence that the client's problem behavior is being maintained by attention positive reinforcement.

Treatment Integrity Checklist-Attention Condition

Instructions: This checklist may be used for training purposes and for determining treatment fidelity in implementation of the attention functional analysis condition. Place a √ in the box beside the relevant procedural step if the therapist performed it correctly; an X if incorrect; or an (an omission or no response) if the procedural step did not occur at all when it should have.

Client: _____________________________________

Therapist: __________________________________

Date: ______________________________________

Session time began: ___________________________

Ended: _____________________________________

Instruction presented: _________________________

Problem behavior defined: _____________________

While the therapist is reading a magazine or talking with another adult, was the following done?

Notes:
__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Performance-based feedback

Steps performed well:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Steps that need correction:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Demand (Escape) Condition

These are the standard experimental functional analysis conditions as described by Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000.

Description and Rationale:

The purpose of the demand condition is to determine if the individual's problem behavior is due to escape/avoidance of task demands or activities (AKA negative reinforcement). A negative reinforcer (escape) is when an unpleasant stimulus is present and an instance of the problem behavior removes that stimulus (Martin & Pear, 2011). The probability of an individual's behavior that results in a negative reinforcer increases in similar future situations. Avoidance is when a threat of presentation of an aversive stimulus is present and an instance of the behavior removes that threat. Across the functional analysis conditions, if the individual's problem behavior is worse when the demand condition is in effect compared to that in the other conditions then the problem behavior may be maintained by negative reinforcement.

Procedure:

Set timer and begin. The therapist, on repeated trials throughout the 5-min session, presents an activity or instruction to complete a task that the individual has in the past (based on interview or observational data) had difficulty in completing even when physically guided to do so.

Specifically, the therapist and client are seated at a table and the therapist presents an instruction to complete a task. The therapist waits for 5 s for the client to initiate a response.

If no response occurs to this first instruction then the therapist: (a) repeats the instruction; (b) models or demonstrates the correct response; and (c) waits 5 s for a response by the client = LEVEL 1 PROMPT

If no response occurs after the second instruction, then the therapist: (a) repeats the instruction; (b) physically guides the client through the response using the least amount of guidance required = LEVEL 2 PROMPT

If the client emits a correct response, prompted or unprompted, the therapist provides praise ("Nice work").

If the client engages in the problem behavior at any time, then the therapist immediately turns away from the client for 30 s, with additional 30 s for any repeated instances of the problem behavior.

Purpose Summary of Demand Condition

Negative reinforcement

Present requests to complete a task

R+ = praise

X/Ø = prompt, level 1 & 2 prompts

R- = removal of task

Note: R+ = desirable behavior; R- = problem behavior; Ø = no response, X = incorrect

An example of what the client's graphed levels of the problem behavior that is being maintained by negative reinforcement (specifically, escape from task demands) is as follows:

As can be seen in the graph, frequency of the client's aggressive behavior is higher in the demands condition compared to the attention and play conditions. This provides experimental evidence that the client's problem behavior is being maintained by negative reinforcement.

Treatment Integrity Checklist-Demand Condition

Instructions: This checklist may be used for training purposes and for determining treatment fidelity in implementation of functional analysis conditions. Place a √ beside the relevant procedural step if correct; an X if incorrect; or an Ø (an omission or no response) if it did not occur at all when it should have.

Client: _____________________________________

Therapist: __________________________________

Date: ______________________________________

Session time began: ___________________________

Ended: _____________________________________

Instruction presented: _________________________

Problem behavior defined: _____________________

Instruction by therapist presented correctly.

If √:

Praise delivered following client's correct response, prompted or unprompted.

If X/Ø:

If problem behavior:

Therapist ignores or turns away following client's problem behavior for 30 s.

Begin a new trial when the 30-s interval has ended.

Behavior recorded correctly on each trial-√, X/Ø, R-, P (prompt), U (unprompted).

5 min duration of session.

Notes

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Performance-based feedback

Steps performed well:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Steps that need correction:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Play Condition

These are the standard experimental functional analysis conditions as described by Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000.

Purpose and Rationale:

In the play condition, toys or activities are presented and the therapist interacts socially with the client. This condition serves as a comparison condition to rule out confounding variables or that the problem behavior is due to variables present in the attention, tangible, or demand conditions (e.g., the presence of the therapist, materials, social interaction). The amount of the client's problem behavior in the play condition is compared to that in the other conditions. For example, if across experimental sessions the client's problem behavior is consistently better in the play condition compared to that in the attention condition, then attention positive reinforcement may be maintaining the client's problem behavior.

Procedure:

The therapist and client are in a room with a variety of toys present. The therapist is within 3-5 ft of the client and occasionally presents toys, with no demands. The therapist provides social praise and brief physical contact contingent on appropriate behavior at least once every 30 s. Any problem behavior is ignored unless the severity is of concern due to physical harm.

Summary

Purpose Summary of Play Condition

Control condition

Therapist + toys

R+ → Attention

R- → Ignore

Treatment Integrity Checklist-Play Condition

Client: _____________________________________

Therapist: __________________________________

Date: ______________________________________

Session time began: ___________________________

Ended: _____________________________________

Instruction presented: _________________________

Problem behavior defined: _____________________

Instructions: This checklist may be used for training purposes and for determining treatment fidelity in implementation of functional analysis conditions. Place a √ beside the relevant procedural step if correct; an X if not; or an Ø if it did not occur at all when it should have.

Toys presented

Attention provided at least once every 30 s

Social interaction with therapist after appropriate client behavior

No attention after client's inappropriate behavior

Problem behavior recorded

5 min session duration

Notes:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Performance-based feedback

Steps performed well:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Steps that need correction:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Alone Condition

These are the standard experimental functional analysis conditions as described by Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000.

Purpose & Rationale:

In the alone condition, the client is in a room by him/herself with no toys or activities (Note all safety concerns should be addressed and appropriate precautions taken). The therapist observes the client's behavior for the purpose of data collection from a one-way mirror or video camera. This condition tests whether self-stimulation or automatic reinforcement is maintaining the client's problem behavior by creating a situation in which low levels of stimulation exist and measuring whether the problem behavior occurs. If levels of the client's problem behavior are worse in the alone condition compared to the other functional analysis conditions or do not differ across all conditions then automatic reinforcement may be maintaining the client's problem behavior.

Procedure:

The client is placed in the therapy room alone, without any toys or materials that would provide a source of stimulation. The client's problem behavior is measured.

Purpose Summary of Condition

Automatic positive reinforcement

Alone, no toys or materials

Examples of client's graphed levels of the problem behavior maintained by automatic positive reinforcement.

Table A

Table B

As can be seen in the above graphs, frequency of the client's behavior is either greater in the alone condition compared to the attention, demands, and play conditions (A) or high in all conditions (B). These data configurations provide evidence that the client's problem behavior is being maintained by automatic positive reinforcement.

Treatment Integrity Checklist-Alone Condition

Client: _____________________________________

Therapist: __________________________________

Date: ______________________________________

Session time began: ___________________________

Ended: _____________________________________

Instruction presented: _________________________

Problem behavior defined: _____________________

Instructions: This checklist may be used for training purposes and for determining treatment fidelity in implementation of functional analysis conditions. Place a √ beside the relevant procedural step if correct; an X if incorrect; or an Ø if it did not occur at all when it should have.

Individual is alone in a room

No toys or materials are present

Problem behavior is recorded

5 min session duration

Notes:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Performance-based feedback

Steps performed well:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Steps that need correction:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

FACT Exercises

The following are 7 cases that can be used as the basis for FACT with students working in groups of 3 to simulate the case and practice performing the functional analysis conditions.

Brief Case Descriptions

The Case of the Cough!: A 4-year-old who coughs during meals at home due to attention positive reinforcement

The Case of the Delusional Statements: A 27-year-old male who engages in delusional statements at his vocational rehabilitation site due to attention positive reinforcement

A Case in the Classroom: A 9-year-old boy who yells in the classroom due to negative reinforcement

The Case of "You Already Said That!": A 24-year-old man with perseverative speech due to attention positive reinforcement

The Case of #@&*!: An 89-year-old woman with disruptive vocalization due to negative reinforcement

The Case of Bye, Bye, I am Gone!: A 12-year-old boy who elopes due to attention positive reinforcement

The Case of Hair Today, Gone Tomorrow: A 19-year-old female who manipulates and pulls her hair due to automatic reinforcement

Note: Wiley grants permission for use of these excerpts from JABA to be published OA on a creative commons license, i.e., free to read and free to reuse.

The Case of the Cough!

Watson, T. S., & Sterling, H. E. (1998). Brief functional analysis and treatment of a vocal tic. Journal of Applied Behavior Analysis, 31, 471-474.

Client Description & Background: Vivian, a 4-year-old typically developing girl who presented with a 4 month occurrence of a vocal tic in the form of repeated coughing. Just before originally exhibiting the cough, she had a respiratory infection that had since cleared up. She had been seen by her pediatrician who did not find a medical cause for her behavior. Vivian's parents stated that her cough "was 'annoying' and 'intrusive' in their conversations" (Watson & Sterling, 1998, p.471). Her coughing generally only occurred during meals.

Definition: "loud barking or metallic sound coming from the mouth" (Watson & Sterling, 1998, p. 471).
Parent Interview Questions:

When does the behavior occur?

What are your reactions to the coughing behavior?

What other times or places that the cough occurs?

Does it occur when you are out? Is it only certain foods?

Does it occur with one parent or both?

When she doesn't want to eat?

Do certain things occur during the day associated with its occurrence or nonoccurrence (e.g., school, longer day, daycare, visits)?

Functional assessment observational data collected by parents on ABCs during meals, snacks, watching TV in bed, at drawing table, suggest that either attention or tangibles (food items) were being delivered immediately after Vivian's cough during mealtimes.

Procedure: Functional analysis was conducted using a multielement research design with the following conditions which were 5 min in duration.

Attention Condition: "...one parent made brief comments within 2-5 s after Vivian coughed" (Watson & Sterling, 1998, p. 472).

Tangible Condition: "...one of the parents immediately presented Vivian with one small Sweet Tart candy (a preferred item, according to the parents) but made no comment contingent upon coughing..." (Watson & Sterling, 1998, p. 472).

Instructions

Assign your group members one of the following roles:

The Case of the Delusional Statements

Travis, R., & Sturmey, P. (2010). Functional analysis and treatment of the delusional statements of a man with multiple disabilities: A four-year follow-up. Journal of Applied Behavior Analysis, 43, 745-749.

Client Description and Background: "Mr. Jones, a 26-year-old man who lived in an inpatient forensic facility who engaged in delusional statements that negatively affected his relationships with peers. His peers teased him daily, both in residence and workplace, and these statements prevented him from participating in several community-based vocational activities" (Travis & Sturmey, 2010, p. 745-746). Following an injury, Mr. Jones was diagnosed with traumatic brain injury for which he received Geodon and Depakote daily. His communications did not include any delusional statements prior to his car accident that occurred when he was 16 years old.

Based on staff and family interviews, delusional statements were defined as utterances, separated from the previous one by 3 s, that were had no relationship to what was currently happening or being discussed (e.g., "Elton John and I are going for coffee").

Procedure: Functional analysis was conducted using a multielement research design with the following conditions which were 12 min in duration.

Attention Condition: Immediately after a delusional statement by Mr. Jones, the therapist said, "That's not an appropriate topic right now" or something similarly corrective is said for 10 s.

Demand Condition: A vocational task presented that involved sorting similar items, counting them, and placing them in plastic bags. When Mr. Jones engaged in a delusional statement then 10 s of escape from demands was provided. Correct responses, prompted or unprompted, to demands resulted in delivery of praise.

Alone Condition: "Mr. Jones was alone in the observation room with no planned reinforcement for delusional statements" (Travis & Sturmey, 2010, p. 746).

Control Condition: "...the therapist gave Mr. Jones access to favored reading materials, noncontingent attention every 30 s and no consequences for nondelusional or delusional statements" (Travis & Sturmey, 2010, p. 746).

A Case in the Classroom

Moore, J. W., & Edwards, R. P. (2003). An analysis of aversive stimuli in classroom demand contexts. Journal of Applied Behavior Analysis, 36, 339-348.

Client Description & Background: "Edgar was a 9-year-old boy who attended a general education fourth-grade classroom with 17 other students. Edgar had been referred for yelling in class. When he attended school in a different state the previous year, Edgar received a special education ruling of severely emotionally disturbed. Edgar's academic and cognitive abilities fell in the average range of academic functioning, and he received 100% of his academic instruction in a general education classroom" (Moore & Edwards, 2003, p. 340).

"Edgar's teacher was in her 6th year of teaching. She held a BS degree and an MA degree in elementary education" (Moore & Edwards, 2003, p. 340).

"Yelling was defined as vocal utterances above a normal tone of voice" (Moore & Edwards, 2003, p. 340).

"Task demands were defined as verbal instructions and written academic work delivered by the teacher" (Moore & Edwards, 2003, p. 340).

Procedure: Functional analysis was conducted using a multielement research design with the following conditions which were 10 min in duration.

Demand condition: "The teacher presented learning trials to the student every 30 s throughout the session. All demans were presented in worksheet form. A sequential vocal, gestural, and physical (i.e., hand-over-hand) prompting hierarchy was employed to present demand trials. Hand-over-hand prompting included placing the pencil in the student's hand and positioning the pencil lead on the worksheet. The teacher delivered praise if the student complied with the verbal or gestural prompt, continued the prompting sequence if the student did not comply, and terminated the trial (by removing the worksheet and moving to the other side of the room) if the student engaged in the target problem behavior at any time during the trial" (Moore & Edwards, 2003, p. 341).

Attention condition: "The student was given access to several nonpreferred leisure activities throughout the session. The teacher ignored the child except to deliver attention in the form of a statement of disapproval or concern (e.g., 'Stop that; you are disrupting the class') and brief physical contact (e.g., a pat on the back or touching the arm) following each occurrence of the target problem behavior. All other appropriate and inappropriate behaviors were ignored" (Moore & Edwards, 2003, p. 341).

The Case of "You Already Said That!"

Rehfeldt and Chambers (2003). Functional analysis and treatment of verbal perseverations displayed by an adult with autism. JABA, 36, 259-261.

Client Description & Background: "Vince was a 23-year old man who had been diagnosed with autism and mild mental retardation. He also experienced seizures that were controlled medication" (Rehfeldt & Chambers, 2003, p. 259). Medications that Vince took included Phenytoin, Sertraline, Bisoprolol, and Trazedone. Vince attended a sheltered workshop on a daily basis and this is where the majority of his problem behavior was exhibited. When interacting with others, his conversation included perseveration on specific topics.

Perseverative speech was defined as Vince's repeated comments. One occurrence of an utterance was distinguished from another of the same if there was no speech for at least 3 s. Common perseverative topics included talk about sirens, alarms, dentist or doctor appointments.

Procedure: Functional analysis was conducted using a multielement research design with the following conditions which were 10 min in duration.

Attention condition: Following verbal perseverations 10 s of attention immediately was given by the therapist. This attention included both acknowledgment statements (e.g., "You sure do like those sirens, don't you?") and mild reprimands (e.g., "Don't talk about sirens. There are none here.").

Demand condition: A work task such as filing or sorting paper was given to Vince. Following verbal perseveration, the task was immediately removed by the therapist for 30 s who looked away and did not interact with Vince. If an incorrect or no response occurred then the instruction was represented and the therapist modeled the correct behavior. If an incorrect or no response occurred to the level 1, then a level 2 prompt or physical assistance was provided for him to complete the correct response.

Alone condition: Vince was in room alone. The therapist stood outside the door to observe and collect data on Vince's behavior.

Tangible condition: Immediately following verbal preservation Vince was provided with 30 s of access to preferred activities (writing about sirens, fire drills, etc.).

The Case of #@&*!

Dwyer-Moore and Dixon (2007). Functional analysis and treatment of problem behavior of elderly adults in long-term care. JABA, 40, 679-683.

Client Description & Background: "Carmen was an 89-year-old woman who had been diagnosed with vascular dementia with mood disturbance; referred for high rates of disruptive vocalization (e.g., obscenities)" (Dwyer-Moore & Dixon, 2007, p. 680). She lived in a large (159-bed) residential care facility.

Procedure: Functional analysis was conducted using a multielement research design with the following conditions which were 10 min in duration.

Attention condition: "In the attention condition, the participant was told that the therapist had work to do and would be sitting across the room. No consequences were provided for any behavior other than the identified target behavior, which resulted in the experimenter approaching and providing approximately 5 to 10 s of social attention. Attention was similar to that noted from naturalistic observations of staff-resident interactions (e.g., 'It's OK, you're fine,' 'Grandma, don't say that,' 'Derek, tell me about the priesthood,' 'How are you doing today?')" (Dwyer-Moore & Dixon, 2007, p. 680).

Demand condition: "In the demand condition, the experimenter presented demands in the form of questions or gross motor tasks. Carmen was given demands such as clapping, raising their arms in the air, and knocking and lifting their legs these were similar to the gross motor tasks used in the facility's occupational therapy program... Compliance resulted in approximately 3 to 5 s of praise and presentation of the next demand. No response or incorrect responses resulted in least-to-most prompts. Problem behavior resulted in removal of the demand for 30 s (Dwyer-Moore & Dixon, 2007, p. 680-681).

Alone condition: "In the alone condition, the participant was alone in the family room while the experimenter observed unobtrusively through a 2.5 cm gap in the door. No social consequences were provided, and no leisure items were available" (Dwyer-Moore & Dixon, 2007, p. 681).

Control condition: "In the control condition, various leisure items (e.g., magazines, puzzles, music, television) were continuously available. The experimenter also provided 5 to 10 s of social attention on a fixed-time (FT) 30-s schedule" (Dwyer-Moore & Dixon, 2007, p. 681).

The Case of Bye, Bye, I am Gone!

Lang, R., Davis, T., O'Reilly, M., Machalicek, W., Rispoli, M., Sigafoos, J., Lancioni, G., & Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43, 113-118.

Client Description & Background: "Joe, a 4-year-old boy who had been diagnosed with Asperger syndrome participated," (Lang et al., 2010, p. 114) runs out of the classroom 10-20 times per day, no matter the goings-on. John is in a regular classroom with 20 other children 2 teacher's aides, and 1 teacher.

Problem Behavior: Elopement from the classroom. Define this behavior so that it can be measured and observed reliably.

Procedure: Functional analysis was conducted using a multielement research design with the following 5-min conditions:

Attention condition: "The therapist sat next to Joe in her chair at the table, assumed the appearance of reading a notebook, and instructed him to play. Joe had free access to toys. If he eloped, the therapist retrieved him and provided verbal and physical attention, which continued for 5 s after the therapist had guided Joe back to the table" (Lang et al., 2010, p. 114).

Escape condition: "The therapist delivered task demands based on Joe's individualized education plan. If he did not respond to the demand within 5 s, the therapist provided a gestural or model prompt indicating the correct response. If he still did not respond, the therapist used a physical prompt. Following elopement, the therapist retrieved him using a minimal amount of physical contact (e.g., guiding lightly by the arm) and refrained from providing verbal attention. The therapist delayed presentation of the next demand for an additional 5 s once she returned Joe to the table" (Lang et al., 2010, p. 114-115).

Tangible condition: "In the tangible condition, a television and DVD player, which the class used frequently, were present. The therapist played Joe's preferred DVD for 10 s prior to the session, turned off the TV via remote control to start the session, and turned on the TV with the remote following elopement. After the TV was turned on, Joe would either return to the area or the therapist would retrieve him in the same manner as described for the escape condition" (Lang et al., 2010, p. 115).

Play condition: "Joe had unrestricted access to toys. The therapist did not present task demands, maintained close proximity to Joe, provided verbal praise and physical contact about every 10 s, and ignored elopement" (Lang et al., 2010, p. 115).

Results

From: Lang, R., Davis, T., O'Reilly, M., Machalicek, W., Rispoli, M., Sigafoos, J., Lancioni, G., & Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43, 113-118. Permission was granted to reprint the above Figure from the owner of the copyright, John Wiley & Sons, Inc.

Note that 2 settings were another variable examined in this study, but for the purposes of demonstration and role play only 1 setting will be considered.

The Case of Hair Today, Gone Tomorrow

Rapp, J. T., Miltenberger, R. G., Galensky, T. L., Ellingson, S. A., & Long, E. S. (1999). A functional analysis of hair pulling. Journal of Applied Behavior Analysis, 32, 329-337.

Client Description & Background: "Kris was a 19-year-old female with severe mental retardation and mild cerebral palsy. She was able to ambulate, follow simple instructions, and communicate with single words. Due to a childhood stroke, Kris walked with a limp and could not open her left hand. Consequenctly, she pulled and manipulated her scalp hair with only her right hand. Her mother reported that Kris had pulled scalp hair since approximately age 3 and that the behavior would occasionally remit for periods up to a month. In the past, Kris' hair pulling was unsuccessfully treated with Trazohone and parental scolding. According to her mother, Kris usually pulled scalp hair while watching television and in bed. After pulling a hair, she rolled it between her thumb and index finder, rubbed the hair on her lips, and then chewed on the hair while pulling it with her fingers. Her mother reported that periods of increased baldness seemed to be correlated with constipation, which may indicate that Kris was ingesting hairs. Kris did not appear to ingest hair during either phase of this investigation. Hair pulling produced an obvious area of baldness 5 cm in diameter on the top of her scalp" (Rapp et al., 1999, p. 331).

"Hair pulling was defined as any contact of the fingers of her right hand with her scalp. Hair manipulation was defined as rolling of pulled hair between any fingers, gazing at pulled hair, and any contact of hair with the lips or mouth. Hair manipulation onset always occurred within 3 s of hair pullong offset" (Rapp et al., 1999, p. 331).

Procedure: Functional analysis was conducted using a multielement research design with the following conditions:

Attention condition: Kris and a therapist were seated side by side in the room. Kris was given a video to watch on the television while the therapist shuffled papers and wrote in a notebook. No interaction took place between them unless Kriss pulled hair. Contingent on hair pulling, the therapist reached over and gently pressed Kris' arm down from her head and provided disapproving statements (e.g., 'Don't pull your hair')" (Rapp et al., 1999, p. 332).

Demand condition: "During this condition, a therapist stood behind Kris, who was seated at a large table. The therapist presented a task (from her prevocational curriculum) that involved taking single pieces of different colored paper off 4 piles in a sequential order and placing the collated papers into a specified envelope. Kris was shown the correct sequence for the papers and then prompted every 20 to 30 s in a 3-step sequence (verbal prompt; verbal prompt and pointing; verbal prompt, pointing, plus manual guidance) to stack the papers accordingly. Praise was provided for 2 to 3 s contingent upon completing the correct paper sequence and filling the envelope. If hair pulling occurred, the therapist removed the materials and suspended all interactions with Kris for 30 s" (Rapp et al., 1999, p. 332).

"Kris was seated alone in the observation room to watch a video on the television" (Rapp et al., 1999, p. 332).

Control condition: "Kris was seated across from a therapist in the research room and was given continuous access to toys that her mother identified as being preferred. Therapist praise and pats to Kris' arm were provided at least once every 10 s, and there were no social consequences for hair pulling" (Rapp et al., 1999, p. 332).

Discussion Questions

Which FAn condition was most difficult to perform? Why? How can performing that condition be made easier?

How would you teach someone to implement treatment procedures?

What would you do if the treatment procedure based on a FAn was ineffective?

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This chapter describes a plan to guide teaching functional analysis skills in a comprehensive manner through role play, case-based teaching, and performance-based training methods. This exercise, ...

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New maps reveal the individual brain changes linked to different mental illness

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New maps reveal the individual brain changes linked to different mental illness

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CRAAP Test

Resource Title:
New maps reveal the individual brain changes linked to different mental illness

Resource URL:
https://www.sciencedaily.com/releases/2023/08/230814122312.htm

Currency: The timeliness of the information:

When was the resource published or posted?
Has the resource been revised or updated?
Does your topic require current information?
Are the links functional?
-August 14, 2023
-No
-No
----

Relevance: The importance of the information for your needs

Does the resource relate to your needs?
Who is the intended audience?
Is the information in the resource at an appropriate level for your learners?
This paper provides new information to a growing and constantly changing field. Knowledge around mental health is constantly changing as new research and understanding is presented. As a mental health and addiction student, it is important to be current with the research and evidence that is out there and also to critically analyze.

Authority: The source of the information

Who is the creator?
What are their credentials or organizational affiliations?
Are they qualified to write on this topic?
Creator: Monash University; a public university in Melbourne, Australia
Monash University is an internationally recognized university; ranked 42nd globally, #2 in pharmacy and pharmacology, and #5 in nursing.

Accuracy: The reliability and truthfulness of the information

Is the information supported by evidence?
Has the resource been reviewed or refereed?
Are there spelling, grammar, or typographical errors?
The study was published in Nature Neuroscience; a credible resource and was led by researchers at Monash University.
Although the statistical analysis is not provided in this paper, the journal article has been published in a credible magazine.
No spelling, grammar or typographical errors.

Purpose: The reason the information exists

Why does this resource exist? (to inform, teach, sell, entertain, or persuade?)
Is the information fact, opinion, or propaganda?
Are there political, ideological, cultural, religious, institutional, or personal biases?
The purpose of this paper is to inform. The information is fact, with regards to the direct measurement and documentation that has been published in this journal. As with most journal articles, further research is always required to support what is being proposed in the given study.
I do not believe there are any biases, but again, this always difficult to remove from any paper.
This resource is a journal article documenting research that has been produced in a university - this is a credible source.

Notes: Are there additional questions or observations you have about this material that affect your decision to use it? (i.e. this is an opinion piece that I will use to demonstrate one side of an argument).

Final Recommendation: Will you use this resource? Why or why not?
I would use this resource as it provides new information to the field of mental health. More research needs to be completed to be a conclusive relationship between mental illness and brain mapping (size/ region),

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A breakthrough project mapping brain changes in nearly 1,300 people diagnosed with six different types of mental illness has revealed the extraordinary diversity of brain changes found in people with conditions like major depression and schizophrenia.

The study, published in Nature Neuroscience and led by researchers at Monash University's Turner Institute for Brain and Mental Health and School of Psychological Sciences, used brain imaging to measure the size, or volume, of over 1000 different brain regions.

"Over the past few decades, researchers have mapped brain areas showing reduced volume in people diagnosed with a wide variety of mental illness, but this work has largely focused on group averages, which makes it difficult to understand what is happening in the brains of individual people" said PhD student Ms Ashlea Segal, who led the research. "For example, knowing that the average height of the Australian population is about 1.7 m tells me very little about the height of my next-door neighbour" she added.

The team used new statistical techniques developed Prof Andre Marquand at the Donders Institute, Netherlands, who co-led the project, to map regions in the brain showing unusually small or large volumes in people diagnosed with either schizophrenia, depression, bipolar disorder, obsessive-compulsive disorder, attention-deficit hyperactivity disorder, or autism spectrum disorder.

"We used a statistical model to establish expectations about brain size given someone's age and sex. We can then quantify how much an individual person's brain volume deviates from these expectations, much like the growth charts commonly used for height and weight in paediatrics" said Professor Alex Fornito, who led the research team.

"We confirmed earlier findings that the specific brain regions showing large deviations in brain volume vary a lot across individuals, with no more than 7% of people with the same diagnosis showing a major deviation in the same brain area" said Professor Fornito. "This result means that it is difficult to pinpoint treatment targets or causal mechanisms by focusing on group averages alone. It may also explain why people with the same diagnosis show wide variability in their symptom profiles and treatment outcomes" he added.

The team then investigated the connectivity of the areas showing large volume deviations. "Because the brain is a network, dysfunction in one area can spread to affect other, connected sites. We found that, while deviations occurred in distinct brain regions across different people, they were often connected to common upstream or downstream areas, meaning they aggregated within the same brain circuits" said Ms Segal. "It's possible that this circuit-level overlap explains commonalities between people with the same diagnosis, such as, for example, why two people with schizophrenia generally have more symptoms in common than a person with schizophrenia and one with depression."

The team leveraged their new approach to identify potential treatment targets for different disorders. "We found that certain specific brain circuits were preferentially involved in some disorders, suggesting that they are potential treatment targets" explained Ms Segal. "However, our findings suggest that these targets will only be appropriate for a subset of people. For instance, we found evidence that brain circuits linked to frontal areas were preferentially involved in depression. These circuits are commonly used as targets for non-invasive brain stimulation therapies, but our data suggest that they may only effective targets for around 1/3 of people."

The approach developed by the team opens new opportunities for mapping brain changes in mental illness. "The framework we have developed allows us to understand the diversity of brain changes in people with mental illness at different levels, from individual regions through to more widespread brain circuits and networks, offering a deeper insight into how the brain is affected in individual people" said Professor Fornito.

# data[].attributes.attachment_link.keywords[]
brain tumor; mental health research; birth defects; nervous system; disorders and syndromes; mental health; intelligence; brain-computer interfaces

# data[].attributes.attachment_link.title
New maps reveal the individual brain changes linked to different mental illness: Mapping brain changes in nearly 1,300 people different types of mental illness reveals diversity across conditions

# data[].attributes.attachment_link.description
A breakthrough project mapping brain changes in nearly 1,300 people diagnosed with six different types of mental illness has revealed the extraordinary diversity of brain changes found in people with conditions like major depression and schizophrenia. The study used brain imaging to measure the size, or volume, of over 1000 different brain regions.

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found this little nugget on the MIT for Business OER
Very interesting concept to incorporate a simulation on project management.

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Don’t have an educator registration code? Click here.

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The Essential Guide to Marketing in a Digital World

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The Essential Guide to Marketing in a Digital World

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eMarketing: The Essential Guide to Marketing in a Digital World - 6th Edition https://open.umn.edu/opentextbooks/textbooks/14

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This site offers a large selection of videos that help expand your sign language comprehension and fluency. Great for beginners to experienced signers.

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By Jillian Winn
Monday, November 20, 2023 (Modified from original published 11-25-2019)

In the past, we have shared holiday-themed signs around Thanksgiving (See our article: 10 signs to know for Thanksgiving), but we feel strongly that what's more important than learning to sign a few signs like turkey and pie, is conversational signs.

If you check out the Sign of the Day each day, you will notice the Sign of the Day for Monday, November 20 is CONVERSATION (as in "talk to someone in sign language") because this week is recognized as "Better Conversation Week." Better Conversation Week is always the week of Thanksgiving and it is the perfect time of year for all of us to focus on having better conversations.

Sometimes our deaf family and friends feel excluded when they come home for the holidays. If everyone isn't signing, they may feel excluded and feel like they don't have a place at the table. In honor of Better Conversation Week, in honor of Thanksgiving, and, most of all, in honor of our deaf family and friends, let's try to sign. Signing is hard and it can be intimidating to sign with a fluent signer when you are feeling insecure about your signing skills, but the number one thing you can do is simply just TRY to sign.

To encourage and support everyone to sign this week, we have unlocked all of our member full example sentences for this week only. This is a member feature, but will be unlocked and freely accessible to everyone this week.

Click on the "Sentences" tab on the Signing Savvy website to get started. We suggest looking at the section on "Conversational Sentences." There are lots of great examples of how to sign full sentences. We hope that before you know it, you are feeling comfortable signing "How have you been?" and "It's good to see you."

View/Add Comments (0 comments)

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Signing Savvy | ASL Sign Language Video Dictionary

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Signing Savvy is a sign language video dictionary that contains American Sign Language (ASL) signs, fingerspelled words, and other common signs.

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Ethics and professional boundaries dovetail to create policy in each sector. Using the following link students can access some of the common thoughts and definitions as they pertain to these concepts.

https://www.oerknowledgecloud.org/archive/pub_PS_OER-IRP_web.pdf

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A Whole Blog, Podcast, Resources, and a Community for ChatGPT in English Teaching and Learning. 

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A Whole Blog, Podcast, Resources, and a Community for ChatGPT in English Teaching and Learning. 

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https://hadarshemesh.com/magazine/chatgpt-for-learning-english/?utm_medium=social&utm_source=youtube&utm_campaign=289-ChatGPT-blog-post&utm_term=YT-desc

I found this page from the affiliated YouTube Channel on ChatGPT for language learning. I would use it to plan lessons around learning strategies within our EAP curriculum. This would help augment my students' learning as the goal of introducing them to ChatGPT assisted learning is to give them the agency to co-construct their learning practices in an informed way. Having knowledge of current digital trends and tools that could assist them in their learning could simulate immersion with constructive feedback.

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The Ultimate Guide for Using ChatGPT for English Learning

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In this episode, I'll walk you through how to use OpenAI ChatGPT to enhance your vocabulary, grammar, conversation, exam prep and so much more.

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Preserving Food - You Are What You Eat: Joel MacCharles at TEDxToronto

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Preserving Food - You Are What You Eat: Joel MacCharles at TEDxToronto

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https://virtuallab.nmsu.edu/controllingwateractivity/index.php
https://core.ac.uk/works/19108188?source=1&algorithmId=15&similarToDoc=54326417&similarToDocKey=CORE&recSetID=f15b20fc-260c-4856-9f97-0ce961a2faa1&position=3&recommendation_type=same_repo&otherRecs=9484896,66957965,19108188,54426043,134915858

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Controlling Water Activity in Food

Experience the Understanding Water Activity Virtual Lab first to fully understand the Controlling Water Activity Virtual Lab. Test the water activity of corn dried using traditional methods.

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Experience the Understanding Water Activity Virtual Lab first to fully understand the Controlling Water Activity Virtual Lab. Test the water activity of corn dried using traditional methods.

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This toolkit assesses hiring, onboarding, and retention and engagement of students and recent graduates through the lens of equity, diversity, inclusion and accessibility. The intended audience for this toolkit is employers or professionals in experiential and work-integrated learning (co-op, work study), or those who hire students and recent graduates into their organizations.

It was developed by a team at the University of Toronto

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This employer toolkit focuses on the hiring, onboarding, and retention and engagement of students and recent graduates through the lens of equity, diversity, inclusion and accessibility within the Western world of work. The intended audience for this toolkit is employers or professionals in experiential and work-integrated learning (co-op, work study), or those who hire students and recent graduates into their organizations. It can be effectively utilized by these individual organizations or integrated into the programs, services, and resources of post-secondary institutions and career centres.

The toolkit also includes downloadable samples and templates, such as examples of how to translate academic accommodations to the workplace, sample screening documents, and a downloadable certificate of completion. Each module also encourages participants to download and complete an action plan for integrating their learning into their hiring, onboarding, or retention and engagement practices.

Each module is a stand-alone resource that may be supportive for individuals with different roles within an organization. Learners do not need to complete the first two modules in order to complete module three, for example, but are encouraged to engage with the entire toolkit to consider the full experience of a diverse candidate, from application through to employment.

Download the Admin Guide for information about module navigation, tracking, and the completion certificate.

These modules are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Hiring and Retaining Diverse Students: Employer Toolkit

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This employer toolkit focuses on the hiring, onboarding, and retention and engagement of students and recent graduates through the lens of equity, diversity, inclusion and accessibility within the Western world of work. The intended audience for this toolkit is employers or professionals in experiential and work-integrated learning (co-op, work study), or those who hire students and recent graduates into their organizations.

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I would use this OER as evidence in a proposal to restructure my university's student jobs program. Currently my institution is in the process of restructuring it and using some of the evidence of how incorporating High Impact Practices to the required job tasks can in turn benefit the students would be a good way to go.

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Campus Employment as a HIP and its Relationship to First-Generation Student Success 

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Campus Employment as a HIP and its Relationship to First-Generation Student Success 

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Sarah Pecoskie-Schweir - This is a good resource for those interested in learning more about High Impact Practices and ways that they can take place outside of the classroom. Also for those who are interested in first-generation student success or ways to support those students, this is a really interesting read!

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Campus employment as a high-impact practice: relationship to academic success and persistence of first-generation college students

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The double burden of spiraling costs and limited financial aid has prompted more college students to work more hours than ever. Yet, working more hours can be detrimental to students' academic success and persistence, and first-generation college students are at even higher risk.

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This is a nice resource for researchers to think about how to Indigenize their action research projects

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I would use the resource attached to help aid in the functionality of expressing how developmental tools and ideas can be applied to online learning creation.

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I found this resource using Merlot. I like that it has some interesting icebreakers and games which I can use in class

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I would use this resource as an etext book.

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OpenIntro's mission is to make educational products that are free, transparent, and lower barriers to education. We're a registered 501(c)(3) nonprofit.

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Michelle's Creation on Curation: Employment Contracts

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Michelle's Creation on Curation: Employment Contracts

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https://www.modulearn.ca/
This is a link to an interactive case simulation that deals with employment contracts, enforceability, termination, notice or pay in lieu of notice, non-competition clauses, and limitation periods. There are video components, embedded questions and a section to take notes that can be exported.

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OER - Ted Talk, Ted-Ed (A Vision for Sustainable Restaurants)

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OER - Ted Talk, Ted-Ed (A Vision for Sustainable Restaurants)

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I chose "Ted" as my OER. The video content is free and engaging. It is accessible (free, includes accurate transcripts).

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Arthur Potts Dawson: A vision for sustainable restaurants

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If you've been in a restaurant kitchen, you've seen how much food, water and energy can be wasted there. Chef Arthur Potts-Dawson shares his very personal vision for drastically reducing restaurant, and supermarket, waste -- creating recycling, composting, sustainable engines for good (and good food).

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How to Learn Again with Technology - Luke M

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How to Learn Again with Technology - Luke M

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This is the resource I selected regarding OER. It is reflecting on the topic of how learning has shifted and is now taken over by the technological adaptation of quick and effective learning resources.

Bailey Csabai, Bilal Sohail, Jykee Pavo, Kristen Swiatoschik, Maryam Odeh and Nitin Ramesh, 8/1/2020
License: CC BY-SA

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Learning to Learn Online - Simple Book Publishing

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Book Description: Learning to Learn Online was created by students to help ease the shift from a traditional classroom setting to an online environment. You will explore a total of six unique chapters that will help you successfully prepare for online learning.

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In this course, students will critically examine the (re) invention, reproduction, and repetition of the discourse of hysteria as communicated in nineteenth-century media including photography and illustrative medical iconography/iconology; we will explore its relationship to twenty-first century popular culture. The conception of “hysteria” in popular print culture was communicated as a scientific discourse through psychological, physical, economic, and literary practices, among others yet arrives through a long historical trajectory including the witch-hunts.  Course material will include:

1. The intersectional history of hysteria and social media

Showalter, Elaine. (2020) “Hystories Revisted: Hysterical Epidemics and Social Media” in Johanna Braun, Editor of Performing Hysteria: Contemporary Images and Imaginations of Hysteria. Leuven: Leuven University Press, 29-37

https://library.oapen.org/bitstream/id/6ea70fd7-e244-4b9e-950f-0b2c834b0168/9789461663139.pdf

Source: Open Culture – http://www.openculture.com

2. Hysteria and connections to witchcraft
Thomas and James Crossley (1845). “A particular Declaration of …,” Pott’s Discovery of witches in the county of Lancaster. The Chetham Society, 106-116.

https://publicdomainreview.org/collection/potts-s-discovery-of-witches-in-the-county-of-lancaster-1845/

Source: Public Domain Review – https://publicdomainreview.org

3. The reproduction of hysteria
Consider Showalter’s essay and the images of hysteria documented by Jean Martin Charcot. Identify specific elements in the image and explain how this archive contributes to normalizing a contemporary understanding of “hysteria.” In your response, cite a quote from the Showalter essay.

https://openverse.org/search/?q=hysteria%20%2B%20charcot&license_type=commercial,modification

Source: Open Verse - https://openverse.org/

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Mathematics of Finance, available under a Creative Commons Attribution 4.0 International License.

Financial Accounting 1, available under a Creative Commons Attribution 4.0 International License.

Financial Accounting 2, available under a Creative Commons Attribution 4.0 International License.

Image Credit: Photo by nappy on Pexels / Available under a Pexels license

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Financial Management OER from Thompson Rivers University

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Financial Management OER from Thompson Rivers University

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I first searched the BCcampus Adoption Finder List. This spreadsheet contains a list of post-secondary courses in British Columbia and the open textbooks that are being used in the courses. Through this search, I was able to find this excellent open textbook by Thompson Rivers University (TRU) that is being used by multiple courses at TRU and Kwantlen Polytechnic University:

Financial Management OER by Dan Thompson, available under a Creative Commons Attribution licence

Image Credit: Photo by AhmadArdity on Pixabay / Available under a Pixabay license

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https://open.uci.edu/courses/noun_clauses.html

This has two modules that contain videos and quizzes about a few of the functions of noun Clauses

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This is an open course in noun clauses of English grammar. It starts with a lesson on the basics of nouns and then moves to a lesson on the basics of clauses. Then we put those things together and learn about noun clauses. Finally, we learn how to reduce a noun clause. If you already understand nouns and clauses, you can skip those topics, but they also may be useful to review before starting the more difficult material.

International Programs Dept. | University Extension Sch. | University of California, Irvine

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This is an open course in noun clauses of English grammar. It starts with a lesson on the basics of nouns and then moves to a lesson on the basics of clauses....

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After completing the CRAAP test, I will continue to use this resource. It meets all the required elements of the CRAAP test.

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This is the source I chose and absolutely love to help teach CSR and Ethics.
This is the link to the textbook I chose:

Find Open Textbooks – BCcampus OpenEd Resources

I would like to use this resource as a supplementary resource, not a mandatory one. I really like some of the case studies and videos and that are in this book.
I also liked that it passed the CRAPP test.

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Browse Subjects

Results: 361 Open Textbooks

Author(s): Advanced Instructional Design Faculty and Students (ETAD 874), University of Saskatchewan

Updated: Jun 14, 2023

Description: Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook donated to the commons by a benefactor who desires to remain anonymous. It has been collaboratively revised and updated by students and faculty at the University of Saskatchewan. It contains case studies, video cases and audio ...[more]

Author(s): Graphic Communications Open Textbook Collective, British Columbia Institute of Technology

Updated: Dec 12, 2022

Description: This textbook -- written by a group of select experts with a focus on different aspects of the design process, from creation to production -- addresses the many steps of creating and then producing physical, printed, or other imaged products that people interact with on a daily basis. It covers the concept that, while most modern graphic design is created on computers using design software, the ideas and concepts don't stay on the computer. The ideas need to be completed in the computer softwa...[more]

Author(s): Anna Kuczynska, University of Fraser Valley

Updated: Sep 28, 2022

Description: This textbook is intended for adult learners who wish to review and improve their algebra skills. The content covers all the ABE outcomes for the Algebraic Math - Advanced Level. The concepts are explained concisely, but with enough depth to provide students with the background necessary for success in college or university level mathematics. The ample number of examples and exercises makes this text a great resource for students as well as for instructors.

Author(s): Chad Flinn, Mark Overgaard; BCIT

Updated: Sep 28, 2022

Description: The Math for Trades: Volume 1 textbook represents the building blocks for math training. The book includes whole numbers, fractions, decimals, and percents. The material is presented from a trades perspective with easy-to-understand examples and video explanations accompanying questions. The goal of this volume is to get students prepared for the more advanced topics that they will encounter during their trades math education.

Author(s): Noreen Brown, Barbara Lave, Hallie Puncochar, Julie Romey, Mary Schatz, Art Schneider, Diane Shingledecker

Updated: Sep 15, 2022

Description: This Beginning Excel textbook is intended for use in a one-term introductory spreadsheet course for all majors. The basics of Excel, as they apply to the professional workplace, are introduced, including spreadsheet design, data entry, formulas, functions, charts, tables, and multi-sheet use. This textbook includes instructions for Excel for Mac also.

Author(s): Dinesh Ramoo, Thompson River University

Updated: Sep 12, 2022

Description: In this textbook, students are introduced to the fundamental principles of linguistics and psycholinguistics. Students will explore theories and models of language development, comprehension and production as well as bilingualism and reading. All of these topics are approached from a Canadian perspective and include ideas from indigenous cultures and languages of Canada.

Author(s): Sally Walters, Thompson Rivers University

Updated: Sep 1, 2022

Description: This book is designed to introduce students to psychology. It is an approachable, comprehensive overview of the main perspectives and sub-fields, with a focus on the science of psychology. There is an explicitly Canadian perspective, and the book incorporates open access material from other experts. Readers are also shown how to approach learning about psychology while being given the content. This book is an adaptation of Introduction to Psychology - 1st Canadian Edition (Stangor and Walinga) ...[more]

Author(s): Camosun College

Updated: Sep 1, 2022

Description: Workers exposed to hazardous materials may be at risk for many serious health problems, such as kidney or lung damage, sterility, cancer, allergic reactions, or burns. Some hazardous materials can also cause fires or explosions. Legislation and regulations are in place to reduce injuries or diseases caused by exposure to hazardous materials used in the workplace. Every person working with or near controlled products has the right to know the hazards and how to safely use the products. The foll...[more]

Author(s): Kerri Shields, Centennial College

Updated: Aug 25, 2022

Description: Customer centricity is about organizational transformation making the customer the focus for business decisions, processes, product development, services, and procedures. Some companies purport to be customer centric but they fall short in connecting this concept throughout all functional areas of the business. While it is important to offer superb customer service, being customer centric is far more than that. It's about mapping the customer journey to discover customer needs and wants, what...[more]

Author(s): Samuel J. Ling, Truman State University, Jeff Sanny, Loyola Marymount University, William Moebs (retired), Loyola Marymount University

Updated: Aug 9, 2022

Description: University Physics is a three-volume collection that meets the scope and sequence requirements for two- and three-semester calculus-based physics courses. Volume 1 covers mechanics, sound, oscillations, and waves. Volume 2 covers thermodynamics, electricity and magnetism, and Volume 3 covers optics and modern physics. This textbook emphasizes connections between between theory and application, making physics concepts interesting and accessible to students while maintaining the mathematical rigo...[more]

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Browse Subjects Results: 361 Open Textbooks Author(s): Advanced Instructional Design Faculty and Students (ETAD 874), University of Saskatchewan Updated: Jun 14, 2023 Description: Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology.

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I chose this textbook from Open Stax because it looked great, and it is recent. This material is relevant and looks at so many industries as well as different mediums for learning.

The title of the textbook is Business Ethics.

This is from University of British Columbia and the link is:
Find Open Textbooks – BCcampus OpenEd Resources

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Browse Subjects

Results: 361 Open Textbooks

Author(s): Advanced Instructional Design Faculty and Students (ETAD 874), University of Saskatchewan

Updated: Jun 14, 2023

Description: Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook donated to the commons by a benefactor who desires to remain anonymous. It has been collaboratively revised and updated by students and faculty at the University of Saskatchewan. It contains case studies, video cases and audio ...[more]

Author(s): Graphic Communications Open Textbook Collective, British Columbia Institute of Technology

Updated: Dec 12, 2022

Description: This textbook -- written by a group of select experts with a focus on different aspects of the design process, from creation to production -- addresses the many steps of creating and then producing physical, printed, or other imaged products that people interact with on a daily basis. It covers the concept that, while most modern graphic design is created on computers using design software, the ideas and concepts don't stay on the computer. The ideas need to be completed in the computer softwa...[more]

Author(s): Anna Kuczynska, University of Fraser Valley

Updated: Sep 28, 2022

Description: This textbook is intended for adult learners who wish to review and improve their algebra skills. The content covers all the ABE outcomes for the Algebraic Math - Advanced Level. The concepts are explained concisely, but with enough depth to provide students with the background necessary for success in college or university level mathematics. The ample number of examples and exercises makes this text a great resource for students as well as for instructors.

Author(s): Chad Flinn, Mark Overgaard; BCIT

Updated: Sep 28, 2022

Description: The Math for Trades: Volume 1 textbook represents the building blocks for math training. The book includes whole numbers, fractions, decimals, and percents. The material is presented from a trades perspective with easy-to-understand examples and video explanations accompanying questions. The goal of this volume is to get students prepared for the more advanced topics that they will encounter during their trades math education.

Author(s): Noreen Brown, Barbara Lave, Hallie Puncochar, Julie Romey, Mary Schatz, Art Schneider, Diane Shingledecker

Updated: Sep 15, 2022

Description: This Beginning Excel textbook is intended for use in a one-term introductory spreadsheet course for all majors. The basics of Excel, as they apply to the professional workplace, are introduced, including spreadsheet design, data entry, formulas, functions, charts, tables, and multi-sheet use. This textbook includes instructions for Excel for Mac also.

Author(s): Dinesh Ramoo, Thompson River University

Updated: Sep 12, 2022

Description: In this textbook, students are introduced to the fundamental principles of linguistics and psycholinguistics. Students will explore theories and models of language development, comprehension and production as well as bilingualism and reading. All of these topics are approached from a Canadian perspective and include ideas from indigenous cultures and languages of Canada.

Author(s): Sally Walters, Thompson Rivers University

Updated: Sep 1, 2022

Description: This book is designed to introduce students to psychology. It is an approachable, comprehensive overview of the main perspectives and sub-fields, with a focus on the science of psychology. There is an explicitly Canadian perspective, and the book incorporates open access material from other experts. Readers are also shown how to approach learning about psychology while being given the content. This book is an adaptation of Introduction to Psychology - 1st Canadian Edition (Stangor and Walinga) ...[more]

Author(s): Camosun College

Updated: Sep 1, 2022

Description: Workers exposed to hazardous materials may be at risk for many serious health problems, such as kidney or lung damage, sterility, cancer, allergic reactions, or burns. Some hazardous materials can also cause fires or explosions. Legislation and regulations are in place to reduce injuries or diseases caused by exposure to hazardous materials used in the workplace. Every person working with or near controlled products has the right to know the hazards and how to safely use the products. The foll...[more]

Author(s): Kerri Shields, Centennial College

Updated: Aug 25, 2022

Description: Customer centricity is about organizational transformation making the customer the focus for business decisions, processes, product development, services, and procedures. Some companies purport to be customer centric but they fall short in connecting this concept throughout all functional areas of the business. While it is important to offer superb customer service, being customer centric is far more than that. It's about mapping the customer journey to discover customer needs and wants, what...[more]

Author(s): Samuel J. Ling, Truman State University, Jeff Sanny, Loyola Marymount University, William Moebs (retired), Loyola Marymount University

Updated: Aug 9, 2022

Description: University Physics is a three-volume collection that meets the scope and sequence requirements for two- and three-semester calculus-based physics courses. Volume 1 covers mechanics, sound, oscillations, and waves. Volume 2 covers thermodynamics, electricity and magnetism, and Volume 3 covers optics and modern physics. This textbook emphasizes connections between between theory and application, making physics concepts interesting and accessible to students while maintaining the mathematical rigo...[more]

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Browse Subjects Results: 361 Open Textbooks Author(s): Advanced Instructional Design Faculty and Students (ETAD 874), University of Saskatchewan Updated: Jun 14, 2023 Description: Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology.

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Here is the resource I found on the Causes of the First World War through Merlin:

Title: 1914: Austria-Hungary, the Origins, and the First Year of World War I

Author: Bischof, Günter

Type: Open Access Book

Source: OAPEN

Publication Date: 2014

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https://alg.manifoldapp.org/projects/film-appreciation

The shared OER provides valuable information for students about the old method of using a movie camera. by exposing celluloid film to light.

The students can gain a deeper appreciation of the method and its complexity.

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by Yelizaveta Moss Candice Wilson

Film Appreciation is an open educational resource which was developed with funding from an Affordable Learning Georgia Textbook Transformation Grant. It is dedicated to the remarkable faculty and students of the Communication, Media, and Journalism department at the University of North Georgia. Thank you for inspiring us to take on this project.

Metadata

original publisher

University of North Georgia

original publisher place

publisher

Affordable Learning Georgia

publisher place

Powered by Manifold v7.1.0

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Film Appreciation is an open educational resource which was developed with funding from an Affordable Learning Georgia Textbook Transformation Grant. It is dedicated to the remarkable faculty and students of the Communication, Media, and Journalism department at the University of North Georgia. Thank you for inspiring us to take on this project.

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Learning a new language is always daunting, especially when that language is as full of weird rules and contradictions as English. Even native speakers sometimes have trouble mastering the nuances of tense and grammar. Fortunately, if English is not your first language, there are a variety of ESL resources online to help you master the English language. From speaking to writing, these tools will help you get a handle on English and give direction to your education and career. Don't let the size of the task deter you from getting it done. Use these resources to become fluent in no time.

Grammar and Usage

Use these sites to boost your grammar skills, from verb tenses to noun placement.

Purdue Online Writing Lab: The OWL offers a comprehensive repository of practice sheets and linguistic primers for learners at all levels.

Dave's ESL Cafe: ESL teacher Dave Sperling's in-depth site provides numerous lessons about sentence structure, word use, and more. It's one of the best instructor-led websites for learning English.

The English Learner Movie Guides: This site takes popular movies and uses their summaries and idioms to examine the English language. This site is ideal for ESL students with a love of U.S. culture.

Wyzant Resources:
On this site, tutors share their knowledge and experience to help you learn to understand and recognize everything from a preposition to an irregular verb.

Breaking News English: These inventive lesson plans teach ESL online by drawing inspiration from recent news and global affairs. Each lesson is packed with information about word usage, grammar, and more.

ESL Lounge: ESL Lounge offers hundreds of language exercises, making this site ideal for students and scholars. Lessons in parts of speech and vocabulary are classified by difficulty.

Activities for ESL Students: This pared-down website offers grammar quizzes at multiple degrees of difficulty, designed for learners from dozens of different linguistic backgrounds.

Using English: This site offers a handy reference guide to major parts of speech and their usage, with bonus material for ESL instructors.

5-Minute English: This comprehensive site not only offers a variety of lessons and exercises, it also boasts links to other helpful ESL online programs, books, and schools.

English, Baby!: ESL students can download MP3s, join chat rooms, take quizzes, and more on this useful site.

English Forums: Get help from English speakers and other ESL online learners in the world's largest ESL network. The site encourages students to speak up and ask questions.

Spelling and Pronunciation

These sites will help ESL online students learn how to speak or spell the English words they've been learning.

Vocabulary and Writing

Building a vocabulary is one of the most important parts of mastering any language. These sites help students start building a sophisticated vocabulary, learning how to use words verbally and on paper.

Quizzes and Worksheets

Put your knowledge to the test with these helpful tools:

Podcasts

These podcasts make great instructional tools for students on the go:

YouTube Channels

Dynamic, audio-visual lessons that you can both see and hear can make all the difference in learning conversational English skills. Check out these YouTube channels to get the experience of talking to someone face-to-face, and seize the opportunity to talk back!

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Learn ESL Online | Resources for ESL Students

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We've compiled many tools for teaching ESL, and resources for ESL students. Our list of websites to learn English will help any ESL teacher as well.

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This site has resources for students in General, Organic, Inorganic, Analytical, Physical & Theoretical, Biological, and Environmental chemistry!

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The Bookshelves area in this LibreTexts Library holds texts that are curated by the LibreTexts Development team and can be used either directly or as content for building customized remixes (i.e., texts that are generated from existing content often with customized editing and/or content interspersed) for use in campus Course Shells. There are two classes of texts found in the Bookshelves: " Textbooks" and " Textmaps". Textbooks are the central spot for integrated content into our library and are identified by "Book:" in their titles. Textmaps are specialized remixes that are constructed to follow the organization of existing commercial textbooks. Textmaps facilitate adoption by faculty that are unable to switch from a commercial textbook to an OER alternative; these texts are identified by "Map:" in their titles. For details on how to have a text added to the bookshelves or how to remix content into your customized remix contact us at info@libretexts.org.

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The Bookshelves area in this LibreTexts Library holds texts that are curated by the LibreTexts Development team and can be used either directly or as content for building customized remixes (i.e., texts that are generated from existing content often with customized editing and/or content interspersed) for use in campus Course Shells.

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https://h5pstudio.ecampusontario.ca/content/31374

This is a link to an H5P tool where students categorize personal items as either assets or liabilities.

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eCampusOntario is a not-for-profit centre of excellence and global leader in the evolution of teaching and learning through technology.

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In this live, web-based simulation, participants play the role of the founder of a new startup company in the exciting and competitive clean tech sector. Can you develop your technology into a successful company? Each quarter you must set prices, decide how many engineers and sales people to hire, and set compensation, including salary, stock, options and profit sharing. Will you pitch your firm to venture capitalists or bootstrap and remain 100% employee owned? Will you win customers and become cash flow positive before you run out of funds? Will you succeed and take your firm public?

https://mitsloan.mit.edu/teaching-resources-library/cleanstart-simulating-a-clean-energy-startup

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CleanStart: Simulating a Clean Energy Startup | MIT Sloan

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In this live, web-based simulation, participants play the role of the founder of a new startup company in the exciting and competitive clean tech sector. Can you develop your technology into a successful company? Each quarter you must set prices, decide how many engineers and sales people to hire, a…

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Integrity and Work Ethics - Stuart Goodall

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Integrity and Work Ethics - Stuart Goodall

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https://www.psychologytoday.com/ca/tests/career/integrity-and-work-ethics-test

Informational and Entertainment Only

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The temptation to act dishonestly at work can be enticing. How many times have you used the internet and company time to check posts on Facebook or Twitter? Used the phone, fax, or photocopier for personal use? Or took that one, teeny, tiny box of pens or blank CDs that no one will surely miss? Certainly not the crimes of the century, but time theft, "cyberloafing," and flat-out stealing adds up. A company where managers have to play babysitter isn't one that will run very efficiently, not to mention the fact that honest employees end up paying the price for others' lack of integrity through stricter rules and less freedom. So are you a person who keeps your nose clean at work, or is the siren call of dishonesty too tempting to ignore?

Read each statement carefully and choose the response that best describes how you feel or behave. To receive the most accurate results, please answer as honestly as possible.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $6.95

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

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The temptation to act dishonestly at work can be enticing. How many times have you used the internet and company time to check posts on Facebook or Twitter? Used the phone, fax, or photocopier for personal use? Or took that one, teeny, tiny box of pens or blank CDs that no one will surely miss?

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Explanation of how the resource would be used

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Explanation of how the resource would be used

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I will incorporate the first OER resource, "Documentation Screen Captures," to help participants understand the importance of creating accessible documentation with images. In a dedicated session, I will guide participants through the resource, which emphasizes the need to provide text-based alternatives for screen captures.

We will explore how to make sure that important information included in screen captures is also available in text format, ensuring accessibility for all learners, including those who use screen readers. The resource will provide practical examples and tips on how to achieve this.

Through interactive exercises, participants will have the opportunity to practice creating accessible documentation using screen captures. They will learn to pair images with descriptive text to ensure that the content is comprehensible for everyone. By the end of the session, participants will have a clear understanding of why providing text alternatives for screen captures is vital for accessibility.

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I really like this H5P resource that I found on Personality Types as part of the course is to look at group work and working with others.  When individuals take this quiz, it helps them not only understand themselves but others' personalities and how to work and communicate with them.

What type of team member are you? | eCampusOntario H5P Studio

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First Year Experience Learning Modules, 2nd edition (ecampusontario.ca)

Using Martin and Marsh's 5C Model of Academic Buoyancy.  Zotto et al (2022) provide a series of modules for students to take to improve and support their academic transition into post secondary.

I want to share this with student services professionals, and faculty to embed in course requirements and academic probation  requirements.

License: CC BY-NC-SA

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Item Details - Open Library - eCampusOntario

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eCampusOntario is a not-for-profit centre of excellence and global leader in the evolution of teaching and learning through technology.

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This OER is an excellent resource for my students to reference in many of our food theory classes. It offers detailed and easy to understand concepts about some of the most important food chemistry reactions. The resource can also be used by instructors to better interpret and explain what is actually happening (scientifically) to food during the cooking process to their students.

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People around the world are fascinated about the preparation of food for eating. There are countless cooking books, TV shows, celebrity chefs and kitchen gadgets that make cooking an enjoyable activity for everyone. The chemistry of cooking course seeks to understand the science behind our most popular meals by studying the behavior of atoms and molecules present in food. This book is intended to give students a basic understanding of the chemistry involved in cooking such as caramelization, Maillard reaction, acid-base reactions, catalysis, and fermentation. Students will be able to use chemistry language to describe the process of cooking, apply chemistry knowledge to solve questions related to food, and ultimately create their own recipes.

Thumbnail: Sugars; clockwise from top-left: White refined, unrefined, brown, unprocessed cane. (Public Domain; Romain Behar).

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This book is intended to give students a basic understanding of the chemistry involved in cooking such as caramelization, Maillard reaction, acid-base reactions, catalysis, and fermentation. Students ...

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Adult Education English for business and the workplace includes business English lesson plans, resume-writing advice, essential vocabulary for banking, financial, commercial, legal and other sectors as well as basic English job interview skills.

https://www.thoughtco.com/esl-business-english-4133088

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--Kyle Charron

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This is a very old (in digital terms) source that I've used for years: I am interested as to whether or not it still holds up!

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MERLOT – https://www.merlot.org/

CORE – https://core.ac.uk

eCampusOntario Open Textbook Library – https://openlibrary.ecampusontario.ca

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https://games.de.torontomu.ca/hospital/index.html

This is a compilation of several virtual gaming simulations (VGS) to provide students an opportunity to practice their assessment, decision-making and critical thinking skills by working through each scenario. VGS from this suite would provide students a safe first step into simulation, as they begin to develop interviewing skills.

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This portal provides healthcare students and professionals with an experiential learning opportunity for practising client care in a safe virtual environment. Here you can access a number of simulation experiences that will engage you in clinical decision making.