This resource guide was created as an accompaniment for a hands-on, three-hour workshop on the basics of online privacy and security in a Canadian context. The workshop is designed for young adults and adults with basic computer/phone/online skills: we assume participants know how to get online, how to do basic internet searches, and how to install simple tools and software on their devices. The workshop is most often taught in public library settings.

This guide provides:
- an overview of security and privacy
- information about key privacy technologies including ad blockers, tracking detection, basic encryption tools, secure messaging tools and password management
- some "advanced" information on Virtual Private Networks (VPNs), Tor, private email services, and more
- instructional guides for basic tools, customized for Windows, MacOS, Android, iOS and ChromeOS devices

This text is an Open Educational Resource (OER), responding to the growing movement for Zero Cost Course Materials at SFSU, and the need to lower the costs of higher education in any way we can to provide equity and inclusion for everyone regardless of socioeconomic privilege. In addition, as an OER, this text is available far beyond one course and adaptable to students’ needs throughout their careers.

To minimize cost and maximize new learning technologies, while being mindful of various learning styles and individual needs, we have integrated various modalities and reading practices through our text, including lots of visual images and video, as well as links to external digital resources.

To make reading engaging, this text provides short writing prompts as you read – using the hypothes.is extension to annotate your responses – in order to frame reading and writing as a conversation that sometimes starts with the authors’ ideas — but importantly always involves your own ideas as well as you create meaning through the reading process. Get Started with your free hypothes.is account to annotate this text and any other open source on the web.

SYNOPSIS: This lesson plan connects redlining with current issues of environmental and racial justice.

SCIENTIST NOTES: This is a thoroughly sourced and cited lesson plan. All of the external links meet our quality standards for accuracy and current information. Additionally, the external links are well-sourced, and the data is provided for tools like the Tree Cover Equity map. This lesson has passed our scientific quality assessment.

Positives
-This environmental racism lesson plan clearly connects redlining in the 1930s and environmental injustice today.
-This lesson is extremely powerful because students make the connection between redlined areas and their case studies. It is nuanced and will not always line up perfectly. Overwhelmingly, however, neighborhoods that were redlined are experiencing environmental injustice - higher rates of asthma, unbearable heat, air pollution, and less tree cover. It is an incredibly meaningful "aha moment" for the students.

ADDITIONAL PREREQUISITES:
-There might be some pushback with those who do not understand racism.
-Students might think “I’m not racist.” But it’s important to know that racism exists whether one perpetrates individual racist acts or not.
-For some background information and definitions, use this resource from Dr. Ibram X. Kendi’s book, How to Be an Antiracist.
-It may be useful to discuss how climate change is a “threat multiplier.” For things like urban heat islands and urban tree cover, climate change makes inequities even worse.

DIFFERENTIATION:
-It may be best to group students of different abilities when they are exploring their case studies.
-If you live in the United States you can adapt case study #4 - the American Forests Tree Equity Score Map - to whichever major city is closest to your school. The lesson is designed for students to explore Philadelphia, but students can simply look at any other city to make the connection between redlining and urban tree cover.

SYNOPSIS: In this lesson, students learn how redlining connects to tree equity and racial justice.

SCIENTIST NOTES: This lesson introduces the concepts of redlining, tree equity, and environmental racism to students. It walks students through the history of these practices and how the effects of these policies are still seen today. The links all provide detailed information about where their data is from and have been reviewed for accuracy. This resource is recommended for teaching.

POSITIVES:
-This lesson provides a clear story between redlining in the 1930s and environmental injustice seen today.
-This lesson shows students a tangible effect of systemic racism.
-Students are given voice and choice in this lesson.
-Students are empowered to think about solutions to environmental injustice.

ADDITIONAL PREREQUISITES:
-Students should have some basic understanding that racism exists whether one perpetrates individual racist acts or not.
-Students should have some basic understanding that systems or policies can be racist.

DIFFERENTIATION:
-Extension activities can have students explore other forms of environmental injustice stemming from redlining. Examples include health issues, air pollution, urban heat, industrial pollution, water quality, etc.
-Student groups can pair up to compare and contrast different regions in New Jersey.
-Students can research policies or movements in addressing redlining in New Jersey.
-Students can research the relationship between redlining and voter suppression.

Workshop goals
- Why are we teaching this
- Why is this important
- For future and current you
- For research as a whole
- Lack of reproducibility in research is a real problem

Materials and how we'll use them
- Workshop landing page, with

- links to the Materials
- schedule

Structure oriented along the Four Facets of Reproducibility:

- Documentation
- Organization
- Automation
- Dissemination

Will be available after the Workshop

How this workshop is run
- This is a Carpentries Workshop
- that means friendly learning environment
- Code of Conduct
- active learning
- work with the people next to you
- ask for help

This template supports STEM teachers and librarians in working collaboratively to create lessons that build science practice and STEM inquiry skills in alignment with state and national science standards, and that address the Common Core literacy shifts around close reading and building textual evidence.

For human beings, the self is what happens when “I” encounters “Me.” The central psychological question of selfhood, then, is this: How does a person apprehend and understand who he or she is? Over the past 100 years, psychologists have approached the study of self (and the related concept of identity) in many different ways, but three central metaphors for the self repeatedly emerge. First, the self may be seen as a social actor, who enacts roles and displays traits by performing behaviors in the presence of others. Second, the self is a motivated agent, who acts upon inner desires and formulates goals, values, and plans to guide behavior in the future. Third, the self eventually becomes an autobiographical author, too, who takes stock of life — past, present, and future — to create a story about who I am, how I came to be, and where my life may be going. This module briefly reviews central ideas and research findings on the self as an actor, an agent, and an author, with an emphasis on how these features of selfhood develop over the human life course.

18.104 is an undergraduate level seminar for mathematics majors. Students present and discuss subject matter taken from current journals or books. Instruction and practice in written and oral communication is provided. The topics vary from year to year. The topic for this term is Applications to Number Theory.

Short Description:
A retired master teacher of English and Comparative Literature teams up with his son, a History professor, on a new version of the writing manual he wrote and used for decades at the University of California, Davis.

Word Count: 16769

ISBN: B005JJW848

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

SYNOPSIS: This lesson features a comparison of different travel options from New York City to six other cities. Students compare walking, biking, driving, taking the bus, riding the train, and flying. Students conduct research and calculate the CO2e for each travel option.

SCIENTIST NOTES: The lesson explores emissions from the transportation system. Students would be able to learn how the society can decarbonize the transportation sector and compute the cost, time, and emissions from different transportation modes. There are no misconceptions in the data source and additional links. Thus, this lesson has passed our scientist review and is recommended for classroom use.

POSITIVES:
-This is a fun, imaginative, engaging lesson.
-This lesson features many math skills: addition, subtraction, multiplication, and division by rational numbers; estimation; logic and reasoning skills; problem-solving skills; and algebraic thinking.

ADDITIONAL PREREQUISITES:
-You will need to share the Student Slideshow with students and grant them editing rights before the lesson. Students will be writing in the Student Slideshow.
-Transportation is the largest sector of greenhouse gas emissions in the United States. We must decarbonize our transportation systems immediately to avoid the worst effects of climate change.
-Students use equations derived from Peter Kalmus’s book called Being the Change: Live Well and Spark a Climate Revolution.
-The Ford F-150 is used as the example vehicle because it is the best-selling vehicle in the United States. The unit CO2e is used for all travel options. CO2e is used because traveling by plane creates non-CO2 warming effects. You can read more about aviation’s non-CO2 warming effects at the Stay Grounded Website. So in order to best compare the pollution from these travel options, we must use the unit CO2e.
-CO2e is a metric measure used to compare the emissions from various greenhouse gases on the basis of their global warming potential (GWP), by converting amounts of other gases to the equivalent amount of carbon dioxide with the same global warming potential.
-There may not be an easy travel option for each route, so students might have to problem-solve.
-The "How is it viewed by society?" column in the data chart is meant for students to discuss society’s views of that method of transportation. Do people think it is crazy? Normal? Only for the rich? Is one method considered only for "poor people"? Is one considered trendy or cool? Is it comfortable to travel in that way? Is it easy or difficult? These are all good prompts to ask students.
-Encourage students to have an open mind when discussing low-carbon travel options, such as riding the bus or train. Some students may have never traveled long-distance by bus or train. These are low-carbon options that are significantly better for the planet than driving or flying.

DIFFERENTIATION:
-Students can use the provided glossary to better understand vocabulary.
-Students can answer the extension questions if they finish early.
-Students can help other groups complete their charts if they finish early.
-Students can check over other students’ answers if they finish early.

This lesson features a comparison of different travel options from New York City to six other cities. Students compare walking, biking, driving, taking the bus, riding the train, and flying. Students conduct research and calculate the CO2e for each travel option.

Step 1 - Inquire: Students watch a short video on the climate crisis. In groups, students explore and discuss emissions from the transportation sector.

Step 2 - Investigate: Students are assigned one route between New York City and another city in the Northeast. Students calculate miles, cost, time, and CO2e for each travel option for their route.

Step 3 - Inspire: Students participate in a group discussion about the results and explore different ways to decarbonize our transportation system.

The purpose of 15.840 is to:

Introduce key marketing ideas and phenomena.
Develop students’ skills in marketing analysis and planning.
Provide a forum (both written and oral) for presenting and defending recommendations and critically examining and discussing those of others. An emphasis is placed on theory and practice that draws on market research, competitive analysis, and marketing science.

4th edition (Revised)

Short Description:
Svantesson on the Law of Obligations provides an accessible, yet comprehensive, overview of how the rules of common law and equity, together with the provisions of applicable legislation such as the Australian Consumer Law, the Fair Trading Acts, and the Sale of Goods Acts, affect contractual and other obligations. The material dealt with is approached from an Australian perspective.

Long Description:
Svantesson on the Law of Obligations provides an accessible, yet comprehensive, overview of how the rules of common law and equity, together with the provisions of applicable legislation such as the Australian Consumer Law, the Fair Trading Acts, and the Sale of Goods Acts, affect contractual and other obligations. Thus, a range of topics are covered, including: the implication of terms; the effect of vitiating factors under contract law; the statutory prohibition against e.g. misleading and deceptive conduct and against misrepresentations; and the relevant economic torts.

The material dealt with is approached from an Australian perspective.

The book was first published by Pearson Education in 2007, and this is now the fourth edition revised in 2021 and released in ebook form in 2022. It is a comprehensive, up-to-date, and extensively researched resource for students engaging with an area of private law central to their education in the law and preparation for legal practice.

Word Count: 119833

ISBN: 978-0-6452396-2-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Subject focuses on management principles, methods, and tools to effectively plan and implement successful system and product development projects. Material is divided into four major sections: project preparation, planning, monitoring, and adaptation. Brief review of classical techniques such as CPM and PERT. Emphasis on new methodologies and tools such as Design Structure Matrix (DSM), probabilistic project simulation, as well as project system dynamics (SD). Topics are covered from strategic, tactical, and operational perspectives. Industrial case studies expose factors that are typical drivers of success and failure in complex projects with both hardware and software content. Term projects analyze and evaluate past and ongoing projects in student’s area of interest. Projects used to apply concepts discussed in class.

A comprehensive introduction to the art, history and workings of the theater. Students will be given a broad and general background in theater including production elements (lights, sound, sets, costumes, make-up, etc...) of acting, theater history and criticism. Students will attend live performances, view videos of plays and write reviews of live and filmed theater. Upon successful completion of this course, students will be able to: Develop a working definition of theatre. Identify the roles of theatre practitioners. Identify the basic structure of a play script. Apply the basic criteria for theatre criticism. Identify the various theatre genres. Identify and describe the functions and use of different lighting, sound and other stage equipment. Examine the values within the range of the human experience and its impact in the expression of Theater.

The lab described here a simple, inexpensive way for an undergraduate class to create model thin-skinned wedges A simple model using flour and marker chalk, pushed across the base of a box using a piece of wood, can be used to demonstrate many aspects of the growth of thin-skinned mountain belts. Depending upon the strength of the dÃcollement, the cross-sectional taper of the deforming wedge will be thin or broad, internal deformation will be mild or intense, and the structures either close to symmetric or strongly forward-vergent, just as in the analogous natural thrust belts.
Key words:

analog model
structural geology
thin-skinned tectonics

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This textbook presents core concepts common to introductory social psychology courses. The 8 units include 27 modules covering key social psych topics such as research methods, group processes, social influence, and relationships. This book can be modified: feel free to add or remove modules to better suit your specific needs. The book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

The sensory systems of touch and pain provide us with information about our environment and our bodies that is often crucial for survival and well-being. Moreover, touch is a source of pleasure. In this module, we review how information about our environment and our bodies is coded in the periphery and interpreted by the brain as touch and pain sensations. We discuss how these experiences are often dramatically shaped by top-down factors like motivation, expectation, mood, fear, stress, and context. When well-functioning, these circuits promote survival and prepare us to make adaptive decisions. Pathological loss of touch can result in perceived disconnection from the body, and insensitivity to pain can be very dangerous, leading to maladaptive hazardous behavior. On the other hand, chronic pain conditions, in which these systems start signaling pain in response to innocuous touch or even in the absence of any observable sensory stimuli, have tremendous negative impact on the lives of the affected. Understanding how our sensory-processing mechanisms can be modulated psychologically and physiologically promises to help researchers and clinicians find new ways to alleviate the suffering of chronic-pain patients.

The Erie Canal is one of the most famous man-made bodies of water in the world. Designed, financed, built, operated, and maintained by the people of New York, the canal was one of the largest public works projects ever attempted anywhere in the world when the first shovel of earth was turned near Rome, New York, on July 4, 1817. Men with talent and vision (but little training in engineering) charted the 363-mile course of the canal between Albany and Buffalo. They designed stone aqueducts to carry boats across rivers and locks to lift them over New York’s varied terrain. Thousands of laborers dug the ditch itself and built massive reservoirs to ensure the canal was constantly supplied with water. When it was completed in 1825, the Erie Canal connected the port of New York City on the Atlantic Ocean with the Great Lakes, dramatically transforming trade, industry, and communication in the region and across the country.