PowerPoint slides with a small biography of Russell Bertrand and some of his thoughts on apperance and reality. There are also some slides where I give my interpretations on some of Russell's thoughts.

The structure of the human body is usually considered in courses in gross anatomy. These courses typically consist of lectures by the faculty, readings in assigned textbooks and the study of photographs and illustrations in human anatomy atlases. However, as student’s progress through the curriculum and move into the more clinical or practice oriented phases, many discover that the anatomical knowledge they actually need is somewhat different from the kind they possess. What many encounter is difficulty in applying their knowledge to a clinical setting.

Applied Human Anatomy was created to better integrate material that is more often than not treated separately in contemporary health care curricula. It is hoped that through this integration students will develop a deeper and more lasting knowledge and understanding of human anatomy as they are likely to need it in the evaluation and management of patients.

A print version is available for purchase on Amazon.

This 155-page manual is comprised of two types of learning activities: 1) free response fill-in-the blank questions focused of the facts and principles of neuroanatomy and neurophysiology that underpin the neurologic examination and specifically developed exercises that demonstrate how the facts and principles are related to the particular tests and procedures that comprise the neurologic examination. Free response questions form the bulk of the Neuroscience Review section of each chapter and are intended as a review of information previously or concurrently being learned regarding the structure, function and organization of the nervous system. Some questions focus on anatomical or physiological facts and relationships that help explain why certain techniques are performed as they are, such as why non-nociceptive tactile stimuli are required in order to activate nerve impulse transmission in the lemniscal system. Other questions are intended to revisit facts and concepts that are needed to properly interpret the elicited findings. 2) The Application Exercises of each chapter are designed to demonstrate how neuroanatomical and neurophysiological information is used in the design of particular clinical tests of neurologic function. The application exercises are also intended to help users learn how to perform and become comfortable with the various clinical maneuvers and tests that comprise the routine neurologic examination. An important outcome of performing these exercises is that, as a member of a learning group, each individual has the opportunity to experience the neurologic examination from the point of view of the subject (patient)—an experience that arguably provides insight and understanding that can be gained in no other way.

Apprenticechip is a course on case studies in and techniques for creating digital libraries for apprentice learners.

The goals of this course are: 1. Learn a 10 step approach to digital library design, creation, curation, operation and evaluation. 2. Through the lens of this 10 step approach, review case studies of over 20 digital libraries of various sizes, encompassing a variety of disciplines, addressing diverse missions, utilizing a variety of technologies and learn how they succeeded and failed. 3. Use this 10 step approach to create your own small digital library to help apprentice learners in your area of professional expertise or personal passion.

We also wish to provide an introduction to digital libraries and to explore the questions 1) What is the history of digital libraries and learning? 2) What is the future of digital libraries and learning? 3) How can we create digital libraries that help apprentice learners? and 4) What role do professional + amateur librarians have to play in the future of digital libraries and learning?

Remember your multiplication tables? ... me neither. Brush up on your multiplication, division, and factoring skills with this exciting game. No calculators allowed!

Brush up on your multiplication, division, and factoring skills with this interactive multiplication chart. Three levels and timed or untimed options are available.

The text is mostly an adaptation of two other excellent open- source calculus textbooks: Active Calculus by Dr. Matt Boelkins of Grand Valley State University and Drs. Gregory Hartman, Brian Heinold, Troy Siemers, Dimplekumar Chalishajar, and Jennifer Bowen of the Virginia Military Institute and Mount Saint Mary's University. Both of these texts can be found at http://aimath.org/textbooks/approved-textbooks/.
The authors of this text have combined sections, examples, and exercises from the above two texts along with some of their own content to generate this text. The impetus for the creation of this text was to adopt an open-source textbook for Calculus while maintaining the typical schedule and content of the calculus sequence at our home institution.

What is the current state of artificial intelligence (AI) in the world of scholarly communication? What impact does AI have on the practices and strategies of publishers, libraries, information technology companies, and researchers? What exactly is AI and what are those in the realm of scholarly communication actually thinking about it and doing with it?

This Charleston Briefing seeks to provide some answers to these very important questions, offering both general essays on AI and more specific essays on AI in scholarly publishing, academic libraries, and AI in information discovery and knowledge building. The essays will help publishers, librarians, and researchers better understand the actual impact of AI on libraries and publishing so that they can respond to the potentially transformative impact of AI in a measured and knowledgeable manner.

"Charleston Briefings: Trending Topics for Information Professionals" is a thought-provoking series of brief books concerning innovation in the sphere of libraries, publishing, and technology in scholarly communication. The briefings, growing out of the vital conversations characteristic of the Charleston Conference and Against the Grain, will offer valuable insights into the trends shaping our professional lives and the institutions in which we work.

Anthropology is the study of all humans in all times in all places. But it is so much more than that. “Anthropology requires strength, valor, and courage,” Nancy Scheper-Hughes noted. “Pierre Bourdieu called anthropology a combat sport, an extreme sport as well as a tough and rigorous discipline. … It teaches students not to be afraid of getting one’s hands dirty, to get down in the dirt, and to commit yourself, body and mind. Susan Sontag called anthropology a “heroic” profession.” What is the payoff for this heroic journey? You will find ideas that can carry you across rivers of doubt and over mountains of fear to find the the light and life of places forgotten. Real anthropology cannot be contained in a book. You have to go out and feel the world’s jagged edges, wipe its dust from your brow, and at times, leave your blood in its soil. In this unique book, Dr. Michael Wesch shares many of his own adventures of being an anthropologist and what the science of human beings can tell us about the art of being human. This special first draft edition is a loose framework for more and more complete future chapters and writings. It serves as a companion to anth101.com, a free and open resource for instructors of cultural anthropology.

Objective To assess whether randomised controlled trials (RCTs) that were registered were less likely to report positive study findings compared with RCTs that were not registered and whether the association varied by funding source. Design Cross sectional study. Study sample All primary RCTs published in December 2012 and indexed in PubMed by November 2013. Trial registration was determined based on the report of a trial registration number in published RCTs or the identification of the trial in a search of trial registries. Trials were separated into prospectively and retrospectively registered studies. Main outcome measure Association between trial registration and positive study findings. Results 1122 eligible RCTs were identified, of which 593 (52.9%) were registered and 529 (47.1%) were not registered. Overall, registration was marginally associated with positive study findings (adjusted risk ratio 0.87, 95% confidence interval 0.78 to 0.98), even with stratification as prospectively and retrospectively registered trials (0.87, 0.74 to 1.03 and 0.88, 0.78 to 1.00, respectively). The interaction term between overall registration and funding source was marginally statistically significant and relative risk estimates were imprecise (0.75, 0.63 to 0.89 for non-industry funded and 1.03, 0.79 to 1.36 for industry funded, P interaction=0.046). Furthermore, a statistically significant interaction was not maintained in sensitivity analyses. Within each stratum of funding source, relative risk estimates were also imprecise for the association between positive study findings and prospective and retrospective registration. Conclusion Among published RCTs, there was little evidence of a difference in positive study findings between registered and non-registered clinical trials, even with stratification by timing of registration. Relative risk estimates were imprecise in subgroups of non-industry and industry funded trials.

Astrobiology Survey is an introductory course on astrobiology. It takes a multi-disciplinary approach that unites the sciences and arts to study the three questions of "How does life begin and evolve?", "Does life exist elsewhere in the universe?" and "What is the future of life on Earth and beyond?"

In this lesson, students are introduced to audio engineers. They discover in what type of an environment audio engineers work and exactly what they do on a day-to-day basis. Students come to realize that audio engineers help produce their favorite music and movies.

This module is the first part of an Insurance 101 series that explores the basic concepts of Liability coverage on an auto insurance policy. (All pictures courtesy of www.creativecommons.org)

A Software Carpentry lesson to learn how to use Make Make is a tool which can run commands to read files, process these files in some way, and write out the processed files. For example, in software development, Make is used to compile source code into executable programs or libraries, but Make can also be used to: run analysis scripts on raw data files to get data files that summarize the raw data; run visualization scripts on data files to produce plots; and to parse and combine text files and plots to create papers. Make is called a build tool - it builds data files, plots, papers, programs or libraries. It can also update existing files if desired. Make tracks the dependencies between the files it creates and the files used to create these. If one of the original files (e.g. a data file) is changed, then Make knows to recreate, or update, the files that depend upon this file (e.g. a plot). There are now many build tools available, all of which are based on the same concepts as Make.

In the Continuous Improvement advanced Experience, students will explore concepts, skills and tools that support improvement in themselves, their peers, and their workplaces. This unit is comprised of content derived from competencies associated with the Technical Skills Grounded in Academics Essential Elements of the SkillsUSA Framework 

6.270 is a hands-on, learn-by-doing class, in which participants design and build a robot that will play in a competition at the end of January. The goal for the students is to design a machine that will be able to navigate its way around the playing surface, recognize other opponents, and manipulate game objects. Unlike the machines in Design and Manufacturing I (2.007), 6.270 robots are totally autonomous, so once a round begins, there is no human intervention.
The goal of 6.270 is to teach students about robotic design by giving them the hardware, software, and information they need to design, build, and debug their own robot. The subject includes concepts and applications that are related to various MIT classes (e.g. 6.001, 6.002, 6.004, and 2.007), though there are no formal prerequisites for 6.270.