This resource is a Hands-On course to teach Apps Development to students who may not have any programming knowledge. This course has no pre-requisites. It’s time to add the 4th R – Reading, wRiting, aRithmetic and algoRithmic thinking. In a world where the majority of new jobs require science, technology and math skills, it is time our Liberal Arts majors get IT (Information Technology)! While employers recognize and value the importance of liberal education and the liberal arts, they also want liberal arts graduates who are not digitally challenged. Many employers report a “skills gap” as they have trouble finding recent graduates qualified with ample digital skills to fill various positions. Meanwhile, a national educational movement in computer coding instruction is growing at lightning speeds in schools across the US and many consider coding more like a basic life skill (which might someday lead to a great job) rather than an extracurricular activity. App Inventor (AI) serves to narrow this skills gap and increase the versatility of students to become active creators of technology and “digitally” ready for the workplace rather than just being passive consumers of technology. Sales of hand-held devices (smartphones, tablets and phablets) are exploding. These on-line, social, and increasingly mobile computing devices are ubiquitous and offer visual, tactile and personal experiences as never before. Mobile devices in our education landscape are digital and portable - with multimedia capabilities to access the Internet, and are drastically changing the ways we teach and learn. Developing applications for such devices enables digital natives to experience mobile technology as active creators rather than just passive consumers of technology.
Learning Goals
Learn Apps Development
Learn Digital Skills (essential for a Liberal Arts major)

Students will practice and review the concepts of angle relationships. This could be used as a review tool.

This lesson presents an overview of the role of genetics, breeding, and reproduction in animal agriculture. Learners will become familiar with fundamentals of genetics, complete a Punnett square, understand phenotypes and genotypes, identify parts of reproductive systems, and discuss breeding systems used in the animal industry. This represents a portion of the Introduction to Agriculture, Food, and Natural Resources (AFNR) series in Nebraska middle and high school agricultural education.

In this seminar you will learn all about the life cycle of the frog. You will explain the dangers that frogs face during each phase of their life cycle. You will apply past knowledge to new situations during this seminar and compare and contrast the plant life cycle to the life cycle of an animal.Standards3.1.4.A3Identify differences in the life cycles of plants and animals.

The uses of animals in biotechnology are expansive, and many times overlooked.  This lesson will have students exploring the wide range of uses of animals in biotechnology and formulating an opinion about the uses of animals in biotechnology.

I want to teach the kids on different animals and their habitats. But first, I want to start the lesson with the hatching of eggs. Show them what this world has to offer. Then tell them about how humans are treating the earth and how can we fix it in different environments. But first, they need to know the different environments and the animals inside them so they know how to help. They will be assigned a presentation on different animals in the habitats, and at the end, I will be giving a quiz on it.

In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.

Roosevelt, Theodore. “Address of Vice President Roosevelt, Minnesota State Fair, Minneapolis, Sept. 2nd, 1901.” The Minneapolis Journal. [volume] (Minneapolis, Minn.), 02 Sept. 1901. Chronicling America: Historic American Newspapers. Lib. of Congress. <https://chroniclingamerica.loc.gov/lccn/sn83045366/1901-09-02/ed-1/seq-16/> Accessed Oct. 20, 2021. This work is in the Public Domain.

Annotations are short and cannot give detailed information, but they should cover these points:
1. The general contents of the work. What does it discuss and how detailed is it? This is the main portion of the annotation.
2. The author's qualifications. Is the writer a trained scholar? A journalist? Someone relating a personal experience?
3. An evaluation of the reliability. Is the information given reliable? Are facts or opinions stressed?
4. The intended audience. Is it for a general reader or a specialist? How much, if any, background knowledge is needed to understand it? Was is easy or difficult to read?

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Use Purdue OWL to annotate the paper Scale and Cross-Scale Dynamics: Governance and Information in a Multilevel World

The purpose of this course is the study of human communication across the life span from a temporal-spatial approach. Specifically, the course examines human communication from an evolutionary and adaptive perspective and explores the fundamental question, in what way does culture shape communication and communication shape culture?

Contains syllabus, ten lessons, and two fieldwork exercises for a ten-week course.

This is a collection of mini lectures created by anthropologists and those in conversation with anthropology as supplimental material to assist college and university instructors who were made to shift their courses online because of COVID19.For more information, see here.To contribute, please create an OER author account and send your name and OER registered email to AnthropologyTeaching@gmail.com.

La presentació correspon al Tema 4. Anàlisi de funcions del curs Fonaments Matemàtics impartit per M. Rosa Estela al primer curs de grau de la
Aplicació d'anàlisi de funcions a partir del càlcul dinàmic d'estructures, i comportament sísmic d'estructures.