This lesson explores first the role Brian Epstein played in helping craft The Beatles' visual presence, group identity and team unity, the way he helped the group transition from successful nightclub act to international sensation.

By the end of their 1966 summer tour, The Beatles had grown weary of the live concert setting. Concurrently, they had become increasingly comfortable within, and inspired by the possibilities of the recording studio. In the fall of 1966, in a culminating moment, The Beatles announced that they would no longer tour and would instead focus their creative energy on making records.

This course will present students with an overview of Brazilian popular music, from the late nineteenth century to the present day. Considered an advanced course, it aims to build vocabulary competence and improve oral communication through the study and discussion of topics about cultural aspects and current issues in Brazil. It is designed to give students extensive experience in Portuguese and emphasizes skill development and refinement in the area of critical reading and writing in Portuguese.

Every day, teachers make thousands of decisions: what content to teach, what activities to assign, who to call on, how to respond to a student question, how to react to student behavior. These day-to-day decisions can have an enormous effect on the lives of young people, for good and ill. They can open new doors or cause lasting harm; they can make students feel seen and valued, or dampen their interest in school. In this course, we will investigate these interactions, rehearse responding to difficult scenarios, and develop a set of equity teaching mindsets and practices to support all of our learners, especially underserved students.
With colleagues from your school or organization and online learners around the world, you will participate in four cycles of inquiry, practice, and action, and then complete a final action project. In each cycle of inquiry, you will examine and re-examine dimensions of inequality through educator mindsets, imagine community change through documentary case studies, rehearse taking action in thorny situations through digital practice spaces, and begin to lead change through action-oriented assignments. Our early investigations will focus on relationships and interactions with individual students, and pan out to examine the effects of bias on classrooms, schools, and communities. As you complete activities with peers online, you will develop a rich set of resources and exercises to use with your students and colleagues in your local context.
At the end of the course, you will have a better understanding of yourself and your students, new resources to draw on for helping all students thrive, and a plan to work with your school community to advance the lifelong work of equitable teaching.
This course is part of the Open Learning Library, which is free to use. You have the option to sign up and enroll in the course if you want to track your progress, or you can view and use all the materials without enrolling.

Becoming the Next Bill Nye is about using video production techniques to develop your ability to engagingly convey your passions for science, technology, engineering, and / or math. You’ll have the opportunity to script and on-screen host 5-minute YouTube science, technology, engineering, and / or math-related shows to inspire youth to consider a future in science.

Design of shoreline protection along rivers, canals and the sea; load on bed and shoreline by currents, wind waves and ship motion; stability of elements under current and wave conditions; stability of shore protection elements; design methods, construction methods. Flow: recapitulation of basics from fluid mechanics (flow, turbulence), stability of individual grains (sand, but also rock) in different type of flow conditions (weirs, jets), scour and erosion. Porous Media: basic equation, pressures and velocities on the stability on the boundary layer; groundwater flow with impermeable and semi-impermeable structures; granular filters and geotextiles. Waves: recapitulation of the basics of waves, focus on wave forces on the land-water boundary, specific aspects of ship induced waves, stability of elements under wave action (loose rock, placed blocks, impermeable layers) Design: overview of the various types of protections, construction and maintenance; design requirements, deterministic and probabilistic design; case studies, examples Materials and environment: overview of materials to be used, interaction with the aquatic environment, role of the land-water boundary as part of the ecosystem; environmentally sound shoreline design.

This course surveys Romantic musical genres including song, choral music, opera, piano sonata, character cycle, concerto, symphony, and symphonic poem, including the composers Beethoven, Schubert, Berlioz, Chopin, Brahms, Wagner, Verdi, Tchaikovsky, and Mahler. Written essays and oral presentations are based on live performances as well as listening and reading assignments.

Beginner Adult ESOL Digital Literacy Course

Appropriate for use in the following courses:
ESOL 23: English Language Learning Lab
ESOL 20: Level 2 Integrated Skills
ESOL 30: Level 3 Integrated Skills

ESOL 23
ESOL Language Learning Lab

Description
The ESOL Language Lab provides ESOL students with self-paced, individualized learning. The primary focus in the lab is on grammar, vocabulary, reading, writing, listening and speaking skills related to the eight levels of the ESOL program curriculum. Multi-media/computer assisted instruction in addition to textbook and workbook assignments are used. Learning activities may be supplemented with one-on-one or small group tutoring.

ESOL 20
Level 2 Integrated Skills

Description
Continues to develop beginning English reading, writing, speaking and listening skills for adult learners in their roles as family and community members, workers, citizens and lifelong learners. Promotes the process of combining knowledge, skills, and problem-solving strategies. Second course in the eight-level ESOL sequence.

ESOL 30
Level 3 Integrated Skills

Description
Develops high-beginning English reading, writing, speaking and listening skills for adult learners in their roles as family and community members, workers, citizens and lifelong learners. Promotes the process of combining knowledge, skills, and problem-solving strategies. Third course in the eight-level ESOL sequence.

Introduction of past tense and past progressive tense for beginning level academic English.

This course is also intended to provide the student with a strong foundation for intermediate algebra and beyond. Upon successful completion of this course, you will be able to: simplify and solve linear equations and expressions including problems with absolute values and applications; solve linear inequalities; find equations of lines; and solve application problems; add, subtract, multiply, and divide various types of polynomials; factor polynomials, and simplify square roots; evaluate, simplify, multiply, divide, add, and subtract rational expressions, and solve basic applications of rational expressions. This free course may be completed online at any time. It has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. (Mathematics 001)

This is an intermediate workshop designed for students who have a basic understanding of the principles of theatrical design and who want a more intensive study of costume design and the psychology of clothing. Students develop designs that emerge through a process of character analysis, based on the script and directorial concept. Period research, design, and rendering skills are fostered through practical exercises. Instruction in basic costume construction, including drafting and draping, provide tools for students to produce final projects.

This course is a study of Behavior of Algorithms and covers an area of current interest in theoretical computer science. The topics vary from term to term. During this term, we discuss rigorous approaches to explaining the typical performance of algorithms with a focus on the following approaches: smoothed analysis, condition numbers/parametric analysis, and subclassing inputs.

In 2008, the Beijing Urban Design Studio will focus on the issue of Beijing’s urban transformation under the theme of de-industrialization, by preparing an urban design and development plan for the Shougang (Capital Steel Factory) site. This studio will address whether portions of the old massive factory infrastructure can be preserved as a national industrial heritage site embedded into future new development; how to balance the cultural and recreational value of the site with environmental challenges; as well as how to use the site for urban development. A special focus of the studio will be to consider development approaches that minimize energy utilization.
To research these questions, students will be asked to interact with clients from the factory, local residents, city officials and experts on transportation, environment, energy and real estate. They will assess strategic options for the steel factory and propose comprehensive plans for the design and development of the brownfield site.

The Beijing Urban Design Studio is a joint program between the MIT and Tsinghua University Schools of Architecture and Planning. The goal of the studio is to foster international cooperation through the undertaking of a joint urban design and planning initiative in the city of Beijing involving important, often controversial, sites and projects. Since 1995, almost 250 MIT and Tsinghua University students and faculty have participated in this annual studio, making it one of the most successful and enduring international academic programs between China and the US. It has received the Irwin Sizer Award from MIT for outstanding innovation in education. The studio takes place over five weeks in June and July including several weeks in residence at Tsinghua University and two brief study tours to locations and projects that inform the work. It will include 18-20 MIT and 10-15 Tsinghua Architecture and Planning students. The Beijing City Planning Institute, responsible for strategic planning in the city, participates in the studio as the client.

This is the 20th anniversary of the Beijing Urban Design Studio, which is a joint program between the MIT and Tsinghua University Schools of Architecture and Planning. The goal of the studio is to foster international cooperation through the undertaking of a joint urban design and planning initiative in the city of Beijing involving important, often controversial, sites and projects. Since 1995, almost 250 MIT and Tsinghua University students and faculty have participated in this annual studio, making it one of the most successful and enduring international academic programs between China and the U.S. It has received the Irwin Sizer Award from MIT for outstanding innovation in education. The studio takes place over five weeks in June and July including several weeks in residence at Tsinghua University and two brief study tours to locations and projects that inform the work. It will include 18-20 MIT and 10-15 Tsinghua Architecture and Planning students. The Beijing City Planning Institute, responsible for strategic planning in the city, participates in the studio as the client.

Companion Site for Harvard Medical School Canvas Network MOOC Best Practices for Biomedical Research Data Management. This Open Science Framework project site includes all the materials contained in the Canvas course including: readings and resources; slide presentations; video lectures; activity outlines; research case studies and questions; and quiz questions with answer guide.

Biomedical research today is not only rigorous, innovative and insightful, it also has to be organized and reproducible. With more capacity to create and store data, there is the challenge of making data discoverable, understandable, and reusable. Many funding agencies and journal publishers are requiring publication of relevant data to promote open science and reproducibility of research.

In order to meet to these requirements and evolving trends, researchers and information professionals will need the data management and curation knowledge and skills to support the access, reuse and preservation of data.

This course is designed to address present and future data management needs.

This course focuses on works that caught the popular imagination in the past or present. It emphasizes texts that are related by genre, theme or style. The books studied in this course vary from semester to semester, and the topic for Fall 2006 is Detective Fictions.

This class uses a range of literary texts to trace the growth of the vampire trope from its first appearance in English-language fiction in the early years of the nineteenth century. Centering on classic works by Lord Byron, John Polidori, Sheridan le Fanu, Bram Stoker, and others, we learn about the formation of the modern literary canon, the folklore of the undead, and the creation of one of the most prolific popular culture genres—vampire fiction—which reached its first apotheosis in Stoker’s masterwork, Dracula.