The activity is divided into seven parts, as follows:

Part A: students access an online data set of historic global temperature anomalies and use the webpage to answer questions about the source and presentation of the data.
Part B: students copy the data into an Excel spreadsheet and organize it so that it is easy for them to use and for others to follow.
Part C: students graph their data, explore the use of trend lines, and use a linear regression line to predict future temperatures.
Part D: students access an online data set of historic temperature anomalies within their latitude zone, analyze this data, and compare their results to those from Part C.
Part E: students access an online data set of historic temperatures for their state, analyze this data, and compare their results to those from Parts C and D.
Part F: students choose two original questions related to climate variability and use these or other data sets to address their questions.
Part G: students evaluate the statistical significance of their linear regression lines and interpret their results in the context of climate variability

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This workshop demonstrates how using R can advance open science practices in education. We focus on R and RStudio because it is an increasingly widely-used programming language and software environment for data analysis with a large supportive community. We present: a) general strategies for using R to analyze educational data and b) accessing and using data on the Open Science Framework (OSF) with R via the osfr package. This session is for those both new to R and those with R experience looking to learn more about strategies and workflows that can help to make it possible to analyze data in a more transparent, reliable, and trustworthy way. Access the workshop slides and supplemental information at https://osf.io/vtcak/​.

Resources:

1) Download R: https://www.r-project.org/​
2) Download RStudio (a tool that makes R easier to use): https://rstudio.com/products/rstudio/...​
3) R for Data Science (a free, digital book about how to do data science with R): https://r4ds.had.co.nz/​
4) Tidyverse R packages for data science: https://www.tidyverse.org/​
5) RMarkdown from RStudio (including info about R Notebooks): https://rmarkdown.rstudio.com/​
6) Data Science in Education Using R: https://datascienceineducation.com/​

This activity is an indoor lab where students will make predictions of what a force vs time and acceleration vs time graph will look like for a ride in an elevator going down and up. Students will collect data remotely using a Force Plate and accelerometer and then download the data to the computer for further analysis.

This short course provides training materials about how to create a set of publication data, gather additional information about the data through an API (Application Programming Interface), clean the data, and analyze the data in various ways. Developing these skills will assist academic librarians who are:

Negotiating a renewal of a journal package or an open access publishing agreement,
Interested in which journals the institution's authors published in or which repositories the institution’s authors shared their works in,
Looking to identify publications that could be added to your repository,
Searching for authors who do or do not publish OA for designing outreach programs, or
Tracking how open access choices have changed over time.
After completing the lessons, the user will be able to gain an understanding of an institution’s publishing output, such as number of publications per year, open access status of the publications, major funders of the research, estimates of how much funding might be spent towards article processing charges (APCs), and more. The user will also be better prepared to think critically about institutional publishing data to make sustainable and values-driven scholarly communications decisions.

The course is presented in two sections. Section 1 describes how to build a dataset. Section 2 describes a free, open source tool for working with data. Examples of how to do analyses both in OpenRefine and Microsoft Excel are provided.

This short course was created for the Scholarly Communication Notebook. The file "Analyzing Institutional Publishing Output-A Short Course.docx" serves as a table of contents for the materials.

Students will examine two paintings and discuss the use of architectural elements and vantage points in the paintings. Referring to the elements of art, students will also examine how three-dimensional shapes are transformed into two-dimensional forms in paintings, as well as the use of indoor space vs. outdoor space.

Reflection questions are offered at two levels:
1. District and school level, for system-wide reflection, appropriate for district
administrators, building principals, department chairs, content lea ders, coaches
2. Teacher level, appropriate for individual teachers in considering their
data/information

This quarter-long project forms the basis of a third-year course for majors and nonmajors at the University of Washington, Bothell called Science Methods and Practice. Students use databases to identify novel research questions, and extract data to test their hypotheses. They frame the question with primary literature, address the questions with inferential statistics, and discuss the results with more primary literature. The product is a scientific paper; each step of the process is scaffolded and evaluated. Given time limitations, we avoid devoting time to data collection; instead, we sharpen
students' ability to make sense of a large body of quantitative data, a situation they may rarely have encountered.

We treat statistics with a strictly conceptual, pragmatic, and abbreviated approach; i.e., we ask students to know which basic test to choose to assess a linear relationship vs. a difference between two means. We stress the need for a normal distribution
in order to use these tests, and how to interpret the results; we leave the rest for stats courses, and we do not teach the mathematics. This approach proves beneficial even to those who have already had a statistics course, because it is often the first time
they make decisions about applying statistics to their own research questions.

We incorporate peer review and collaborative work throughout the quarter. We form collaborative groups around the research questions they ask, enabling them to share primary literature they find, and preparing them well to review each other's writing. We encourage them to cite each other's work. They write formal peer reviews of each other's papers, and they submit their final paper with a letter-to-the-editor highlighting how their research has addressed previous feedback.

A major advantage of this course is that an instructor can easily modify it to suit any area of expertise. Students have worked with data about how a snail's morphology changes in response to its environment (Price, 2012), how students understand genetic drift (Price et al. 2014), maximum body size in the fossil record (Payne et al. 2008), range shifts (Ettinger et al. 2011), and urban crop pollination (Waters and Clifford 2014).

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Checklist that can be used as a guide in analyzing the assignment examples

This activity covers the causes, effects, and mitigation of urban heat in New York City. Students use data sets, graphs, maps and images to create their own plan for mitigation in their area. Robust satellite images, city data, tables, maps, and graphs are included in the resource for students to explore.

Le diagnostic est défini comme l’ensemble des mesures réalisées afin d’identifier la nature et la cause des pathologies. Cette recherche est par essence imparfaite et tout thérapeute visera, autant que faire se peut, à s’approcher au plus près du diagnostic. Dans ce processus, plusieurs modalités (anamnèse, examen clinique et examens complémentaires) seront nécessaires tout en restant insuffisantes - ou pour le moins imprécises - lorsqu’elles seront considérées de manière isolée. Au final, c’est la synthèse de ces données qui nous offrira la meilleure vision d’une pathologie nécessairement spécifique et individuelle. La médecine se trouve à mi-distance entre les sciences exactes et les sciences humaines. Certains la définissent aussi comme un art, c’est-à-dire comme une capacité individuelle qu’aurait chaque médecin à soigner. En partie en réaction avec cette idée, depuis une trentaine d’années, l’Evidence Based Medicine s’est progressivement imposée dans les parcours thérapeutiques en même temps qu’une multitude de nouveaux examens complémentaires. Cette évolution vers davantage de science se voit aujourd’hui modérée par un retour progressif à une prise en charge plus globale des patients et c’est probablement à mi-chemin que se trouvera la meilleure stratégie. L’avantage de cette méthode est appuyé par la littérature scientifique actuelle qui montre, chaque jour un peu plus, l’interconnexion des différentes pathologies là-même où nous aurions pensé les séparer par une frontière bien nette. La prise en charge du patient dans sa globalité est garantie par un interrogatoire et un examen clinique bien conduits. Eux seuls peuvent efficacement orienter la nécessité d’examens complémentaires dont la précision extrême reste limitée soit dans l’espace (une IRM lombaire ne couvre que quelques vertèbres…) soit par leur technologie (faible résolution spatiale de la scintigraphie...). La pathologie rachidienne est décrite, à cause de sa prévalence, comme la pathologie du siècle. Elle constitue un des premiers motifs de consultation. Son impact est important sur le plan socio-économique et sur le plan de la santé publique. En effet, en termes d’invalidité, les problèmes lombaires sont au premier plan, suivis par la dépression et les autres affections musculo-squelettiques. Le vieillissement de nos populations s’accompagne d’une augmentation des pathologies dégénératives - y compris rachidiennes - associant des symptômes d’enraidissement, de douleur, de déformation ou de déficit neurologique. Dans ce chapitre, nous nous efforcerons de mettre en lumière les éléments fondamentaux à recueillir dans le cadre d’une consultation en pathologie rachidienne. Il ne s’agit donc pas d’une description exhaustive de l’ensemble des techniques d’interrogatoire et d’examen clinique mais plutôt d’un recueil d’étapes nécessaires pour pouvoir s’orienter correctement et parler un même langage.

This informational text explains that while both the Arctic and Antarctica are cold, Antarctica is much colder and drier - a polar desert. The text is written at a grade two through grade three reading level. This is a PDF containing the informational text and a glossary.

Short Description:
This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

Long Description:
The anatomy of our outwardly facing physical appearance exhibits great diversity between individuals, from different eye, skin and hair colour to the size of our feet and our height. However, it is less known whether our anatomy differs beneath the surface… is the anatomy of the internal organs the same between individuals? Most textbooks would like you to think so with simplified standard descriptions of human anatomy such as the lung lobes and fissures, aortic arch branches and bone numbers. But this eBook is different. Here we build your understanding of the scope and clinical importance of human anatomical variation to improve your clinical skills as a health professional or biomedical scientist.

Anatomical variation is described as the differences in macroscopic morphology (shape and size), topography (location), developmental timing or frequency (number) of an anatomical structure between individuals. It presents during embryological or subadult development and results in no substantive observable interruption to physiological function. Every organ displays an array of anatomical phenotypes, and for these reasons the anatomy of each person is considered a variant. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices.

This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

The textbook is organised to complement your health science studies by developing your depth of understanding to address three critical themes in anatomical variation: Theme 1: Categorise and describe a range of anatomical variation within the human body. Theme 2: Theorise the implications of anatomical variation on patient outcomes and in professional contexts. Theme 3: Investigate the process of anatomical variation formation and its potential causes.

Each chapter employs a multimodal and active learning approach using text and video summaries of key information, checkpoint quizzes, interactive images, clinical and professional discussion activities, and recommended readings. In this way, the activities in this textbook can be easily embedded into existing health science curricula to strengthen anatomical variation understanding in all health professional courses.

Word Count: 31978

ISBN: 978-1-925553-51-2

(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.)

Short Description:
This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

Long Description:
The anatomy of our outwardly facing physical appearance exhibits great diversity between individuals, from different eye, skin and hair colour to the size of our feet and our height. However, it is less known whether our anatomy differs beneath the surface… is the anatomy of the internal organs the same between individuals? Most textbooks would like you to think so with simplified standard descriptions of human anatomy such as the lung lobes and fissures, aortic arch branches and bone numbers. But this eBook is different. Here we build your understanding of the scope and clinical importance of human anatomical variation to improve your clinical skills as a health professional or biomedical scientist.

Anatomical variation is described as the differences in macroscopic morphology (shape and size), topography (location), developmental timing or frequency (number) of an anatomical structure between individuals. It presents during embryological or subadult development and results in no substantive observable interruption to physiological function. Every organ displays an array of anatomical phenotypes, and for these reasons the anatomy of each person is considered a variant. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices.

This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

The textbook is organised to complement your health science studies by developing your depth of understanding to address three critical themes in anatomical variation: Theme 1: Categorise and describe a range of anatomical variation within the human body. Theme 2: Theorise the implications of anatomical variation on patient outcomes and in professional contexts. Theme 3: Investigate the process of anatomical variation formation and its potential causes.

Each chapter employs a multimodal and active learning approach using text and video summaries of key information, checkpoint quizzes, interactive images, clinical and professional discussion activities, and recommended readings. In this way, the activities in this textbook can be easily embedded into existing health science curricula to strengthen anatomical variation understanding in all health professional courses.

Word Count: 31376

(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.)

Le but du présent chapitre n’est pas de réaliser une description exhaustive de l’anatomie du rachis mais bien d’en présenter les caractéristiques essentielles du point de vue du clinicien afin de pouvoir juger de la normalité ou non du bilan d’imagerie. Cette lecture doit pouvoir s’effectuer sur la base des trois examens complémentaires aujourd’hui indispensables qui sont la radiographie, le CT-scan et l’IRM.

Syllabus for the first half of a comprehensive study of the structure and function of the human body. This course uses an open textbook, Anatomy & Physiology, from OpenStax.

Syllabus for the second half of a comprehensive study of the structure and function of the human body. This course uses an open textbook, Anatomy & Physiology, from OpenStax.

This Anatomy and Physiology I Histology Atlas helps students better understand the complex discipline of tissue histology with the use of interactive H5P activities. Students can reveal or hide illustration overlays drawn to help students visualize cell- and tissue-level structures.

This open access histology atlas was made possible through generous grant funding by The University System of Georgia through the Affordable Learning Georgia initiative: https://www.affordablelearninggeorgia.org/.

Short, animated videos on many Anatomy and Physiology topics. Videos used in college courses and cover the content presented in the first 2 semesters of Anatomy and Physiology for Nursing/Allied Health students.

This open textbook is adapted from OpenStax’s Anatomy and Physiology for Carmen Bott’s KINS 1100 (Biodynamics of Physical Activity) class at Langara College. Sections have been omitted from the original textbook to reflect the KINS 1100 curriculum, but the content is otherwise unchanged.

A brief overview of the six Creative Commons licenses and how each works.