This presentation provides an introduction to the calculation and use of Disability Adjusted Life Years (DALYs). DALY is increasingly used as a measurement for disease burden when comparing the relative burden of specific diseases or a combination of diseases across or within populations.

This presentation provides an introduction to the principles of demographic and epidemiological transition with specific focus on how changes in life expectancy, socio-economic factors and life conditions will change the landscape of global disease burdens.

This presentation provides an overview of the major determinants and specific drivers of epidemiological transition and changes in disease burdens, including demographic factors, urbanisation, diet, economics, climate changes, disasters, health sector reforms, health care and health care technology.

Video made for my BSU students Fall 2019, to introduce them to the app Hypothesis which we'll be using in all my online and in-person classes.

Short Description:
An introduction to medical documentation for the physical therapist assistant. Includes reflection activities as well as documentation exercises and activities.

Long Description:
An introduction to medical documentation for the physical therapist assistant. Reflection and documentation activities are included in each chapter. These exercises are created in a way not only to improve note writing proficiency, but clinical reasoning as well. The rationale behind each type of entry is explored allowing the student to link their medical documentation to key practices and policies of the physical therapy profession.

Word Count: 12328

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This work has been superseded by Introduction to Statistics in the Psychological Sciences available from https://irl.umsl.edu/oer/25/.

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We are constantly bombarded by information, and finding a way to filter that information in an objective way is crucial to surviving this onslaught with your sanity intact. This is what statistics, and logic we use in it, enables us to do. Through the lens of statistics, we learn to find the signal hidden in the noise when it is there and to know when an apparent trend or pattern is really just randomness. The study of statistics involves math and relies upon calculations of numbers. But it also relies heavily on how the numbers are chosen and how the statistics are interpreted.

This work was created as part of the University of Missouri’s Affordable and Open Access Educational Resources Initiative (https://www.umsystem.edu/ums/aa/oer). The contents of this work have been adapted from the following Open Access Resources: Online Statistics Education: A Multimedia Course of Study (http://onlinestatbook.com/). Project Leader: David M. Lane, Rice University. Changes to the original works were made by Dr. Garett C. Foster in the Department of Psychological Sciences to tailor the text to fit the needs of the introductory statistics course for psychology majors at the University of Missouri – St. Louis. Materials from the original sources have been combined, reorganized, and added to by the current author, and any conceptual, mathematical, or typographical errors are the responsibility of the current author.

The development of systems and network concepts for students can begin with this highly interactive inquiry into cell phone networks. Cell phones serve as a handy knowledge base on which to develop understanding. Each cell phone represents a node, and each phone’s address book represents an edge, or the calling relationships between cell phones. Students conceptualize the entire cell phone network by drawing a graphic that depicts each cell phone in the class as a circle (node) connected by directional lines (edges) to their classmate’s cell phones in their address book. Students are queried on the shortest pathway for calling and calling pathways when selected phones are knocked out using school and classroom scenarios.

Students then use a simulation followed by Cytoscape, visually graphing software, to model and interrogate the structure and properties of the class’s cell phone network. They investigate more advanced calling relationships and perturb the network (knock out cell towers) to reexamine the adjusted network’s properties. Advanced questions about roaming, cell towers and email focus on a deeper understanding of network behavior. Both the paper and software network exercises highlight numerous properties of networks and the activities of scientists with biological networks.

Target Audience:
This is an introductory module that we recommend teaching before each of our other modules to give students a background in systems. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. The lessons work best when in-person with students. If you are looking for an Introduction to Systems for remote learning, please use our Systems are Everywhere module.

This course explores perspectives in the policy process - agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership.

SYNOPSIS: In this lesson, students learn about greenwashing, watch a series of videos, and write a paragraph arguing if an advertisement is greenwashing or not.

SCIENTIST NOTES: This lesson introduces the concept of greenwashing and ways students can spot greenwashing by companies. The videos and accompanying materials embedded in the lesson are suitable to explain this concept. This lesson has passed our review process, and it is recommended for classroom use.

POSITIVES:
-This lesson teaches students to critically examine digital media. As digital citizens, they must be aware of how to tell fact from fiction.
-Students get voice and choice in this lesson. Students select their own videos and are able to argue if it is greenwashing or not.

ADDITIONAL PREREQUISITES:
-Students will most likely argue that all the videos are examples of greenwashing.
-Encourage students to dig around the corporation’s website to see if the claims are actually true.
-Encourage students to scroll to the bottom of the corporations' websites. Students can usually find a site map, including pages like "sustainability."
-Students can use the "More Resources on Greenwashing" slide to help them understand greenwashing.

DIFFERENTIATION:
-In their paragraphs, weaker students can focus on music, the tone of the narrator’s voice, or imagery in the videos.

-You can push stronger students to include more concrete evidence in their paragraphs.
-Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs color coded after they finish.
-Weaker students may write only five sentences. Stronger students may write more sentences by adding context to their supporting evidence sentences.
-If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
-Stronger students who finish early can edit one another's paragraphs for mechanical errors, read their paragraphs out loud to one another, or discuss their chosen videos and greenwashing in general.
-Students may be interested in reading a series of fact sheets on greenwashing in the aviation industry, like this one on electric flight.

A lecture series examining Kant's Critique of Pure Reason. This series looks at German Philosopher Immanuel Kant's seminal philosophical work 'The Critique of Pure Reason'. The lectures aim to outline and discuss some of the key philosophical issues raised in the book and to offer students and individuals thought provoking Kantian ideas surrounding metaphysics. Each lecture looks at particular questions raised in the work such as how do we know what we know and how do we find out about the world, dissects these questions with reference to Kant's work and discusses the broader philosophical implications. Anyone with an interest in Kant and philosophy will find these lectures thought provoking but accessible.

Le spectre des lésions de l’anneau pelvien va des fractures à basse énergie et non déplacées (bénignes) aux larges instabilités de l’anneau pouvant mener jusqu’au décès par choc hypovolémique. De surcroît, une instabilité mal traitée va devenir chronique et constituera presque toujours un handicap majeur pour ces patients. La reconnaissance des différents types de lésions de l’anneau pelvien est donc d’une importance capitale pour tout chirurgien orthopédique et sa méconnaissance, source de décès et handicaps évitables. Les fractures de l’anneau pelvien sont présentes chez environ 20 % des polytraumatisés. Dans ces cas, la mortalité est de 5 à 10 % environ. Si le patient est d’emblée instable d’un point de vue hémodynamique, la mortalité s’élève à 30 % et si la fracture est ouverte, à 55 %. Les fractures du sacrum seront abordées dans ce même chapitre. En effet, elles sont présentes dans près de la moitié des fractures de l’anneau pelvien. Le risque d’atteinte neurologique est de 25 % du fait de l’anatomie du sacrum. Les fractures par traumatisme direct s’observent dans seulement 5 % des cas.

The lesson activity titles are:

What are systems? (Purpose: to have students understand what a "system" is, in the broadest sense)
How is the natural environment of the tribal community a system? (Purpose: to tie what students learned during the year about the tribal community and its natural environment to the concept of what a "system" is)
How did settlers of European descent change the tribe's ecosystem? (Purpose: to explore the connections between what European settlers did to the tribe's ecosystem and what the effects have been on the ecosystem)
What can be done? What should be done? (Purpose: to explore and evaluate policy options for future environmental sustenance)

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Library Carpentry lesson: An introduction to Git. What We Will Try to Do Begin to understand and use Git/GitHub. You will not be an expert by the end of the class. You will probably not even feel very comfortable using Git. This is okay. We want to make a start but, as with any skill, using Git takes practice. Be Excellent to Each Other If you spot someone in the class who is struggling with something and you think you know how to help, please give them a hand. Try not to do the task for them: instead explain the steps they need to take and what these steps will achieve. Be Patient With The Instructor and Yourself This is a big group, with different levels of knowledge, different computer systems. This isn’t your instructor’s full-time job (though if someone wants to pay them to play with computers all day they’d probably accept). They will do their best to make this session useful. This is your session. If you feel we are going too fast, then please put up a pink sticky. We can decide as a group what to cover.

This Library Carpentry lesson introduces librarians and others to working with data. This Library Carpentry lesson introduces people with library- and information-related roles to working with data using regular expressions. The lesson provides background on the regular expression language and how it can be used to match and extract text and to clean data.

Library Carpentry, an introduction to SQL for Librarians This Library Carpentry lesson introduces librarians to relational database management system using SQLite. At the conclusion of the lesson you will: understand what SQLite does; use SQLite to summarise and link data.

Library Carpentry lesson to learn how to use the Shell. This Library Carpentry lesson introduces librarians to the Unix Shell. At the conclusion of the lesson you will: understand the basics of the Unix shell; understand why and how to use the command line; use shell commands to work with directories and files; use shell commands to find and manipulate data.

SYNOPSIS: In this lesson, students explore an interactive map, learn about Cancer Alley, and take concrete action to address environmental injustice.

SCIENTIST NOTES: This lesson introduces students to environmental justice and asks them to use an EPA mapping tool that shows how polluted an area is. The lesson also includes a video resource from Vox that highlights the area of Louisiana known as “Cancer Alley." To be as perfectly clear as possible, vast amounts of data and evidence show that people of color are disproportionately affected by pollution in the United States, and that higher exposure to pollutants directly correlates to higher incidence of disease. This video was produced in May of 2020, which is quite early on in the pandemic, and as such, some of the numbers presented in it are outdated. This outdated data is only for the numbers given when speaking on COVID-19 mortality rates. For example, the video says that Louisiana’s population is 32% Black (still correct) but Black people account for 56% of COVID-19 deaths. This is no longer the case as of July 2022, and according to data obtained from Louisiana’s government website, Black citizens account for 34% of deaths. While this is still disproportional, it is not as large of a disparity as when the video was produced. The same is true for Michigan, where Black residents now account for 17.5% of deaths but make up 14% of the population (data from michigan.gov). So, while this lesson highlights the importance of environmental justice and is overall scientifically sound, please just take note of the changes in the COVID-19 data.

POSITIVES:
-This lesson clearly connects redlining and environmental racism.
-This lesson shows a concrete example of the effects of systemic racism in the United States.
ADDITIONAL PREREQUISITES:Some students may never have discussed racism and climate change before. Meet your students where they are and encourage them to ask good questions.
-When teaching this sequence, it’s important to acknowledge the historical facts that have led to this injustice. Here are some resources to help you:
-Dr. Ibram X. Kendi defines racist policy as “any measure that produces or sustains racial inequity between racial groups.” (Source: Article from Penguin Publishing Company)
-Government entities suppressed the Black vote through different means until the Voting Rights Act in 1965. (Source: history.com)
-Redlining was outlawed by the Fair Housing Act in 1968. (Source: ThoughtCo)

DIFFERENTIATION:
-It may be necessary to offer the letter-writing as an extension or an extra credit opportunity.
-Be sensitive to the needs of your students, as systemic racism affects them in different ways.

Loopy dot diagrams uses fruit loops as a manipulative to help students develop the basic skills for making Lewis dot structures to model covalent bonding.