Datasets:

nkandpa2
/

oercommons

Dataset card Data Studio Files Files and versions Community

Split (1)

train · 9.34k rows

id stringlengths 54 56	text stringlengths 0 1.34M	source stringclasses 1 value	added stringlengths 26 26	created stringlengths 3 51 ⌀	metadata dict
https://oercommons.org/courseware/lesson/102992/overview	Neiva, a city full of unfinished buildings. Overview This work begins describing the problem of unfinished buildings and lots, the factors that contribute to the problem, and who is responsible for this problem. Introduction By: https://www.eluniversal.com.co/politica/cartagena-es-la-segunda-ciudad-de-colombia-con-mas-elefantes-blancos-HA3453283 The unfinished buildings or "Elefantes Blancos" that fill the community with indignation are surfacing in several sectors of the city of Neiva, Huila, where its inhabitants want to see the completion of these long-standing projects in which millions of national and local resources have been buried. This work begins describing the problem of unfinished buildings and lots, the factors that contribute to the problem, and who is responsible for this problem. Now we are going to show you some of the most important examples of unfinished building in the city of Neiva. Example 1 Guillermo Plazas Alcid soccer stadium The Guillermo Plazas Alcid soccer stadium, a failed project in which 28 billion pesos were invested in 2014 for the remodeling of the western grandstand but the works collapsed leaving 4 construction workers dead and 10 others injured. It has suffered 5 suspensions for 337 days and currently the work is still suspended due to errors in the structural designs. In November 2020, a conciliation agreement was signed between ESAP and Enterritorio, which is being studied by the Administrative Court of Cundinamarca to determine the viability of the construction. Example 2 Maternal and Child Care Center Another unfinished project is the Maternal and Child Care Center, Caimi, a project that has been under construction for several years with an investment of close to 17,000 million pesos. Straightening out this project has not been easy because this administration found it with structural problems, design and even current regulations, which has turned it into a headache. To get Caimi back on track, the city has received support from the Ministry of Health with more than 2,000 million pesos and 1,300 million pesos from the Mayor's Office in order to conclude the first phase, which is the most urgent. Example 3 Skating Rink The Neiva skating rink is a project that has been talked about since 2008 and that, apparently, after 14 years, will finally be delivered to the 1,500 skaters in the region. The illusion is great and it is not for less, since the sports scenario was called one of the many existing 'white elephants'. The second phase of this project would end with a much higher investment than expected, however, this would be due to several factors that delayed the progress. Example 4 Abandoned building located in the carrera 5 West in the Los Andaquies neighborhood. This picture was taken in 2013. This picture was taken in 2021.	oercommons	2025-03-18T00:34:14.128737	04/19/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102992/overview", "title": "Neiva, a city full of unfinished buildings.", "author": "Brayan Amaya" }
https://oercommons.org/courseware/lesson/73198/overview	Análisis de Cuentos Overview El presente análisis corresponde al Jircas de López Albújar Cuentos Las Jircas En torno a la ciudad de Huánuco existen tres cerros o jircas: Marabamba, Rondos y Paucarbamba. Una leyenda lugareña, de origen prehispánico, contaba el origen de esos nombres: eran de tres guerreros antiguos, venidos de lejos en busca del amor de una hermosa doncella. El autor recoge esta leyenda y la recrea de manera magistral. El curaca de esa región, llamado Pillco-Rumi, tenía una hermosísima hija única, Cori Huayta (Flor de Oro). El padre no quería que su adorada hija se casara porque para él no existía en su reino un hombre perfecto y capaz de hacerla feliz. Pero al actuar así iba contra las leyes del reino, que obligaban a toda mujer adulta a contraer matrimonio. Varios pretendientes se dispusieron a pelear para conseguir la mano de la bella Cori Huayta, entre ellos tres guerreros famosos: Maray, Runtus y Páucar, venidos de la puna, del mar y de la selva, respectivamente, al frente de numerosos ejércitos. Al verse rodeado, Pillco-Rumi implora desesperadamente la ayuda del dios Pachacámac; este interviene matando a los pretendientes y convirtiéndoles en cerros. Luego, el dios va en busca a Cori-Huayta, a la que toma para sí, fulminándola con un rayo. Es en ese instante en que se escucha la voz del dios que decía «huañucuy» (¡muérete!); los pobladores, asustados, abandonan el lugar y fundan otra población, a la que bautizan Huánuco, en alusión a la voz divina. López Albújar, Enrique. Cuentos andinos. Lima, Peisa, 1986, p. 7.	oercommons	2025-03-18T00:34:14.142505	10/06/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73198/overview", "title": "Análisis de Cuentos", "author": "Ronald Ramos" }
https://oercommons.org/courseware/lesson/115385/overview	THE SOLAR SYSTEM Overview This lesson of Natural Sciences is intended fro grade 7th and it is about the Solar System. INTRODUCTORY ACTIVITY In groups of 4 discuss with your classmates about the following questions: DID YOU KNOW? SECOND ACTIVITY Now that you know the characteristics of the planets, you must classify them in the following chart. Look at the example: THIRD ACTIVITY Read the concepts and according to them complete the following crossword puzzle: HOMEWORK The following video and image represents Greek and Roman mythology in relation to the planets of the solar system. Your task is to investigate what myths about the planets exist or existed in your region and make a drawing about it.	oercommons	2025-03-18T00:34:14.158133	04/18/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/115385/overview", "title": "THE SOLAR SYSTEM", "author": "Andres Felipe Cardozo Rivas" }
https://oercommons.org/courseware/lesson/69229/overview	KS2 Circulatory System Interactive Labelling Activity Overview Use this interactive labelling activity to locate the parts of the human circulatory system. Track the circulatory system on its journey around the body. Children simply drag and drop to label each part. Circulatory System - Labelling Activity What is the circulatory system? The circulatory system is the network of organs and vessels which allow blood and the materials carried by blood to circulate around the body. The circulatory system is made up of the heart, blood vessels and blood. The ciculatory system ensures that oxygen is delivered to all areas of the body and waste materials such as carbon dioxide are removed. How can I test children's knowledge of the human circulatory system? Use this interactive labelling activity to locate the parts of the human circulatory system. Track the circulatory system on its journey around the body. Children simply drag and drop to label each part. Simple and quick to use educational resource for KS2 to keep them engaged and entertained.	oercommons	2025-03-18T00:34:14.174616	07/01/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/69229/overview", "title": "KS2 Circulatory System Interactive Labelling Activity", "author": "David Jose" }
https://oercommons.org/courseware/lesson/78578/overview	Googles slides on mentorship Jeopardy Kahoot Lesson plans Student Mentorship Overview This is a free lesson to be used by anyone looking to help their class learn about mentorship. With some elements of gamification, this is sure to help you get started on teaching mentorship to students Intro to mentorship These lessons are intended for grades 7 and 10 to work together but it wouldn't be too hard to adapt to other grades. Lesson Objectives: \| \| Outline Tasks/Actions \| \| Digital and Non-Digital Media: \| Kahoot - How to use: Take-Home Quiz \| Additional Information \| \| Take-Home Tasks: \| Personality quiz - to identify your player type for both grades to better match up students \| Implementing Mentorship All of the digital resources have links to them within the content. These lessons are intended for grades roughly 10 and 7. As well use the rubric at the end of the Lesson plan file to have student do some peer reviewing. Lesson Objectives: \| \| Outline Tasks/Actions \| \| Digital and Non-Digital Media: \| \| Additional Information \| \| Take-Home Tasks: \| Questionnaire- how did you enjoy it? \|	oercommons	2025-03-18T00:34:14.210181	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78578/overview", "title": "Student Mentorship", "author": "Special Education" }
https://oercommons.org/courseware/lesson/107227/overview	Education Standards Contrasting Parenthood Terms Overview Students will contrast the terms parent, parenting, and parenthood by engaging in a round robin and group work. Photo Credit: Peggy Smith on Upsplash State Standards: HSE.HS.33.1.a Identify parenting roles across the lifespan. HSE.HS.33.1.b Differentiate the expectations and responsibilities of parenting. Lesson Plan: Contrasting the Terms Parent, Parenting, and Parenthood Objective: Students will be able to contrast and differentiate the terms "parent," "parenting," and "parenthood" and understand their significance in the context of family dynamics and responsibilities. Grade Level: High School Duration: 1 class period (approximately 45-60 minutes) Materials: - Whiteboard or chalkboard - Markers or chalk - Handout with definitions of "parent," "parenting," and "parenthood" (prepared by the teacher) - Copies of relevant articles or case studies (optional, to extend the lesson) Procedure: Step 1: Introduction (10 minutes) - Begin the lesson by asking students to share their understanding of the terms "parent," "parenting," and "parenthood." Write their responses on the board. - Explain that today's lesson will focus on exploring these terms in depth and understanding their distinct meanings. Step 2: Defining the Terms (15 minutes) - Distribute the handout with the definitions of "parent," "parenting," and "parenthood." - Read through each definition together as a class, and ensure that students have a clear understanding of each term. - As a class, discuss examples to illustrate each definition. For instance: - Parent: A biological or legal guardian of a child. - Parenting: The act of raising and nurturing a child, encompassing various responsibilities and actions. - Parenthood: The state or experience of being a parent, involving both joys and challenges. Step 3: Contrasting the Terms (15 minutes) - Engage the students in a group activity to contrast the terms further. - Divide the class into small groups and provide each group with large sheets of paper or whiteboards. - Assign each group one of the terms ("parent," "parenting," or "parenthood"). - Instruct the groups to brainstorm and create a mind map or list of words and phrases that are associated with their assigned term. - After the brainstorming activity, have each group presents their findings to the class. Encourage discussions and questions after each presentation to deepen the understanding of the contrasts between the terms. Step 4: Real-life Examples (optional) - If time permits and to extend the lesson, provide the students with relevant articles or case studies that highlight real-life examples of "parent," "parenting," and "parenthood" experiences. - In pairs or small groups, have the students read and analyze the articles/case studies. - Encourage the students to share their reflections on the various scenarios and how they relate to the terms discussed in the lesson. Step 5: Conclusion (5 minutes) - Summarize the main points of the lesson, emphasizing the distinctions between "parent," "parenting," and "parenthood." - Ask the students to reflect on what they have learned and how it relates to their own lives or the lives of people they know. - Open the floor for any remaining questions or thoughts. Homework (optional): For homework, students can write a short reflective essay on the importance of understanding the differences between "parent," "parenting," and "parenthood" in building healthy family relationships and a strong foundation for children's well-being. Assessment: The student's understanding can be assessed through class participation, the quality of their contributions to the group activity, and their ability to articulate the contrasts between the terms in the reflective essay (if assigned).	oercommons	2025-03-18T00:34:14.233855	Ashley Ziska	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/107227/overview", "title": "Contrasting Parenthood Terms", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/102532/overview	The Use of Blockchain Technology in the Insurance Industry Overview The Use of Blockchain Technology in the Insurance Industry The Use of Big Data in Retail Banking This research topic looks at the use of big data in retail banking. It assesses the potential benefits of using big data to improve customer segmentation and target marketing campaigns. Fintech topics The Use of Blockchain Technology in the Insurance Industry This research topic looks at the use of blockchain technology in the insurance industry. It assesses the potential benefits of using blockchain to streamline claims processing and improve the transparency of the insurance sector. Regulating Initial Coin Offerings This research topic assesses the regulatory framework for initial coin offerings. It looks at the challenges associated with regulating ICOs and makes recommendations for improving the existing framework. The Use of Big Data in Retail Banking This research topic looks at the use of big data in retail banking. It assesses the potential benefits of using big data to improve customer segmentation and target marketing campaigns.	oercommons	2025-03-18T00:34:14.253371	04/02/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102532/overview", "title": "The Use of Blockchain Technology in the Insurance Industry", "author": "Padmini V" }
https://oercommons.org/courseware/lesson/106185/overview	Malcom X, "By Any Means Necessary" Martin Luther King Jr., "Letter From Birmingham Jail" Examining Primary Sources from the Civil rights Movement Overview The Civil Rights Movement in America featured many different leaders, some with very different approaches they thought would help African Americans achieve equality. Of these figures Martin Luther King Jr. and Malcom X are two of the most influential. Students will analyze one writing from each of these leaders to determine what their beliefs were and how they were different from one another, before discussing these beliefs and differences with a partner. Image: Warren K. Leffler (photographer), Library of Congress (source). Public Domain. Lesson Objectives Students will: - Analyze writings from Malcom X and Martin Luther King Jr. - Describe the beliefs these Civil Rights based upon their public speeches. - Compare and contrast the beliefs of these figures. - Discuss and reflect on these writings with a partner Introduction What does Civil Rights mean to you in today’s world? Take a minute to discuss this as a class. After we ponder this question, we can look back at the Civil Rights Era in the United States. Today we will be reading two important writings from seminal Civil Rights figures Martin Luther King Jr. and Malcom X. Be sure to read them thoroughly and keep in mind these analysis questions for each writing: - How would you describe their beliefs? - How do they believe equality can be achieved? - How would one leader criticize the other? - Which leader do you think was more impactful in the Civil Rights movement? Think these questions through and prepare to discuss with a partner. Activity This activity can be modified for more of a group discussion by having one group read the Malcom X writing and the other read the MLK, while still answering the analysis questions, and then discussing the differences as a whole class. Read Martin Luther King Jr.'s "Letter From Birmingham Jail" and Malcom X's "By Any Means Necessary" speech in whatever order you so choose. While reading remember to keep in mind the questions: - How would you describe their beliefs? - How do they believe equality can be achieved? - How would one leader criticize the other? - Which leader do you think was more impactful in the Civil Rights movement? After reading and answering these questions for each writing, find a partner and discuss your analysis with a partner. Exit Ticket This could simply be turned into a discussion topic for the class if you so choose. What is something you would want to know more about with regard to each of these Civil Rights leader? As an Exit Ticket, write your thoughts down and turn them in to the teacher.	oercommons	2025-03-18T00:34:14.279094	Matthew Landon	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/106185/overview", "title": "Examining Primary Sources from the Civil rights Movement", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/96157/overview	Education Standards Bécassine Bécassine voyage Ecoutez-moi___par_Benjamin_Rabier__bpt6k6514006d "Family Secrets" Tisseron Humour et clichés dans Les Bijoux de la Castafiore d'Hergé Humour et clichés dans L'Ile noire d'Hergé Juifs et Musulmans en Algérie pendant la colonisation française La bd francophone années 1938-1960 La BD historique française La dernière case L'enfance de Bécassine Les Schtroumpfs noirs de Célia Sadai Lexique et Concepts Fondamentaux - exercice 1 Lexique et Concepts Fondamentaux - exercice 2 L'invention de la bande dessinée onomatopées planche-bd-la-famille-fenouillard Pronoms Sexualisation. féminine bd 1960 Töpffer QA4U -- Bandes dessinées francophones Overview test overview goes here Bienvenue! [Photo by Steven Lasry on Unsplash] Bienvenue sur le site Bandes dessinées francophones! This text is meant to teach upper intermediate students of French as a second language about Francophone comic books while working on intermediate and advanced level language skills. Dr. Martine Motard-Noar, Professor of French McDaniel College Westminster, Maryland Introduction While many of these bandes dessinées can be downloaded or read online, we strongly suggest that instructors require students to purchase these comic books and clearly explain to students why cultural products are valuable and deserve to be protected by copyright laws. Additionally, this workbook can be used in conjunction with an online reference French grammar if the class is taught at the upper intermediate level. This book is intended for use at the upper intermediate or early advanced undergraduate level in French. This textbook is written in French at a level that is appropriate for the students. The number and variety of bandes dessinées studied in this book as well as the interactive nature of the activities should allow instructors to tailor the timing and choice of texts to the level of their students and the number of weeks at hand. In this way, this textbook is closer to a workbook than to a traditional textbook. Its goal is to introduce students to the close reading of comic books while exploring the history and the techniques of the genre. Bandes dessinées francophones follows a chronological order which also moves students, in a gradual way, to more sophisticated comic styles as well as stylistic styles and cultural complexity. This workbook is to be used in conjunction with a few comic books and graphic novels chosen by the instructor among the ones studied in this proposed manuscript. Table des matières Introduction Bienvenue! Table des matières [section 3] Lexique et concepts fondamentaux [section 4] CHAPITRE 1 - L'origine de la bande dessinée [section 5] CHAPITRE 2 - Rodolphe Töpffer, l'inventeur de la bande dessinée ? [section 6] CHAPITRE 3 - Bécassine (1905-1962) de Jacqueline Rivière (puis Caumery) et Émile Pinchon [section 7] CHAPITRE 4 - Les aventures de Tintin d'Hergé [section 8] CHAPITRE 5 - Les Schtroumpfs noirs de Peyo (1963) [section 9] CHAPITRE 6 - Astérix légionnaire (1967) de Goscinny et Uderzo [section 10] CHAPITRE 7 - Monopoles, influences étrangères ou coloniales et questions budgétaires [section 11] CHAPITRE 8 - Les Frustrés de Claire Bretécher (1975-1980) Ciboire de Criss ! de Julie Doucet (1996) et [section 12] CHAPITRE 9 - Le chat du rabbin: La Bar-Mitsva (2002) de Joann Sfar [section 13] CHAPITRE 10 - Poulet aux prunes (2004) de Marjane Satrapi [section 14] CHAPITRE 11 - Aya de Yopougon (2005) de Marguerite Abouet et Clément Oubrerie [section 15] CHAPITRE 12 - Moi René Tardi, prisonnier de guerre au Stalag IIB (tome 1; 2012) de Tardi [section 16] Conclusion et ouverture [section 17] Liste d'onomatopées en français [section 18] Bibliographie [section 17] Lexique et concepts fondamentaux LEXIQUE ET CONCEPTS FONDAMENTAUX DE LA BANDE DESSINÉE VOCABULAIRE Voici les termes importants pour parler de la structure de la page en bande dessinée. Regardez la page suivante pour voir le chiffre correspondant et identifier chaque élément : - une planche : la page en bande dessinée. Elle est composée de plusieurs bandes. - un cadre : un trait noir, en général, qui entoure une image - une bande ou un strip: la succession horizontale de plusieurs cases ou vignettes. Trois ou quatre bandes forment souvent une planche - une case ou une vignette : une image (en général un carré ou un rectangle) d’une bande dessinée délimitée par un cadre. - une bulle ou un phylactère : forme variable qui, dans une case, contient les paroles ou les pensées des personnages reproduites au style direct. - un appendice : il permet d’identifier le locuteur. Il prend souvent la forme d’une flèche pour les paroles et de petits ronds pour les pensées. - un cartouche : un encadré rectangulaire contenant des éléments narratifs et descriptifs assumés par le narrateur, appelés également commentaires. - une onomatopée : un mot qui imite un son. Elle représente les « sons » de la bande dessinée. - une gouttière : l’espace qui sépare les images des autres images. Cet espace est souvent blanc ou de la couleur de la page. Exercice 1. Ouvrez le fichier de l'exercice 1 et reportez le terme qui convient avec chaque numéro correspondant. LA PERSPECTIVE EN BANDE DESSINÉE Il y a quatre grandes catégories de plans (ou de perspectives) avec, du plus large au plus resserré : 1. Les plans d'ensemble, qui donnent de l'importance au décor, à la situation générale. 2. Les plans moyens, qui font ressortir le ou les personnages, tout en donnant quelques informations sur leur environnement. 3. Les plans rapprochés, qui attirent l'attention du lecteur sur des personnages, une discussion ou des objets. 4. Les gros plans et très gros plans ou zooms, qui font ressortir un visage, un objet ou un détail. Exercice 2. Ouvrez le fichier de l'exercice 2. Identifiez les différents plans et les termes corrects pour faire la description de la planche d' ALLIX-Le Dieu sans nom. Suivez les indications. CHAPITRE 1 - L'origine de la bande dessinée Discussion en classe. Après une présentation assez rapide, on peut se servir de cette discussion comme forme indirecte de préparation à la composition. La question centrale est que les spécialistes ne considèrent pas ces exemples comme constituant véritablement l'ancêtre de la bande dessinée "moderne", dans le sens où cette dernière a une dimension critique qui ne sera développée qu'au XIXe siècle avec Töpffer. Ceci dit, il est peut-être préférable de laisser les étudiants s'exprimer oralement et par écrit sur le sujet, surtout s'il s'agit du tout début du cours. Le débat et la capacité à manipuler le vocabulaire important sont probablement plus importants ici que d'avoir "raison" ou "tort". Ceci est une question qui peut-être reposée en fin de cours! Composition: La longueur de cette compostion peut varier. Chaque professeur.e se chargera de définir les paramètres, vu le niveau de leur classe et leur préférence (alinéas, marges, style, nombre de sources requises, soumission d'un brouillon initial). Voir les notes ci-dessus au sujer de la "Discussion en classe" pour lire certaines considérations vis-à-vis de réponses possibles au sujet de composition. Exercice ludique sur les terminaisons et les genres: Selon le niveau de la classe, on peut réviser de manière plus complète les terminaisons qui aident à déterminer le genre des noms dans une grammaire de référence ou en rester seulement à ce rappel. CHAPITRE 1 - L'ORIGINE DE LA BANDE DESSINÉE PREMIÈRE PARTIE Est-ce que la bande dessinée a toujours existé depuis que les humains sont sur la terre? 1. Lecture. Ouvrez le texte "L'invention de la bande dessinée", réalisé par Fanny Kerrien et Jean Auquier. Lisez l'introduction (p. 2) et "Depuis les origines, l'homme se raconte en images" (p. 3). Prenez des notes. 2. Faites une liste du vocabulaire que vous ne connaissez pas (ex: un témoignage; jalonner; une croyance; un creux; une bosse; l'art pariétal ...) \| VOCABULAIRE \| PRATIQUE \| \| avant/après notre ère (avant: avant/après J.C) \| au douzième siècle = au XIIe siècle Rappel (chiffres ordinaux): douze ... douzième treize ... treizième neuf ... neuvième un/e ... premier/première vingt-et-un ... vingt-et-unième \| \| N'OUBLIEZ PAS LA GRAMMAIRE! \| N'OUBLIEZ PAS LES TEMPS ET CONJUGAISONS! \| depuis que + présent a century ago = il y a un siècle \| verbes en -ant : le participe présent \| 3. Présentation sur la grotte Chauvet (et/ou Lascaux) en France. ekladata.com Grotte de Chauvet en France (thoughtco.com) Grotte de Lascaux en France (faculty.umb.edu) DEUXIÈME PARTIE Les fresques et mosaïques de l'Antiquité Fresque gallo-romaine de Lyon (photo.geo.fr) 4. Lisez et regardez la page 4 de "L'invention de la bande dessinée" \| RAPPEL GRAMMATICAL \| \| le futur avec aller + verbe à l'infinitif \| Le Moyen-Âge: vitraux, gravures et phylactère 5. Lisez et regardez la page 5 de "L'invention de la bande dessinée". Prenez des notes et vérifiez le vocabulaire que vous ne connaissez pas. 6. Discussion en classe au sujet de la tapisserie de Bayeux (XIe siècle). Après une présentation assez rapide sur la tapisserie de Bayeux, pensez-vous qu'il s'agit d'un "ancêtre" de la bande dessinée? (etn-net.org) 7. Composition. Regardez la vidéo (3 min.) sur la Chapelle Notre-Dame des Fontaines, intitulée "Brigue, Notre-Dame des fontaines" (https://www.youtube.com/watch?v=yVlI1CbzJ6E) et répondez à la question suivante en une à deux pages: Selon vous, est-ce que la Chapelle Notre-Dame des Fontaines en France est un exemple de bande dessinée? Église Notre-Dame-des-Fontaines en France (francetvinfo.fr) \| EXERCICE LUDIQUE SUR LES TERMINAISONS ET LES GENRES \| \| QUELS MOTS SONT : M OU F? \| invention vitrail temple fresque événement vase enluminure image siècle personnage étiquette \| CHAPITRE 2 - Rodolphe Töpffer, l'inventeur de la bande dessinée? CHAPITRE 2 - Rodolphe Töppfer (1799-1846) , celui qui est souvent considéré comme l'inventeur de la bande dessinée 1. Travail sur la biographie de Töpffer. Faites des recherches et prenez des notes SEULEMENT sur la biographie de Töpffer. Pour vous aider à faire des recherches de base en anglais et en français, servez-vous d'abord de la page Wikipedia sur Rodolphe Töpffer en anglais (https://en.wikipedia.org/wiki/Rodolphe_T%C3%B6pffer). Puis, regardez la page Wikipedia en français sur Rodolphe Töpffer (https://fr.wikipedia.org/wiki/Rodolphe_T%C3%B6pffer). Ces deux pages ne sont pas identiques mais peuvent vous aider à noter le vocabulaire pour pouvoir discuter de la biographie de Töpffer en classe. Tout le monde partagera ses recherches en classe. et 2. Discussion et présentation sur l'importance de Rodolphe Töpffer, premier théoricien de la bande dessinée. Voir Présentation Powerpoint ci-jointe. 3. La place de la narration dans les premières histoires en forme de bandes dessinées à la fin du XIXe siècle en France. Comparez et analysez les deux planches ci-jointes: celle de La Famille Fenouillard (1889) de Christophe et celle de Benjamin Rabier (1864-1939). \| ÉTUDE DES ONOMATOPÉES EN FRANÇAIS \| ALLEZ SUR L'INTERNET ET TROUVEZ 5 ONOMATOPÉES QUI CORRESPONDENT À DES CRIS D'ANIMAUX (CHIEN, CHAT, COCHON, CANARD, OISEAU, GRENOUILLE...) \| ALLEZ SUR L'INTERNET ET TROUVEZ 5 ONOMATOPÉES QUI CORRESPONDENT À DES BRUITS HUMAINS \| ALLEZ SUR L'INTERNET ET TROUVEZ 5 ONOMATOPÉES QUI CORRESPONDENT À DES BRUITS D'OBJETS INANIMÉS (PORTE, TONNERRE, VOITURE, VERRE CASSÉ ...) \| 4. Exercice. Ajoutez des mots (sous forme de cartouche, narration ou bulles) à la planche de Benjamin Rabier. Chaque case doit contenir un mot au minimum. Donnez aussi un titre à la planche. Vous pouvez utiliser des onomatopées si vous le désirez. 5. L'impact de la caricature dans la presse humoristique sur le développement de la bande dessinée francophone au Québec, puis en Afrique, jusque dans les années 1960. L'importance de la caricature dans le développment de la bande dessinée francophone n'est pas seulement un phénomène suisse, français, belge ou européen. Mira Falardeau mentionne, dans Histoire de la bande dessinée au Québec (Montréal, VLB éditeur, 2008), que "les histoires en imges, ancêtres des bandes dessinées, font leur apparition dans la presse d'opinion à peu près en même temps que les caricatures." (17) Le journal Le Charivari canadien, journal humoristique illustré, commence, dès 1844, à proposer des histoires sous forme de colonnes verticales avec illustrations humoristiques. Falardeau inclut l'illustration ci-jointe, intitulée "Anonyme, L'aide de camp, Le Charivari canadien, Montréal, 1844" (19). L'impact de la colonisation en Afrique francophone fait que le développement de la presse et de la bande dessinée est plus complexe. En effet, les débuts du dessin humoristique, dans la première moitié du vingtième siècle, semblent être portés par une vision coloniale moralisatrice. Dans Histoire de la bd congolaise, Christophe Cassiau-Haurie résume, pour ce qui est de la RDC : "Avant l'indépendance, plusieurs journaux éditent des petits strips de qualité médiocre mettant en scène des Africains. Mais ces illustrations relèvent plus du dessin de presse ou du strip à peine ébauché que de la BD. Seules les années [19]50 verront le démarrage de ce nouveau genre." (Paris, L'Harmattan, 2010, 15). Lisez les pages de récapitulation du statut de la bande dessinée en Afrique francophone au milieu du XXe siècle faite par Cassiau-Haurie ("La série Mukwapamba fait-elle du Congo le premier pays d'Afrique en matière du 9e art? " pp. 23-25) CHAPITRE 3 - "Bécassine" (1905-1962) de Jacqueline Rivière (puis Caumery) et Émile Pinchon: la première héroïne de bande dessinée et la première femme scénariste de bande dessinée Les aventures de Bécassine sont très courtes et simples à comprendre; il est conseillé d'en lire plusieurs avec les étudiants, selon le temps alloué à ce chapitre. Ex. 4 sur les temps. N'hésitez pas à demander aux étudiants d'établir des listes des verbes rencontrés dans chaque histoire lue et de les trier par temps/conjugaison. Ex. 5. Cet exercice peut donner lieu à un devoir de composition un peu plus développé et restructuré. Il peut donner l'occasion de faire une composition sur table. Ex. 7. Suggestion: ajoutez plus de détails vis-à-vis de vos attentes quant au niveau de votre groupe (nombre de pages/mots; style MLA ou autre; bibliographie--minimum de sources en anglais et/ou en français) CHAPITRE 3 - Bécassine (1905-1962) de Jacqueline Rivière (puis Caumery) et Émile Pinchon (bobdemoor.info) Certaines des aventures de Bécassine sont disponibles gratuitement en ligne. Pour les lire, allez sur le site de la bibliothèque de Michigan State University où elles sont accessibles au public: album-Caumery & Pinchon L'enfance de Bécassine (1913) https://d.lib.msu.edu/gnn/1122#page/6/mode/2up (disponible aussi en pdf en pièce jointe) ou sur le site des archives nationales: album-Caumery & Pinchon Bécassine voyage (1921) https://ia802809.us.archive.org/18/items/bcassinevoyage00pincuoft/bcassinevoyage00pincuoft.pdf (disponible aussi en pdf en pièce jointe) 1. Travail de recherche historique. Faites des recherches pour expliquer: 1. quand, où et comment les histoires de Becassine sont nées 2. pourquoi la naissance de Bécassine est accidentelle. Donnez aussi le nom de la première scénariste de bande dessinée en France (et peut-être dans le monde!). Apportez vos notes en classe pour en discuter ensemble. 2. Travail de recherche lexicale. Le nom "Bécassine" vient du nom "bécasse". Expliquez les différentes significations du nom "bécasse". (oiseaux-birds.com) a. b. et 3. Spécificités culturelles: pour mieux comprendre "Bécassine". Discussion de classe à partir de la présentation Powerpoint "Bécassine" (voir document ci-joint) pour parler de vos recherches (voir exercices 1 et 2 ci-dessus). 4. Temps et conjugaisons--révisions et approfondissement. 5. La bande dessinée: un genre fait pour les enfants. Avec les premiers albums de Töpffer et Bécassine, la bande dessinée francophone devient un genre fait pour les enfants. Pourriez-vous nommer 10 aspects qui montrent comment Bécassine s'adresse à un public enfantin? Donnez un exemple précis pour chaque aspect.a. b. c. d. e. f. g. h. i. j. 6. Vocabulaire essentiel. Faites une liste de 20 mots ou expressions essentiels pour pouvoir parler de Bécassine et des aventures que vous avez lues. N'oubliez pas d'indiquer le genre pour les noms! 7. Composition. Faites des recherches sur un livre pour enfants américain des années 1960, lui aussi très connu: Amelia Bedelia de Peggy Parish et Fritz Siebel. Dans votre composition, comparez Bécassine et Amelia Bedelia et leurs séries sous tous leurs aspects. \| (newyorker.com) (bobdemoor.info) CHAPITRE 4 - "Les aventures de Tintin" d'Hergé NOTE GÉNÉRALE: L'Île noire est un album de 62 pages. Chaque professeur peut découper la lecture de cette aventure en sessions plus ou moins rapides. Au niveau intermédiaire/intermédiaire avancé, je suggère 3-4 sessions d'une heure, soit un rythme de 15-20 pages par session, sachant que ceci n'est qu'une suggestion! Exercice 2. Questions pour guider votre lecture. Ces questions peuvent être réordonnées vis-à-vis du rythme de lecture de la classe. Elles suivent l'ordre de lecture de l'album et ne sont pas à donner en bloc aux étudiants. Elles peuvent aussi aider à guider les discussions de classe. Le but de ces questions est de faire comprendre aux étudiants la complexité ambigüe du personnage de Tintin (quasiment un enfant, sans famille, aux allures de détective même s'il est décrit comme reporter). L'autre but est de souligner la structure narrative d'une bande dessinée. La présentation Powerpoint, intitulée "La dernière case" peut servir d'exercice de discussion en classe. Exercice 3. Recherche et présentation sur "la ligne claire" et Hergé. Cette présentation peut être faite de manière formelle par un.e des étudiant.e.s ou par un petit groupe, les autres étudiant.e.s devant ajouter les éléments ou aspects que la présentation n'a pas évoqué. Cette présentation peut être aussi partagée (avec narration pré-enregistrée) par toute la classe sur un site comme Blackboard et utilisée en tant qu'évaluation individuelle ou de groupes avec ensuite une récapitulation faite en classe. Exercice 5. Humour et clichés dans L'Île noire d'Hergé. Utilisez le Powerpoint ci-joint pour éliciter des éléments d'analyse et de critique au sujet de l'album. on peut ajouter des considérations supplémentaires et parler d'albums aussi problématiques que Tintin au pays des Soviets (stéréotypes) et Tintin au Congo (racisme). Exercice 6. Composition. Suggestion: ajoutez plus de détails vis-à-vis de vos attentes quant au niveau de votre groupe (nombre de pages/mots; style MLA ou autre; bibliographie--minimum de sources en anglais et/ou en français). L'article de Tisseron inclus ici est en traduction anglaise dû à la difficulté des idées qui s'y trouvent. Cependant, selon le niveau de la classe, on peut soumettre les idées de Tisseron dans sa version originale. L'article de Tisseron peut faire l'objet d'une discussion de classe bien avant la date de soumission de la composition afin de s'assurer que les étudiants ont bien compris les idées et propositions de Serge Tisseron. CHAPITRE 4 - LES AVENTURES DE TINTIN D'HERGÉ (tintin.com) 1. Travail de recherche et de présentation. Faites des recherches sur la vie et l'oeuvre de Georges Remi, l'auteur des Aventures de Tintin. Concentrez-vous sur les moments importants. Ce travail pourra être présenté oralement en classe sous la forme d'un Powerpoint (nombre de diapositives maximum: 8). Choix et études de 2 aventures L’Île Noire (1938; 2e édition en 1943) Quoique des copies pdf de l''album L'Île noire soient disponibles gratuitement sur Internet, veillons à respecter les droits de reproduction des auteurs et maisons d'éditions. ÉTUDE DES ONOMATOPÉES EN FRANÇAIS (SUITE) \| \| Dans le deuxième chapitre, nous avons commencé à apprendre des onomatopées. Continuez à faire une liste de ces onomatopées au fur et à mesure que vous lisez l'album de Tintin : \| \| Onomatopées déjà étudiées/lues:Ex : bêê-ê (p. 9)Nouvelles onomatopées:Ex : pan! (p. 1) \| 2. Questions pour guider votre lecture. Les questions suivantes peuvent guider votre lecture et vous aider à analyser L'Île noire. a. Qui est Tintin? Faites une description de son apparence physique. Quel âge a-t-il, selon vous? A-t-il une profession? b. L'aventure est-elle finie à la fin de la première planche ou page? Est-ce que Tintin est mort? c. Observez la construction des cases de la première planche ou page. Quelle structure voyez-vous? d. Faites une description physique de M. Dupont and M. Dupond. Quelle est leur spécificité en tant que personnage? e. Très vite, nous voyons la personnalité de Tintin. Quelle est sa personnalité? f. Dans quel pays est-ce que Tintin arrive à la page 7? g. Comment est Milou? Quelle est son utilité en tant que personnage dans l'histoire? h. Qui est Dr. J.W. Müller? i. Lisez ou relisez le passage (pp. 15-22) où Tintin est chez le docteur Müller. Cette aventure est-elle crédible ou non? Expliquez en détails. j. Nommez les deux passages qui, selon vous, sont les plus comiques dans cet album. Expliquez en détails ce qui est comique. k. Que se passe-t-il avec Milou à la page 34 et à la page 35? l. Pouvez faire une liste rapide et compter le nombre de fois où Tintin est attaqué ou se fait mal? m. Ranko, un gorille, semble faire référence à quel autre gorille? Quelles sont les similarités et les différences? PAUSE TEMPS ET CONJUGAISONS \| 1. Étude ou révision, dans une grammaire de référence ou en ligne, de l'impératif, omniprésent dans les histoires de Tintin. Voir, par exemple, "Allons voir" (p. 1) dans L'Ile noire. Relevez aussi "Lâchez-moi" (p. 3) ou "donne-la-moi" (p. 4). 2. Étude ou révision, dans une grammaire de référence ou en ligne, de l'accord du participe passé (avec avoir) avec l'objet direct placé avant le verbe, comme, par exemple, "ils nous ont dépassés" (p. 7). 3. Étude ou révision, dans une grammaire de référence ou en ligne, de la voix passive, comme, par exemple, "l'avion a été retrouvé" (p. 11). \| 3. Recherche et présentation sur "la ligne claire" chez Hergé. Faites des recherches sur le style de "la ligne claire" et Hergé et préparez un Powerpoint avec 2-3 diapositives pour l'expliquer en classe de la manière la plus complète possible. 4. Avez-vous remarqué? Dans les aventures de Tintin et dans beaucoup de bandes dessinées (en français et dans d'autres langues), on voit souvent des interjections et des adverbes pour indiquer rapidement le sens d'une action ou une émotion, des aspects un peu difficiles à montrer clairement dans un dessin. Vous trouverez quelques-uns de ces mots ou expressions ci-dessous. Continuez la liste: -hélas -tant pis! -voyons -zut -çà alors! - - - - \| - dommage! -dis donc -avant tout -tiens - - - - - \| 5. Humour et clichés dans L'Ile noire d'Hergé. Présentation et discussion au sujet de l'humour et des clichés présents dans l'album L'Île noire (voir Powerpoint ci-joint). 6. Composition. Après avoir lu l'article de Serge Tisseron, intitulé "Family Secrets and Social memory in Les Aventures de Tintin" (Yale French Studies), pensez-vous être d'accord avec son approche psychologique/psychoanalytique de Tintin et du "secret de famille" révélé à travers tous ses albums? Ou pensez-vous que Ranko est simplement un autre King Kong? Expliquez votre position avec des détails précis pris dans L'Île noire. L'article est accessible gratuitement sur jstor: http://www.jstor.org/stable/3090597. Il est aussi inclus dans ce chapitre. Les Bijoux de la Castafiore (1963) Quoique des copies pdf de l''album Les Bijoux de la Castafiore soient disponibles gratuitement sur Internet, veillons à respecter les droits de reproduction des auteurs et maisons d'éditions. ÉTUDE DES ONOMATOPÉES EN FRANÇAIS (SUITE) \| \| Dans le deuxième chapitre, nous avons commencé à apprendre des onomatopées. Continuez à faire une liste de ces onomatopées au fur et à mesure que vous lisez l'album deTintin : \| \| Onomatopées déjà étudiées/lues:Ex : bêê-ê (p. 9)Nouvelles onomatopées:Ex : Ouille (p. 46) \| 2. Questions pour guider votre lecture. Les questions suivantes peuvent guider votre lecture et vous aider à analyser Les Bijoux de la Castafiore. a. Qui est Tintin? Faites une description de son apparence physique. Quel âge a-t-il, selon vous? A-t-il une activité professionnelle? Quelle est sa relation avec le capitaine Haddock? b. Faites une description du capitaine Haddock. Quel est son tempérament? Comparez-le à Tintin. c. Tryphon: qui est-il? Quel est l'intérêt de ce personnage? d. Identifiez 3 planches/pages qui sont différentes les unes des autres du point de vue de la structure de leurs cases. Expliquez l'impact qu'ont ces différentes structures et les raisons derrière le choix d'Hergé. e. Faites une description physique du professeur Tournesol. Quelle est sa spécificité et son intérêt en tant que personnage? En quoi est-il différent des autres personnages? f. Très vite, nous voyons la personnalité de Tintin dans l'épisode des tziganes. Quelle est sa personnalité au début ey jusqu'à la fin? g. Comment est Milou? Quelle est son utilité en tant que personnage dans l'histoire? Donnez des détaisl précis. h. Faites une description de la Castafiore. Pourquoi est-elle un personnage comique (et frustrant pour le capitaine Haddock!)? i. Qui est-ce qu'on accuse d'avoir volé l'émeraude et qui l'a volée finalement? j. Nommez les deux passages qui, selon vous, sont les plus comiques dans cet album. Expliquez en détails ce qui est comique. k. M. Dupont et M. Dupond sont des personnages très différents des autres, physiquement et dans leurs actions et paroles. Expliquez. l. Pouvez faire une liste et compter le nombre de fois et les différentes occasions où Tintin se transforme en détective? PAUSE TEMPS ET CONJUGAISONS \| 1. Étude ou révision, dans une grammaire de référence ou en ligne, de l'impératif, omniprésent dans les histoires de Tintin. Voir, par exemple, "Emplissez" (p. 1) dans Les Bijoux de la Castafiore. Relevez aussi "Laisse-moi parler" (p. 4) ou "soyez sans crainte" (p. 15) ou encore "surtout n'en faites rien" (p. 21). 2. Étude ou révision, dans une grammaire de référence ou en ligne, de l'accord du participe passé (avec avoir) avec l'objet direct placé avant le verbe, comme, par exemple, "elle m'a mordu" et "vous l'avez effrayée" (p. 2). 3. Étude ou révision, dans une grammaire de référence ou en ligne, de la voix passive, comme, par exemple, "j'ai été mordu" (p. 13). \| 3. Recherche et présentation sur "la ligne claire" chez Hergé. Faites des recherches sur le style de "la ligne claire" et Hergé et préparez un Powerpoint avec 2-3 diapositives pour l'expliquer en classe de la manière la plus complète possible. 4. Avez-vous remarqué? Dans les aventures de Tintin et dans beaucoup de bandes dessinées (en français et dans d'autres langues), on voit souvent des interjections et des adverbes pour indiquer rapidement le sens d'une action ou une émotion, des aspects un peu difficiles à montrer clairement dans un dessin. Vous trouverez quelques-uns de ces mots ou expressions ci-dessous. Continuez la liste: -Tiens! -Saperlipopette! -mille sabords! - - - - - \| - Qui sait? -Chut! - - - - - - - \| 5. Humour et clichés dans Les Bijoux de la Castafiore d'Hergé. Présentation et discussion au sujet de l'humour et des clichés présents dans l'album Les Bijoux de la Castafiore (voir Powerpoint ci-joint). 6. Composition. Après avoir lu l'article de Serge Tisseron, intitulé "Family Secrets and Social memory in Les Aventures de Tintin" (Yale French Studies), pensez-vous être d'accord avec son approche psychologique/psychoanalytique de Tintin et du "secret de famille" révélé à travers tous ses albums? Expliquez votre position avec des détails précis pris dans Les Bijoux de la Castafiore. L'article est accessible gratuitement sur jstor: http://www.jstor.org/stable/3090597. Il est aussi inclus dans ce chapitre. CHAPITRE 5 - "Les Schtroumpfs noirs" (1963) de Peyo NOTE : L'histoire des "Schtroumpfs noirs" est très courte (19 pages) et peut être lue et discutée en 2-3 cours. Ex. 1. Le pays et le village schtroumpfs. Cet exercice peut se faire sans préparation préalable et en paires comme exercice d'échauffement et d'introduction. Ex. 8. Composition. Suggestion: ajoutez plus de détails vis-à-vis de vos attentes quant au niveau de votre groupe (nombre de pages/mots; style MLA ou autre; bibliographie--minimum de sources en anglais et/ou en français). CHAPITRE 5 - Les Schtroumpfs noirs (1963) de Peyo Quoique des copies pdf de l'histoire des "Schtroumpfs noirs" (pp. 3-22) dans l'album Les Schtroumpfs noirs soient disponibles gratuitement sur Internet, veillons à respecter les droits de reproduction des auteurs et maisons d'éditions. Avant de commencer: que se passe-t-il pendant qu'Hergé et Peyo dessinent leurs bandes dessinées (1938-1960)? Regardez et écoutez laprésentation Powerpoint courte et contextuelle intitulée "La bd francophone pendant les années 1938-1960". (Editions Dupuis) 1. Le pays et le village schtroumpfs. Regardez l'image ci-dessus, qui est la première case de la bande dessinée de Peyo. Écrivez 3-4 phrases complètes qui décrivent ou analysent le caractère idyllique de ce pays et de ce village. Vous pouvez utilisez d'autres cases ou pages si vous avez déjà lu les premières pages de l'histoire. 2. Le langage Schtroumpf : exercice de définition et d’analyse. La deuxième case de cette bédé indique clairement que "les Schtroumpfs ont un langage bien particulier". Pouvez-vous faire une liste de 10 exemples de mots ou expressions qui font partie du langage schtroumpf et pouvez-vous en faire la traduction en français? Que remarquez-vous? \| Langue schtroumpf \| Traduction en français \| Ex: On va schtroumpfer au pont sur la rivière Schtroumpf (p. 3) - - - - - - - - - - \| -On va travailler au pont sur la rivière Schtroumpf - - - - - - - - - - \| 3. Discussion en groupe: le Grand Schtroumpf et le petit schtroumpf paresseux. Discutez en groupe des sujets suivants et répondez aux questions avant d'en parler tous ensemble?a. Qui est le Grand Schtroumpf? Comment est-il physiquement? Est-il différent des autres Schtroumpfs? De quoi est-il responsable? À la page 22, la dernière page, il est accusé de ne pas avoir de sens de l'humour--expliquez.b. De nombreux critiques ont trouvé que le Grand Schtroumpf et son village rappellent le communisme et en sont une une métaphore critique. Pourriez-vous expliquer la logique derrière cette analyse? Veuillez vérifier la date de publication de cette bande dessinée.c. Finalement, pour vous, qu'est-ce que le Grand Schtroumpf représente et pourquoi ? 4. Vocabulaire: auto-évaluation. Traduisez les mots suivants en anglais sans consulter un dictionnaire. Ce vocabulaire vient directement des Schtroumpfs noirs. Testez-vous d'abord. Si vous ne connaissez pas la signification d'un mot, essayez de le remplacer par un autre mot que vous avez appris dans cette bande dessinée.Puis vérifiez ensuite les mots dont vous n'étiez pas sûrs dans un dictionnaire ! 5. Un monde sans fille ou femme? Regardez et écoutez la présentation Powerpoint sur "La sexualisation féminine de la bd francophone des années 1960". 6. Lecture: lisez l'article de Célia Sadai intitulé "Les Schtroumpfs noirs de Peyo ou l'ambiguïté problématique de la bande dessinée coloniale", La Plume francophone (2 juillet 2014), disponible en ligne: https://la-plume-francophone.com/2014/07/02/peyo-les-schtroumpfs-noirs/ ou en pièce jointe. 7. Discussion sur le racisme dans Les Schroumpfs noirs après la lecture de l'article de Célia Sadai. Question: que pensez-vous de cette histoire et de son message raciste conscient ou inconscient? Expliquez. 8. Composition. Répondez à la question suivante: Pensez-vous que ce cours devrait continuer à exposer les étudiants de français à ce mini-récit ou pensez-vous qu'on devrait ni le publier ni l'étudier? Expliquez. \| CHAPITRE 6 - "Astérix légionnaire" (1967) de Goscinny et Uderzo Ex. 2. Cet exercice de recherche peut être fait sous la forme d'un devoir personnel ou à faire en groupe. CHAPITRE 6 - Astérix légionnaire (1967) de Goscinny et Uderzo Quoique des copies pdf de l'histoire de l'album Astérix légionnaire soient disponibles gratuitement sur Internet, veillons à respecter les droits de reproduction des auteurs et maisons d'éditions. Pour commencer 1. Activité d'introduction: Comment le personnage d'Astérix est-il né? Faites des recherches sur la genèse d'Astérix et répondez aux questions suivantes avec des phrases complètes. Vous pouvez utiliser les documents de votre choix (documents vidéo ou non). Goscinny et Uderzo ont donné des interviews relativements courtes au sujet de la naissance d'Astérix. Ces interviews se trouvent en ligne : Quand Goscinny et Uderzo ont-ils commencé à collaborer ? Était-ce avant ou après la création d’Astérix ? ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... Quel est le rôle de Goscinny et quel est le rôle d’Uderzo dans cette bande dessinée ? ..................................................................................................................................... ..................................................................................................................................... Avant Astérix, quel genre d’histoires est-ce que Goscinny et Uderzo créaient—des histoires sérieuses ou des histoires humoristiques ? ..................................................................................................................................... Quel était le public pour lequel ils ont inventé Astérix et pourquoi Goscinny a-t-il choisi une histoire et un personnage gaulois ? Pourquoi a-t-il choisi cette période historique ? ..................................................................................................................................... .................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... Réalités économiques - Le succès de la série Astérix en chiffressérie de 39 albumstraduit en 111 langues et dialectesplus de 370 millions d'albums vendus dans le monde2 millions d'exemplaires vendus en français pour chaque albumParc Astérix - 2e parc d'attraction en France après Disneylandversions filmées nombreusesfilms d'animation (en plusieurs langues)jeux vidéo produits dérivés de toutes sortes (tee-shirts, poupées, gadgets, porte-clés, etc...) \| 2. Biographies de Goscinny et Uderzo: Influences potentielles sur leur travail respectif de scénariste et de dessinateur. Étudiez les biographies de Goscinny et Uderzo (disponibles sur Internet) et cherchez des influences potentielles sur leur talent artistique en répondant aux questions suivantes : \| Goscinny \| Uderzo \| \| Patoruzú est un personnage de bd qui a connu un immense succès en Argentine de 1928 à 1977. Expliquez les raisons possibles de l’influence de Patoruzú sur Goscinny ? \| \|\| Nommez 2 des spécificités de Patoruzú et de son frère (Upa), présentes dans Astérix et Obélix et visibles dès la première page ? Nommez une spécificité déterminée par le scénariste et une spécificité visuelle, déterminée par Uderzo en accord avec Goscinny. \| \|\| Faites une description des rayures du pantalon d’Obélix. Quelle équipe de football porte ces sortes de rayures ? Pensez-vous que ce soit le choix de Goscinny ou le choix d’Uderzo ? \| \|\| Marquez qui a vécu à New York en 1945 et a essayé de travailler pour Walt Disney...en vain. Est-ce Goscinny ou Uderzo ? Selon vous, qu’est-ce que ce désir semble indiquer ? Quel serait l’impact possible sur Astérix ? \| \|\| Où est-ce que Goscinny et Uderzo se sont rencontrés avant de travailler sur Astérix ? Expliquez pourquoi ceci est important. \| \|\| Quelle est la date de publication de l’album Astérix légionnaire et à quelle période historique est-ce que cela correspond en Europe et en général ? Comment est-ce que cette période a pu influencer les deux auteurs ? \| \| 3. Pour comprendre le début de l'histoire. Lisez le texte de la page 3 à la page 13 et finissez les phrases suivantes ou répondez aux questions en français avec le mot de vocabulaire qui se trouve à la page mentionnée. Vous pouvez utiliser un dictionnaire : 1. Le 31 décembre à minuit, on s'embrasse souvent sous un bouquet de .................. (p. 5). 2. Quelle sorte d'arbre est-ce: .......................... (p. 10). 3. Voici un casque: . Un casque peut aussi ressembler à ceci: [essayez d'en dsessiner un!] (p. 11). 4. Quel est l'animal qu'Obélix adore manger? ........................................... (p. 6). 5. Obélix est si amoureux qu'il ne mange plus. Au lieu de manger, il pousse de gros ............................. (p. 6). 6. Qu'est-ce que c'est? ........................................... (p. 7). 7. Se cogner à un arbre, est-ce que cela fait mal ou pas? ..................................................... (p. 9). 8. Les Romains piétinent les fleurs bleues dans la forêt. La première syllabe du verbe "piétiner" (p. 10) fait référence à un: ....................... 9. Traduisez en anglais: des renforts: ........................................... (p. 13) Maintenant, écrivez comment on dit en français: to reinforce: ............................................... 10. Trouvez un synonyme français pour le mot "colosse" (p. 10) : ........................................... 4. Lecture: Travail sur le contexte historique. Continuons à lire les pages 3-13. Où sommes-nous exactement dans cet album dès le début ? Quel est le contexte historique? Qui sont les personnages principaux ? Répondez aux questions suivantes : Où ? a. Où se trouve ce village gaulois exactement ? Dans quelle région se trouve-t-il exactement? ..................................................................................................................................................................................... ..................................................................................................................................................................................... b. Quelle est la taille de ce village ? Y a-t-il d'autres villages gaulois ? ..................................................................................................................................................................................... ..................................................................................................................................................................................... Quand ? a. Quelle est la date? Que se passe-t-il en Gaule à cette époque? ..................................................................................................................................................................................... ..................................................................................................................................................................................... b. Regardez le drapeau et le blason (p. 3), symboles de l'empire romain écrasant la Gaule. Faites des recherches pour trouver les armoiries du Troisième Reich d'Hitler et comparez les deux. ..................................................................................................................................................................................... ..................................................................................................................................................................................... Qui ? a. Faites la liste des quatre garnisons de légionnaires stationnées autour du village gaulois, en changeant les V latins en U modernes (p. 3). Puis essayez d'expliquer la signification de chaque nom : Garnison 1 : ..................................................................................................................................................................................... ..................................................................................................................................................................................... Garnison 2 : ..................................................................................................................................................................................... ..................................................................................................................................................................................... Garnison 3 : ..................................................................................................................................................................................... ..................................................................................................................................................................................... Garnison 4 : ..................................................................................................................................................................................... ..................................................................................................................................................................................... b. Lisez la bande dessinée jusqu'à la page 13. Faites la liste des six personnages décrits à la page 4 et ajoutez le nouveau personnage qui apparaît à la page 7, le personnage dont on parle à la page 8 et les deux personnages dont on parle à la page 12. Pour ces 10 personnages, essayez de trouver une signification ou raison d'être de chaque nom. 1. ............................................................................................................................................................. ............................................................................................................................................................ 2. ............................................................................................................................................................. ............................................................................................................................................................ 3. ............................................................................................................................................................ ............................................................................................................................................................ 4. ............................................................................................................................................................. ............................................................................................................................................................ 5. ............................................................................................................................................................. ............................................................................................................................................................ 6. ............................................................................................................................................................. ............................................................................................................................................................ 7. ............................................................................................................................................................. ............................................................................................................................................................ 8. ............................................................................................................................................................ ............................................................................................................................................................ 9. ............................................................................................................................................................ ............................................................................................................................................................ 10. ............................................................................................................................................................. ............................................................................................................................................................ Pour continuer ... (Astérix et Obélix à Condate, pp. 14-27) 5. Compréhension du vocabulaire. Lisez la bande dessinée de la page 14 à la page 27 et finissez les phrases suivantes ou répondez aux questions avec le mot de vocabulaire qui se trouve à la page mentionnée. Vous pouvez utiliser un dictionnaire : a. Trouvez le synonyme de "rire" : .................................................. (p. 20). b. En général, la farine pour faire le pain est une farine de ............................ (p. 24). c. Quel est le contraire de l'expression "au crépuscule" ? ......................................... (p. 27). d. Quelle sorte d'oiseau est-ce ? ......................................... (p. 21). e. Trouvez un synonyme de "inscrire" en français: .............................................. (p. 18). f. Une marmite est : a. une grosse casserole ou b. de la nourriture (p. 25) ? h. Normalement, on ........................................... à la police quand une injustice a été commise (p. 22). i. Si vous ne voulez pas dîner chez vous, vous pouvez aller das un café, dans un restaurant ou dans .................................................... (p. 18). j. "Malin" en français est le contraire de "stupide". Quelle est la signification de "faire le malin" (p. 27) ? Expliquez en français, si possible. .............................................................................................................................................................................................. k. Un ....................................... est une prison, en général, dans un donjon à l'intérieur d'une forteresse (p. 25). 6. Les bureaux de la légion (pp. 15-17). Épisode comique et satirique. Analysez le comique et la satire dans cet épisode en répondant aux questions suivantes : a. Au début de cet épisode, Astérix cherche un certain bureau. Lequel et pourquoi ? ..................................................................................................................................... ..................................................................................................................................... b. Est-ce qu'Astérix reçoit une réponse assez rapide ? ..................................................................................................................................... ..................................................................................................................................... c. Avez-vous eu une expérience identique à l'expérience d'Astérix ? Est-ce un épisode relativement réaliste? Expliquez. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... d. Expliquez comment l'anachronsime ici (l'histoire se passe sous l'empire romain!) aide à renforcer l'aspect comique de la situation et la satire de l'administration. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... 7. Les volontaires pour la légion romaine (pp. 18-27) - Quand le comique est visible! Voici la carte de l'empire romain : a. Identifiez la région d'où vient chaque volontaire, présenté de la page 18 à la page 27. Marquez la région d'origine de chaque volontaire avec une croix ou une flèche. Identifiez ensuite la région d’où vient chaque volontaire, présenté de la page 18 à la page 27 (voir ci-dessous). b. Notez comment leur nom est un jeu de mots (comique, bien sûr !). Suggestion : prononcez leur nom à voix haute en français pour mieux comprendre leur signification (voir ci-dessous). c. Puis, faites une description de la manière avec laquelle Goscinny et Uderzo représentent la langue de chaque volontaire (voir ci-dessous). d. Résumez le point de vue ou la personnalité de chaque volontaire et ce qu'ils aiment ou non (voir ci-dessous). 1. Plazadetoros Région d'origine : ............................................... Signification (comique) de leur langue : .................................................. Représentation graphique de leur langue : ............................................................ Personnalité ou point de vue : ...................................................................... 2. Faupayélatax Région d'origine : ............................................... Signification (comique) de leur langue : .................................................. Représentation graphique de leur langue : ............................................................ Personnalité ou point de vue : ...................................................................... 3. Chimeric Région d'origine : ............................................... Signification (comique) de leur langue : .................................................. Représentation graphique de leur langue : ............................................................ Personnalité ou point de vue : ...................................................................... 4. Figuralégoric Région d'origine : ............................................... Signification (comique) de leur langue : .................................................. Représentation graphique de leur langue : ............................................................ Personnalité ou point de vue : ...................................................................... 5. Courdeténis Région d'origine : ............................................... Signification (comique) de leur langue : .................................................. Représentation graphique de leur langue : ............................................................ Personnalité ou point de vue : ...................................................................... 6. Astérix et Obélix Région d'origine : ............................................... Signification (comique) de leur langue : .................................................. Représentation graphique de leur langue : ............................................................ Personnalité ou point de vue : ...................................................................... e. Tous ces personnages, mis ensemble, contribuent au comique de la situation. Comment et pourquoi? Répondez en un ou deux paragraphe(s). ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... Continuons ... 8. Préparation personnelle du vocabulaire: la marche vers Condate (pp. 28-32). Faites une liste personnelle de 5 mots ou expressions de vocabulaire que vous ne connaissie pas avant et qui sont dans ces 5 pages (pp. 28-32). Expliquez leur signification en français : a. ............................................................................................................................................................... b. ............................................................................................................................................................... c. ............................................................................................................................................................... d. ............................................................................................................................................................... e. ............................................................................................................................................................... 9. Discussion/composition sur les effets comiques dans Astérix. Dans son essai, intitulé Le Rire. Essai sur la signification du comique (1900), le philosophe Henri Bergson a essayé d'analyser différents mécanismes et effets comiques. Il y identifie plusieurs procédés comiques:-le comique de répétition-le phénomène du "pantin à ficelles" (quand le personnage, raide comme une marionnette, n'est pas libre de ses actions ou de ses pensées)-le comique d'inversion et de renversement de situation-le comique d'interférence \| Lisez l'encadré ci-dessus qui résume la théorie de Bergson et répondez à la question suivante : Selon vous, quelles formes de comique pouvez-vous identifier dans Astérix légionnaire et quelle(s) forme(s) de comique pouvez-vous identifiez en particulier dans la séquence de la marche de Condate à Massalia (pp. 28-32)? Donnez des exemples précis. Vous pouvez utiliser la note ci-dessus au sujet de la théorie de Bergson: ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... 10. Le départ de Massilia et la traversée de la Méditerranée (pp. 33-35 et p. 47). Le gag récurrent des pirates et l'image flagrante et répétée des années 1960 Les pirates L’arrivée d’un bateau de pirates, qui a toujours pour conséquence un naufrage, est un gag burlesque et récurrent dans la série Astérix à partir de 1964 (avec Astérix gladiateur) et jusque dans les années 1990 (dans les albums dessinés par Uderzo). Ce gag se répète aussi à l’intérieur même d’Astérix légionnaire (le deuxième naufrage se trouve à la page 47). Dans son article « Astérix et les pirates : Une esthétique du naufrage pour rire », Nelly Feuerhahn explique l’intérêt de ces épisodes ainsi : « Goscinny et Uderzo soumettent la bande dessinée à une esthétique du désordre humoristique. [...] Toute histoire est fondée sur un déséquilibre auquel le ou les héros doivent remédier par leurs actions. » (Ethnologie française, juin-septembre 1998, pp. 337-338). La présentation du pirate africain Graphiquement (lèvres accentuées) et verbalement (omission des sons « r »), la présentation du pirate africain perché dans le nid-de-pie (p. 34 et p. 47) rend la lecture d’Astérix légionnaire problématique. Pour rendre ce portrait et la lecture de l’album encore plus complexes, la première vignette du second strip à la page 35 montre ce pirate africain comme l’un des rescapés du naufrage les plus actifs. De plus, cette vignette est un pastiche du célèbre « Radeau de la Méduse » (1819) de Théodore Géricault. Le pirate africain est l’un des deux seuls héros qui cherchent à attirer l’attention d’un bateau pour les secourir et c’est lui qui a le dernier mot de l’histoire face au capitaine à la page 47 d’Astérix légionnaire. Nous voyons clairement ici la critique du capitaine du bateau des pirates qui n’a rien fait pour aider à la page 35 et a simplement prononcé « Je suis médusé ! », un jeu de mots évident pour faire référence au tableau pastiché. (en.wikipedia.org) Faites des recherches au sujet du "Radeau de la Méduse" de Géricault et répondez à la question suivante : Que pensez-vous de ces pages (pp. 34-35 et p. 47) ? Vous avez presque fini de lire Astérix légionnaire. Cet épisode gâche-t-il le reste de l'histoire pour vous? Comment voyez-vous la richesse potentielle du pastiche du tableau " Le Radeau de la Méduse" et aussi la présence d'un dessin raciste dans cet album d'une série française, publiée tout au long de la seconde moitié du XXe siècle? ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ \| PAUSE GRAMMATICALE \| "Je ne pense pas qu'il y ait de la cervoise" (p. 37) \| Pourquoi le subjonctif "ait" ici? Étude ou révision du subjonctif \| 11. Astérix et les allusions historiques (p. 44). L’épisode de la page 44 fait allusion à la bataille de Thapsus (aujourd’hui en Tunisie) en 46 avant notre ère entre les forces de Jules César et l’armée de Scipion. Il s’agit à nouveau d’une allusion historique. Faites des recherches au sujet de la bataille de Thapsus et identifiez 3 différences ou aspects incomplets entre la version historique et la version de Goscinny et Uderzo : - ..................................................................................................................................... - ..................................................................................................................................... - ..................................................................................................................................... Finalement, expliquez pourquoi cet épisode très court ne sert pas simplement d'allusion historique. Donnez deux raisons pour lesquelles les auteurs, selon vous, ont fait cette allusion et inclus cet épisode. - ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... - ..................................................................................................................................... ..................................................................................................................................... .................................................................................................................................... Pour conclure ... 12. Falbala et Tragicomix (pp. 47-48). Étudiez le portrait physique et psychologique de Falbala et de Tragicomix. Répondez aux questions suivantes: a. Physiquement, à quels autres héros de bande dessinée Falbala et tragicomix ressemblent-ils? Faites une description des vêtements et de l'apparence physique des deux personnages. Voyez-vous une influence potentielle ici (vous pouvez vous référer à l'activité 1 d'introduction dans ce chapitre) ? Falbala : ............................................................................................................................ ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... Tragicomix : ............................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... b. Quelle analyse psychologique feriez-vous de Falbala et de Tragicomix ? Falbala : ...................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... Tragicomix : ............................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... c. Est-ce qu'il y a d'autres personnages masculins comme Tragicomix et d'autres personnages féminins comme Falbala dans Astérix légionnaire ? ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... d. Selon vous, quelles sont les raisons derrière le choix de ces personnages dans cette bédé ? ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... 13. "The Flying Deuces" - Exercice de conversation et/ou de composition. Le scénario du film "The Flying Deuces" (1939; 1 hre 8 min.) avec Laurel et Hardy semble avoir inspiré, directement ou indirectement, Astérix légionnaire, spécialement pour le début de l'histoire. Question: Regardez ce film, qui est disponible sur Internet, et notez les similarités et les différences. En quoi sont-elles intéressantes? ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .................................................................................................................................... ..................................................................................................................................... .................................................................................................................................... CHAPITRE 7 - Monopoles, influences étrangères ou coloniales et questions budgétaires CHAPITRE 7 - Monopoles, influences étrangères ou coloniales et questions budgétaires Que se passe-t-il dans le domaine de la bd en dehors de l'Europe francophone au milieu du XXe siècle ? 1. Au Québec. "Comme la plupart des arts au Québec, la bande dessinée souffre d'une double concurrence, européenne et américaine." (Mira Falardeau, Histoire de la bande dessinée au Québec, Vlb éditeur, Montréal, 2008, p. 183) Comme le rapporte Mira Falardeau, le Québec, tout comme la Suisse ou la France ou encore la Belgique, voit ses premiers chroniqueurs et dessinateurs humoristiques au XIXe siècle. Ces dessins et chroniques, ancêtres de la bande dessinée, sont publiés dans des journaux, tels Le Charivari canadien et Le Canard (1877-1957). (Falardeau, Histoire de la bande dessinée au Québec, p. 19) On remarque aussi d'autres similarités dans le développement et la transformation de l'histoire en images en véritable bande dessinée au début du XXe siècle avec l'adoption de la bulle, l'introduction des onomatopées et des lignes de mouvement (Falardeau, Histoire de la bande dessinée au Québec, p. 34). b. Toutefois, de 1930 jusqu'aux années 1960, le marché américain des comics inonde le Canada et casse les prix car les comics sont publiés à l'intérieur des journaux locaux et nationaux. Ne pouvant résister, au Québec, comme dans les autres provinces, "on à affaire à un quasi-monopole américain, maintenu par les éditeurs, qui n'offrent aux dessinateurs québécois que le cachet dérisoire qu'ils versent aux syndicates américains." (Falardeau, Histoire de la bande dessinée au Québec, p. 65). En outre, les "revues franco-belges qu'on trouve en kiosque ou qu'on peut se procurer par abonnement supplantent rapidement en qualité et en nombre les quelques revues québécoises, Claire, François et Hérauts, qui luttent pour garder leurs lecteurs." Falardeau, Histoire de la bande dessinée au Québec, p. 65). S'ajoute à ce phénomème la popularité écrasante de Spirou, qui naît en 1938 et la série des Tintin qui commence à être publiée juste après la seconde guerre mondiale. C'est dans ce contexte que Pierre Dupras, dessinateur de bd québécois, a dénoncé une forme de "colonialisme culturel" (La Barre du jour, 1975, cité dans Falardeau, Histoire de la bande dessinée au Québec, p. 82) insoutenable. C'est seulement avec la Révolution Tranquille des années 1960 et le mouvement de contre-culture qu'elle amène avec elle qu'une vague underground québécoise et parfois féministe commence à voir le jour. Le 1er Festival International de la Bande Dessinée a finalement lieu en 1975 à Montréal, présentant enfin et de manière internationale la richesse de la production canadienne et québécoise (communément appelée BDK dans les années 1070 et plus récemment BDQ--bande dessinée québécoise). 2. En République Démocratique du Congo (RDC). a. L'omni-présence de Tintin et de la bédé belge au Congo. Pendant la période coloniale et selon Christophe Cassiau-Haurie, "plusieurs journaux éditent des petits strips de qualité médiocre mettant en scène des Africains. Mais ces illustrations relèvent plus du dessin de presse ou du strip à peine ébauché que de la BD." (Histoire de la BD congolaise, Paris, L'Harmattan, 2010, p. 15) La bande dessinée est ainsi un outil colonial et paternaliste, tel Les 100 aventures de Mbumbulu, qui sort en albums à partir de 1956 et qui représente la première bande dessinée congolaise, quoique créée par un religieux belge, le frère Marc. (Christophe Cassiau-Haurie, Histoire de la BD congolaise, p. 19) Il est indéniable que la série des Tintin a un impact considérable sur le développement du neuvième art au Congo, avec, par exemple, l'adoption de la "ligne claire". La publication de Tintin au Congo en couleur en 1946 y a même reçu un accueil très chaleureux malgré la présence évidente d'un dessin et d'un script racistes. b. Émergence d’auteurs tel Mongo Sisé (1948-2008) dans les années 1970 et 1980 malgré la censure au Zaïre. C'est donc après l'indépendance, dans les années 1970 que des auteurs de bédés zaïrois commencent à publier leurs séries, tel Mongo Sisé avec les séries Mata Mata et Pili Pili, deux Congolais. Il n'en est pas moins que Mongo Sisé "part s'installer à Bruxelles où il intègre le studio" (Christophe Cassiau-Haurie, Histoire de la BD congolaise, p. 43) d'Hergé. Il y crée la série Bingo, sorte de Tintin africain, au début des années 1980. "Le premier ouvrage, Bingo en ville, traite de l'exode rural et des dangers de la ville pour son héros, un jeune paysan qui quitte son village attiré par le 'miroir aux alouettes' que représente la grande ville. Entre chômage, retard des paiements de salaires, bagarres et escroqueries, le jeune Bingo découvre un monde sans pitié qui finit par l'écoeurer et l'encourage à rentrer dans son village." (Christophe Cassiau-Haurie, Histoire de la BD congolaise, p. 43) Enfin, il crée le journal Bédé Afrique. Les crises économiques et politiques, la censure et les problèmes d'infrastructure mettent un frein à l'expansion de la bd dans le pays. Il est difficile de prospérer lorsqu'il y a des problèmes de transport et de distribution des journaux et magazines, en plus des facteurs politques. (https://www.lambiek.net/artists/s/sise_mongo.htm) 3. Outre-mer: à La Réunion. Comme les autres territoires francophones mentionnés dans cette section, le départment d'Outre-mer français de La Réunion publie, au XIXe siècle, des dessins humoristiques, sans phylactère mais avec un texte imprimé sous chaque vignette (Christophe Cassiau-Haurie, Histoire de la bande dessinée à La Réunion, 26 déc. 2008, http://bdzoom.com/5651/patrimoine/histoire-de-la-bande-dessinee-a-la-reunion/). C'est aussi à la même époque que pour certains autres territoires francophones que la véritable forme moderne de la bande dessinée se développe avec des dessinateurs réunionnais tel Marc Blanchet. Ses planches paraissent "dans les journaux locaux de l'île" (Cassiau-Haurie, Histoire de la bande dessinée à La Réunion). Cassiau-Haurie déclare d'ailleurs que "l'émergence d'un véritable mouvement y a commencé en 1986 avec le magazine Le cri du Margouillat. Créé par Boby Antoir, un enseignant fan de BD" (Cassiau-Haurie, Histoire de la bande dessinée à La Réunion) et Michel Faure, dessinateur, et accompagnés d'une équipe d'étudiants, le magazine se veut satirique et irrévérencieux (Cassiau-Haurie, Histoire de la bande dessinée à La Réunion). La revue, publié à Saint-Denis, existe toujours, preuve de son grand succès. Dans un entretien, Appolo, rédacteur en chef du Cri du Margouillat répond ainsi à deux questions cruciales sur le magazine: Je pense qu’au début il s’agissait juste de créer un support pour que des jeunes puissent publier les BDs qu’ils griffonnaient dans leur coin. Mais en fait, c’est rapidement devenu autre chose : c’est vraiment une bande qui s’est formée et qui, d’une certaine manière, a grandi ensemble. On faisait de la BD, on discutait de cinéma, de rock, de livres, de politique, et le journal est devenu l’un des lieux de la modernité créole et urbaine qui naissait dans les années 80 et 90. Est-ce que cette histoire réunionnaise pourrait avoir lieu dans d’autres territoires ultramarins et comment le favorisé [sic]? Je ne connais pas bien les contextes culturels des autres territoires, mais c’est vrai qu’il y a eu à la Réunion un truc autour de la BD qui n’a pas eu lieu ailleurs. Il y a plusieurs explications : d’une part la Réunion est le territoire le plus peuplé de l’Outremer, ce qui est un avantage en termes de création culturelle puisque cela signifie un lectorat plus important, ensuite il y a une ancienne tradition du dessin voire de la BD à la Réunion (ce n’est pas vraiment étudié, mais nous l’avons découvert au fur et à mesure) et puis, tout simplement, je pense qu’il s’agissait d’un concours de circonstances, de rencontres qui se sont faites. Ce qui me semble déterminant pour la création, c’est de ne pas être seul : il faut un groupe, une émulation. Est-ce que la BD pourrait faire évoluer les clichés qui pèsent sur l’univers Outremer ? Pour le Margouillat, il ne s’agissait pas tant de s’adresser à un public extérieur qu’à un public intérieur. Nos BDs étaient souvent en créole, ou traitaient (maltraitaient en fait) des sujets locaux. On ne s’est intéressés à la question de la représentation de l’île à l’extérieur que bien plus tard, quand plusieurs d’entre nous ont décidé de publier des albums au niveau national. On s’est pointés chez les éditeurs parisiens avec nos histoires réunionnaises, et ça a marché ! Alors oui, j’espère que mes BDs, par exemple, donnent un point de vue nouveau sur la Réunion aux lecteurs extérieurs. ("Le cri du Margouillat, la figure de proue de la BD réunionnaise", Boukan-Le Courrier Ultramarin, https://www.une-saison-en-guyane.com/article/culture/le-cri-du-margouillat-la-figure-de-proue-de-la-bd-reunionnaise/) Le margouillat est un lézard ou gecko des savanes africaines et présent sur l'île de La Réunion. CHAPITRE 8 : "Les Frustrés" (1975-1980) de Claire Bretécher et "Ciboire de Criss !" (1996) de Julie Doucet Ciboire de criss! de Julie Doucet Note générale: Chaque enseignant.e peut faire sa propre sélection des histoires courtes (longues d'une planche ou de 2-3 pages, pour la plupart) de cet album selon leur emploi du temps et la décision à prendre vis-à-vis des sujets et des traitements faites de ces sujet par l'auteure. Vous trouverez ci-dessous une liste de certaines de ces histoires avec leur sujet pour faciliter ce choix: * Introduction (pp. 1-9) * Thème-La condition féminine: "Alors, pourquoi j'ai eu ce rêve stupide?" (pp. 29-33); "Mon jour de lavage" (pp. 72-73); "Là là, chu tanney là !!! ... ou le rêve récidiviste" (pp. 99-105); * Humour: "An English lesson" (pp. 32-33) * Clin d'oeil vis-à-vis de l'héritage bd du XXe siècle: "Introduction" (Astérix) pp. 1-9; "Dirty Plotte vs. Super Clean Plotte" pp. 51-54 * Thème-Être homme: "Regret" (pp. 41-45); "Si j'étais un homme" (p. 62); "Le cran d'arrêt" (pp. 79-90) * Thème-Inhibitions sociales: "Tout est bien qui finit bien" (pp. 55-57) Il est important de noter que cet album contient un langage ou une description ou encore un sujet qui pourrait offenser certains étudiant.e.s CHAPITRE 8 - Les Frustrés (1975-1980) de Claire Bretécher et Ciboire de Criss ! (1996) de Julie Doucet Les Frustrés (1975-1980) de Claire Bretécher Étude de quelques planches (le-livre.com) 1. Travail de recherche et de présentation. Faites des recherches sur la vie et l'oeuvre de Claire Bretécher, l'auteur des Frustrés. Concentrez-vous sur les moments importants. Ce travail pourra être présenté oralement en classe sous la forme d'un Powerpoint (nombre de diapositives maximum: 8). 2. Lecture et analyse de la page intitulée "Santé & beauté plastique de la femme". Regardez cette planche de l'album Les Frustrés et répondez aux questions suivantes: (clairebretecher.com) \| NOTE DE VOCABULAIRE \| \| "PLASTIQUE" dans le titrede cette planche ne fait pas allusion à un sac en plastique mais à l'art plastique = fine arts \| a. Selon vous, pourquoi est-ce que cette planche n'a pas de bulle et pourquoi le personnage ne parle-t-il pas? Donnez des précisions. Est-ce que le dessin est complexe ou minimaliste? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. b. Qu'est-ce qui est comique dans cette planche? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 3. Analysez la structure de cette planche. Quel est le rythme du dessin? Y a-t-il des parties distinctives dans cette histoire? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 4. Analysez le titre de cette planche. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 5. Normalement, quand on parle de "beauté plastique de la femme", on pense à la peinture et à la sculpture classiques, comme la peinture de Velazquez ou la sculpture de Rodin : (Velázquez) (Rodin) ... alors, pourquoi est-ce que Bretécher a choisi ce titre? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. \| RAPPEL - LES GENRES ET LES TERMINAISONS \| LES NOMS EN -TÉ (COMME BEAUTÉ) SONT FÉMININS LES NOMS EN -URE (COMME PEINTURE) SONT AUSSI FÉMININS -0-O-0- Pourriez-vous trouver 3 autres exemples de noms féminins qui ont d'autres terminaisons? ex: -iee (féminin): la biologie, une bougie, une énergie 1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... \| 2. Lecture et analyse de la page intitulée "Divorce". Regardez et lisez cette planche de l'album Les Frustrés et répondez aux questions suivantes: (clairebretecher.com/blog) a. Suivez cette femme case par case et répondez aux questions suivantes : Case 1 : D’où est-ce qu’elle part ici ? Case 2 : Où est-elle ici ? Traduisez ce qu’elle pense en anglais : Case 3 : Comment sont les « bulles » de Bretécher ? Où est la femme maintenant ? Quelle est sa résolution ? Case 4 : Où est-elle maintenant ? Quelle est la signification de « en avoir marre (de) » en anglais: Quelle est la signification de « faire la bonne » : Case 5 : [Note : « chuis » est la transcription orale de « je suis »] [Note 2 : Je vais bien/mal = I am doing well/not well Je suis bien/mal = I am good-looking/not so good-looking] Donc, elle peut trouver …………………….. (qui? J !) Cases 5 et 6 : Où est-elle maintenant ? Case 7 : [Note : « en avoir ma claque » = to have had it/to be fed up with] Case 8: Note: “fous jamais rien” [= f.....g do nothing] Traduction de “vautré” en anglais: ............................ Case 9 : Cette phrase est une métaphore. Quelle est la signification de cette phrase ? Comment la traduiriez-vous en anglais ? ...................................................................... Case 10 : Est-ce que son mari est vautré devant la télé ? OUI NON Est-ce qu’elle crie sur lui et demande le divorce ? Qu’est-ce qu’elle fait ? Case 11 : [Note: “avoir la flemme” = to feel lazy] b. Selon vous, est-ce que Bretécher est féministe ou est-ce qu'elle accuse les femmes dans cette planche? Expliquez. Répondez en un ou deux paragraphes: ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. \| RÉVISION GRAMMATICALE \| LES PRONOMS Identifiez la signification, la position et l'utilisation des pronoms dans la planche intitulée "Divorce": "il va m'entendre" (2e case) et "je lui dis demain" (dernière case) (consultez la présentation Powerpoint ci-jointe) \| 3. Lecture et analyse de la page intitulée "Catéchisme". Regardez et lisez cette planche de l'album Les Frustrés et répondez aux questions suivantes: (bubblebd.com) a. Comment s'appelle la jeune femme en robe noire ? ................................................................................................................................................................................. ................................................................................................................................................................................. b. Avec qui est-ce que cette jeune femme en robe noire est en couple ? ................................................................................................................................................................................. ................................................................................................................................................................................. c. Pourquoi est-ce qu'il n'y a pas de dialogue dans la dernière case et pourquoi est-ce que la femme avec une jupe blanche fume? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. d. Où est le comique dans cette planche? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. e. Le dessin de Bretécher est simple mais aussi subtilement complexe. Expliquez. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. f. Est-ce que les bédés de Bretécher sont difficiles à comprendre? Pourquoi ou pourquoi pas? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. Ciboire de Criss ! (1996) de Julie Doucet (goodreads.com) 1. Ciboire de criss! : approche provocatrice ou fanzine féministe de mauvais goût? (lassociation.fr) A. La provocation langagière. Le titre de cette bédé annonce le ton! Cherchez dans un dictionnaire et donnez la traduction du titre qui est un juron québécois: Ciboire de criss! : ........................................................... ! et continuez avec l'autre juron québécois présent dans l'album: une plotte (p. 1) : ..................................................... B. Dès la première planche. Étudiez la première page de l'album de Doucet et identifiez les aspects novateurs et provocateurs que vous pouvez trouver du point de vue narratif et scriptural: 1. La première planche de bd (voir image ci-dessus) présente le sujet de l'album et/ou son contexte. Quelle est l'histoire donc de Ciboire de criss ! et en quoi est-ce une histoire et une présentation provocatrices? aspect no. 1: ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. aspect no. 2: ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 2. Qui est le personnage principal? Où se trouve ce personnage-- dans quelles cases se trouve le personnage principal dans cette première planche, datée de 1990? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 3. Quels vêtements le personnage principal porte-t-il dans cette première page? Analysez. À quoi correspondent toutes ces descriptions? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 4. Comment savez-vous qu'il s'agit d'une sorte d'autobiographie dans cet album ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. C. Figures masculines. Concentrez-vous sur 3 personnages masculins présents dans les histoires de Ciboire de criss ! Qui sont-ils? Que représentent-ils selon vous? Figure masculine no. 1 : ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. Figure masculine no. 2 : ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. Figure masculine no. 3 : ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 2. Question de synthèse finale. Répondez à la question suivante en petits groupes: Finalement, que pensez-vous de cette fanzine? Est-ce une présentation qui casse les tabous qui restent encore présents dans la bd du début des années 1990 ou est-ce un album de mauvais goût ? Expliquez CHAPITRE 9 : "Le chat du rabbin: La Bar-Mitsva" (2002) de Joann Sfar CHAPITRE 9 - Le chat du rabbin: La Bar-Mitsva (2002) de Joann Sfar (couleur: Brigitte Findakly) (dargaud.com) 1. Travail de recherche et de présentation. Faites des recherches sur la vie et l'oeuvre de Joann Sfar, l'auteur du Chat du rabbin. Concentrez-vous sur les publications et les moments importants. Ce travail pourra être présenté oralement en classe sous la forme d'un Powerpoint (nombre de diapositives maximum: 8). 2. Premières questions : compréhension et analyse. Répondez à ces questions oralement ou par écrit après avoir lu les pages 3 à 12 du Chat du rabbin: La Bar-Mitzva. 1. Qui est le narrateur et qui est le personnage principal? Expliquez votre réponse. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 2. Où sommes-nous dans cette bédé? Quel est le temps principal utilisé (le passé, le présent, le futur)? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 3. Que se passe-t-il de la page 8 à la page 12 ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 4. Est-ce que cette bédé est difficile à comprendre ? Expliquez. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 5. Visuellement, quelle est la structure de chaque page ou planche ? Vous pouvez feuilleter le reste de l'album pour vérifier. Analysez cet aspect visuel. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. CONTINUEZ ET FINISSEZ DE LIRE LE LIVRE ... \| VOCABULAIRE FAMILIER \| -coller des baffes (p. 4) = gifler -se tailler (p. 10) = s'enfuir -ficher (p. 20) = mettre -choper (p. 34) = attraper -se fourrer le doigt dans l'oeil jusqu'au coude (p. 42) = avoir tort; se faire de grosses illusions -baiser (p. 43) = faire l'amour -se branler (p. 43) = se masturber -une pute (p. 44) = une putain = une prostituée \| 3. Approfondissement historique et géographique. Nous ne sommes sûrs de l'endroit où se passe le tome 1 de la série Le chat du rabbin de Joann Sfar que vers la fin de l'album, à la case 4 de la page 44 où nous lisons "ils vont à la synagogue, ou au marché Randon". Ce marché et cette synagogue existaient bien jusque dans les années 1960, quand la synagogue a été profanée et transformée en mosquée. Ils se situent dans la ville d'Alger, en Algérie. Vous trouverez une carte postale de cet endroit dans les années 1920, époque approximative où se passe l'histoire de Sfar. (web.nli.org.li) Pour en savoir plus sur la colonisation de l'Algérie par la France et le statut des Juifs et des Musulmans en Algérie au début du XXe siècle, veuillez lire le texte ci-joint, intitulé "Juifs et Musulmans pendant la colonisation française" et faire une récapitulation chronologique des événements principaux impliquant Juifs et Musulmans en Algérie à l'époque de la colonisation française. La ligne chronologique est démarrée pour vous aider: 1830 1834 -----I-----------------------I------------------------I---------------------------I------------------------I-----------------------I---------- conquête violente de l'Algérie par la France \| PAUSE GRAMMATICALE \| Identifiez le temps des verbes soulignés et donner la forme infinitive de chaque verbe: "La seule chose qui pourrait restreindre ma liberté absolue, ce serait qu'on me colle des baffes." (p. 4) "Les richesses du monde devraient être mieux réparties" (p. 7) "Quand bien même il mentirait, papa, est-ce si grave?" (p. 10) "Je lui dis que j'ai acquis un pouvoir dont je me passerais bien" (p. 22) \| Révision du conditionnel (conjugaisons régulière et irrégulière, significations et utilisations) \| 4. La Bar-Mitsva. Discutez en groupe et expliquez la signification profonde d'une bar-mitsva. Expliquez aussi pourquoi le chat du rabbin insiste sur le fait qu'il veut faire sa bar-mitsva. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 5. Composition au choix. A. Choisissez deux ou trois des phrases à portée religieuse et/ou philosophique du chat du rabbin et expliquez toutes leurs significations possibles. Voici, par exemple, certaines des phrases du chat (ous n'êtes pas obligé.e.s de choisir celles-ci): "Depuis que je le sais duplice et hypocrite, depuis que je le vois se débattre entre ses hormones et ses convictions, je l'aime" (p. 48) "Je lui dis que Dieu est un simulacre rassurant" (p. 20) "Je lui dis qu'il a été avec moi aussi dogmatique et obtus que certains chrétiens le sont avec les juifs." )p. 15) B. Expliquez la citation de Sfar" On entre en dessin comme on briserait une glace. On y découvre que l'autre n'existe pas, que les êtres et les choses ne sont pas délimités." (Le Monde des livres, 23 déc. 2005) et explorez ce défi pour ce qui est de la bande dessinée en général et du Chat du rabbin en particulier. CHAPITRE 10 : "Poulet aux prunes" (2004) de Marjane Satrapi Exercice d'identification des temps. Profitez de cet exercice pour revoir le(s) temps que plusieurs étudiants ont eu du mal à identifier ou dont ils ont eu des difficultés à expliquer la construction. Il est conseillé alors de se référer à une grammaire de référence pour toutes révisions. Ex.6. Bédé ou roman graphique? Cet exercice essaie de montrer aux étudiants la problématique de la différentiation forcée entre les genres littéraires et le désir de légitimisation qui s'y exprime. Avec cet exercice, les étudiants devraient probablement arriver d'eux-mêmes à cette conclusion, soit qu'il y a très peu de différence (présence d'une voix autobiographique; autofiction; exofiction) voire aucune différence entre la bande dessinée et le roman graphique. CHAPITRE 10 - Poulet aux prunes (2004) de Marjane Satrapi (lassociation.fr) 1. Travail de recherche et de présentation. Faites des recherches sur la vie et l'oeuvre de Marjane Satrapi, l'auteure de Poulet aux prunes. Concentrez-vous sur les publications et les moments importants. Ce travail pourra être présenté oralement en classe sous la forme d'un Powerpoint (nombre de diapositives maximum: 8). 2. Travail de recherche et de présentation. Faites des recherches sur le contexte historique de Poulet aux prunes. À la première page, l'auteure indique "Téhéran 1958". Expliquez et concentrez-vous sur les moments importants de l'histoire iranienne de la première guerre mondiale jusqu'à 1958. N'oubliez pas d'expliquer la note qui se trouve au bas de la page 5 et la discussion de Nasser Ali et Manoutchehr page 6. Ce travail pourra être présenté oralement en classe sous la forme d'un Powerpoint (nombre de diapositives maximum: 8). Lecture de l'introduction 3. Les seize premières pages de Poulet aux prunes forment une sorte d'introduction-récapitulation. Répondez aux questions suivantes avec le plus de détails possible pour mieux situer cette bande dessinée: 1. Qui est Nasser Ali Khan ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 2. Comment s'appelle la femme dans la première planche, selon Nasser Ali ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 3. Qu'est-ce qu'un tar ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 4. Pourquoi Ali Khan est-il très mécontent à la 4e page ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 5. Combien d'enfants est-ce qu'Ali Khan et comment s'appellent-ils ? Comment s'appelle le fils avec lequel il va à Mashad en car ? Et comment est-ce qu'Ali Khan s'occupe de son fils ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 6. Qui a brisé le tar et pourquoi ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 7. Quelle est la décision finale d'Ali Khan et que se passe-t-il le 22 novembre 1958 ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. IDENTIFICATION DES TEMPS - ENTRAÎNEMENT \| Voici des expressions présentes dans l'introducrtion de Poulet aux prunes. Identifiez leur temps et/ou donnez leur traduction en anglais:1. Vous ne vous appelleriez pas Irâne?2. J'ai dû vous confondre3. Laissez-le reposer dans un endroit bien sec4. Sa tonalité sera parfaite5. Ne vous énervez pas!6. On avait rendez-vous à 10h7. Mossadegh nationalisa le pétrole iranien8. Tout dégénère ...9. Tous ceux qui l'avaient connu étaient présents \| Lecture du reste de Poulet aux prunes 4. La structure et l'analyse de Poulet aux prunes. Il est quelquefois intéressant d'analyser la structure et la forme d'un roman, d'une pièce de théâtre ou d'une bédé, quelquefois aussi appelée "roman graphique". Répondez aux questions suivantes en groupe: a. Comptez le nombre de pages pour chaque partie de Poulet aux prunes : Introduction : 16 pages 1er jour - 15 novembre 1958 : 2e jour - 15 novembre 1958 : 3e jour - 15 novembre 1958 : 4e jour - 15 novembre 1958 : 5e jour - 15 novembre 1958 : 6e jour - 15 novembre 1958 : 7e jour - 15 novembre 1958 : 8e jour - 15 novembre 1958 : b. À quoi correspond chacun des huit jours ? 1er jour - 15 novembre 1958 : 2e jour - 15 novembre 1958 : 3e jour - 15 novembre 1958 : 4e jour - 15 novembre 1958 : 5e jour - 15 novembre 1958 : 6e jour - 15 novembre 1958 : 7e jour - 15 novembre 1958 : 8e jour - 15 novembre 1958 : c. Que pensez-vous de la structure globale de ce roman graphique ? Y voyez-vous une signification ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. d. Que pensez-vous de sa structure en flashback ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. e. Y a-t-il une morale dans cette histoire ? S'agit-il d'un conte et/ou d'un drame ? S'agit-il d'une histoire métaphorique? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. f. Ce roman graphique est dessiné en noir et blanc. Selon vous, quelle est l'impact du choix du noir et blanc sur les lecteurs et notre interprétation de l'histoire ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 5. Livre comique ou tragique ? Poulet aux prunes joue avec les stéréotypes, le grotesque et l'ironie humoristique. Que pensez-vous d'un passage, comme celui qui se trouve vers la fin du quatrième jour, où on voit la famille de Mozaffar aux États-Unis? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 6. Bédé ou roman graphique? Le terme de "roman graphique" est apparu dans les années 1960 mais a commencé à être vraiment connu et utilisé vers la fin du XXe siècle. Pourriez-vous faire des recherches et trouver 3 aspects qui différencient la bande dessinée du roman graphique? \| bande dessinée \| roman graphique \| - - - \| - - - \| Puis, discutez en groupe des différences que vous avez trouvées en prenant un exemple de bédé étudiée ce semestre (Astérix légionnaire ou L'Ile noire) et le roman graphique de Satrapi. Pouvez-vous trouver des différences? Si oui, lesquelles? \| bande dessinée (Astérix ou Tintin) \| roman graphique (Poulet aux prunes) \| - - - \| - - - \| 7. Composition . Sujet: Qu'est-ce qu'un poulet aux prunes et pourquoi pensez-vous que Marjane Satrapi a donné ce titre à ce roman graphique? CHAPITRE 11: "Aya de Yopougon" (2005) de Marguerite Abouet et Clément Oubrerie CHAPITRE 11: "Aya de Yopougon" (2005) de Marguerite Abouet et Clément Oubrerie (gallimard.fr) Commencez à lire les pages 1-33 1. Vocabulaire. Notez les mots nouveaux que vous allez lire en vous aidant du lexique trouvé en fin de livre (p. 98). Deux exemples vous sont déjà donnés : \| lexique africain \| synonyme \| -un géniteur (p. 2) -une gazeuse/gazer (p. 2) - - - - - - \| -un père -une fêtarde/sortir en boîte - - - - - - \| 2. Qui est Marguerite Abouet ? Faites des recherches sur l'internet sur Marguerite Abouet et regardez cet entretien d'Abrouet, qui date de 2010 (8 mn 30): https://aalbc.com/authors/author.php?author_name=Marguerite+Abouet Puis répondez aux questions suivantes: a. Marguerite Abouet est-elle dessinatrice ou scénariste ? ................................................................................................................................................................................. ................................................................................................................................................................................. b. Qu'est-ce qui a frustré Abouet lorsqu'elle est allée à au festival de la bd à Abidjan ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. c. Comment a-t-elle décidé de résoudre ce problème ? Répondez en détails : ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. e. Quelle était la situation de Marguerite quand elle était jeune ? Comment est-elle venue en France ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. f. Quelle critique a-t-elle envers les Ivoiriens, elle qui est ivoirienne d'origine ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. Continuez et lisez les pages 34-96 3. La satire et le grotesque. En groupe, discutez et trouvez 5 éléments qui renforcent l'aspect satirique de cette bande dessinée. N'oubliez pas d'inclure le dessin mais aussi le choix des mots, les cartouches, etc... : a. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. b. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. c. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. d. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. e. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. RÉVISION GRAMMATICALE - la voix passive \| Expliquez la formation grammaticale des 2 expressions suivantes et de la voix passive en général : 1. On est invités chez mon patron (p. 22) 2. Je serai payé le double (p. 50) \| Finissez de lire la bd 4. Le cadre historique d'Aya de Yopougon. Aya de Yopougon 1 se passe en 1978, comme l'indique la première page. Elle se passe à Abidjan, en Côte d'Ivoire à une période souvent considérée comme celle du "miracle ivoirien". Pourriez-vous faire des recherches et expliquer ce terme et cette période historique en Côte d'Ivoire ? a. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. b. Selon vous, pourquoi l'autrice a décidé de ne pas placer cet histoire au début des années 2000 ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 5. Vision auto-ethnographique. Pourriez-vous analyser la vision auto-ethnographique de cette bédé où certains personnages sont à dimensions multiples (alors que d'autres sont assez stéréotypés) et où sont présentes la nouvelle génération et l'ancienne génération ainsi qu'une certaine image de la trans-culturation dans les vêtements, les professions, les boissons etc... ? En un mot, quelle est l'image qui ressort de la Côte d'Ivoire et des habitants d'Abidjan à la fin des années 1970 ? Est-elle complexe ou non ? Expliquez. CHAPITRE 12: "Moi René Tardi, prisonnier de guerre au Stalag IIB" (tome 1; 2012) de Tardi Les questions et sujets abordés dans ce dernier chapitre sont à un niveau supérieur de ceux présentés dans les premiers chapitres. Le choix même de cette bande dessinée indique un niveau de lecture et de connaissance du français soutenu de la part des étudiants. Les questions et activités sont donc un peu moins ludiques et plus complexes. CHAPITRE 11 - Moi René Tardi, prisonnier de guerre au Stalag IIB (tome 1; 2012) de Tardi (tcj.com) 1. La bd historique en France. Lisez le texte intitulé "La BD historique française" (voir ci-joint) et répondez aux questions suivantes: a. La bd historique française naît combien d'années après la naissance de la bd? ................................................................................................................................................................................. ................................................................................................................................................................................. b. L'introduction de cette présentation suggère qu'Alix de Jacques Martin est l'une des premières bandes dessinées historiques françaises. Le premier album de la série Alix a été publié en 1948. Quels sont les grands noms de la bd francophone à la même époque? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. c. Le genre de la bd historique francophone a vraiment connu un essor à la fin du XXe siècle. Mentionnez quatre faits qui prouvent cette montée très nette en popularité: i. ii. iii. iv. d. Quels sont les avantages et les défis de la bd historique? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. e. Quels sont les cinq sous-genres de la bd historique et quelles sont leurs spécificités? i. ii. iii. iv. v. 2. Tour d'horizon de la bd historique dans le monde francophone en dehors de l'Europe. Le récit historique jouit aussi d'une grande popularité à travers le monde francophone, ne serait-ce que pour partager et redécouvrir son histoire et ses héros avec des lecteurs jeunes et moins jeunes. Ainsi, Christophe Cassiau-Haurie (scénariste), Luko (dessinateur) et J-F Chanson (découpeur) ont publié Bissette élu député : 1849, quand des esclaves deviennent électeurs (Caraïbéditions, 2016). L'album s'ouvre sur la carte d'un bateau transportant des esclaves, à la fin du XVIIe siècle, d'Afrique aux colonies des Amériques pour travailler dans les champs de canne à sucre. Il raconte le combat d'un homme de couleur, Cyrille Bissette, né en Martinique dans une famille de couleur libre. (kazabulmartinique.com) Banni des colonies pour son combat pour l'abolition de l'esclavage, il travaille en metropole pour mener ce combat à bien. Il revient finalement en Martinique où il a joué un rôle important dans l'abolition de l'esclavage, malgré sa rivalité avec Victor Schoelcher. De même, les éditions L'Harmattan ont publié, en 2013, un recueil de bd d'auteurs du Tchad, du Maroc, du Cameroun, du Togo/Bénin, du Mali et de Tanzanie, intitulé Sommets d'Afrique. (amazon.com) Massif de l'Atakora est une histoire, longue de sept planches seulement, qui se moque des disputes territoriales entre le Togo et le Bénin. Kilimandjaro, elle aussi, est une bédé courte qui ironise sur la manière dont la reine Victoria a offert le Kilimandjaro en cadeau d'anniversaire à Wilhelm, son petit-fils, en déplaçant les frontières coloniales. Les îles du vent 1 d'Elodie Koeger et Hector Poullet (Caraïbéditions, 2009) raconte, dans un petit format de poche et en noir et blanc, la situation difficile des Haïtins sans papier à la Guadeloupe au début du XXIe siècle. Cette bédé tente aussi de montrer la complexité des relations entre blancs d'origine française et Antillais. (amazon.com) Cette présentation n'entend que donner quelques exemples de bandes dessinées francophones actuelles. Il en existe bien d'autres ... n'hésitez pas à faire des recherches! Moi René Tardi "Nos pères, ces héros sans gloire ..." (p. 5) 3. Introduction et questions de compréhension. Répondez aux questions suivantes tout en commençant à lire le livre (pp. 5-25) : a. Lisez l'introduction et identifiez les motivations de Tardi, le dessinateur, quand il écrit et dessine cette bd. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. b. Tardi remercie sa fille, Rachel Tardi, "pour sa mise en couleurs" (p. 12), dans l'introduction. Feuilletez ce livre et parlez des couleurs utilisées part sa fille. Analysez le choix de ses couleurs. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. c. Où se trouvait le Stalag IIB ? Consultez la carte aux pages 16-17. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. d. Qui est le personnage à la première page (p. 19) ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. e. Qui parle dans les bulles rectangulaires ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. f. Le ton, dès la première page de cette bande dessinée, est ironique. Pourriez-vous trouver quatre exemples de cette ironie ? Pour chaque exemple, identifiez l'objet de l'ironie. i. ............................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ii. ............................................................................................................................................ ................................................................................................................................................................................. ................................................................................................................................................................................. ii. ............................................................................................................................................ ................................................................................................................................................................................. ................................................................................................................................................................................. iii. ............................................................................................................................................ ................................................................................................................................................................................. ................................................................................................................................................................................. iv. ............................................................................................................................................ ................................................................................................................................................................................. ................................................................................................................................................................................. g. La dernière case de la page 23 présente le grand-père du dessinateur, père du héros qui est le sujet de Tardi dans ce livre. Comment est-ce que le père du dessinateur décrit son propre père ? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. h. Pourquoi le narrateur s'écrie-t-il, dans la dernière case de la page 25: "J' te comprends pas!" ? Qu'est-ce qu'il exprime de profond ici? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. 4. Pourriez-vous compléter les 2 cases ci-dessous avec une dizaine de mots dans chaque? \| VOCABULAIRE \| VOCABULAIRE/EXPRESSIONS POPULAIRES OU GROSSIÈRES \| ex : l'avoine (p. 19) = oats - - - - - - - - \| ex : fermer son clapet (p. 19) = se taire - - - - - - - - \| Continuons notre lecture (pp. 26-51) 4. Questions de compréhension. Répondez aux deux questions suivantes, en petit groupe, tout en continuant la lecture du livre (pp. 26-51) : a. Moi René Tardi est une bande dessinée remplie de détails sur la seconde guerre mondiale. Donnez plusieurs exemples de détails et exactitudes historiques présentés par l'auteur: ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. b. Maintenant que vous avez lu une cinquantaine de pages, pourriez-vous analyser la mise en image ou la structure de la planche chez Tardi? Selon vous, pourquoi est-ce que Tardi a adopté cette structure? Y a-t-il un impact sur les lecteurs et lectrices? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. Pendant que vous continuez à lire ... (pp. 52-77) RÉVISION DU PASSÉ SIMPLE (Moi René Tardi, p. 77, dernière case) \| "Les officiers furent séparés de la troupe et embarquèrent pour les Oflags. Nous n'en revîmes plus ...".1. Notez les verbes au passé simple et donnez leur signification. 2. Expliquez la formation de chaque verbe. Verbe régulier ou irrégulier au passé simple? Quelles sont les formes régulières au passé simple? 3. Qu'est-ce qui distingue le verbe "furent séparés" du verbe "embarquèrent" du point de vue grammatical? \| Et ensuite ... (pp. 78-111) 5. Questions de compréhension. Répondez aux deux questions suivantes, en petit groupe, tout en continuant la lecture du livre (pp. 78-111) : a. Le narrateur de Moi René Tardi est une figure complexe, dessiné en garçon d'une dizaine d'années. Pour lui, est-ce que son père est un héros ou un anti-héros? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. b. À la page 30 et aussi aux pages 49 et 111, le narrateur s'écrie: "PAPA!" Pourquoi? Expliquez en détails: ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. Et pour finir ... (pp. 112-188) 6. Composition finale. Répondez à l'une des questions suivantes : a. Quelle est la signification de "Moi", premier mot du titre de la bande dessinée ? ou b. Moi René Tardi prisonnier de guerre au Stalag IIB : est-ce un roman graphique historique ou un roman familial et mémoriel? Conclusion et ouverture L'importance et la diversité de la bande dessinée francophone n'est plus à prouver. En France seulement, il y a plus de 5 000 nouvelles parutions de bédés par an aujourd'hui. L'espace francophone européen compte plus de 380 éditeurs de bandes dessinées. En France, la bande dessinée est le deuxième segment du livre le plus vendu après la littérature générale; cela revient à 1/4 des livres vendus dans l'hexagone, soit 85 millions d'exemplaires vendus par an1 et 900 millions d'euros de chiffre d'affaires par an, en France.2 Par comparaison, l'industrie américaine et canadienne de la bande dessinée est à presqu' un milliard et demi d'euros de chiffre d'affaires par an.3 En outre, près de 30% des titres de bd francophones européennes sont vendus à l'exportation, en traduction.1 Il est donc impossible, dans ces conditions, d'être exhaustif. Le domaine de la bande dessinée se porte bien en francophonie au-delà de l'Europe, même s'il est certain que des problèmes économiques, structurels et politiques ralentissent l'accès à la publication. Pourtant, une grande partie de la jeunesse africaine a grandi, de la fin des années 1960 à la fin des années 1990, en lisant, si elle pouvait se permettre de l'acheter ou encore de le louer des kiosquiers, le magazine Kouakou, publié en République Centrafricaine et destiné aux enfants de dix ans. Il s'agissait d'aventures qu'ont un jeune garçon africain et ses deux amis, aventures mêlées de science-fiction et de références à la tradition. Les lecteurs de Kouakou sont maintenant des adultes friands de bédé. Il existe des petites maisons d'édition, comme DBDO (Des Bulles Dans l'Océan) à Madagascar, qui essaient de publier des bandes dessinées et romans graphiques de tous genres, en tentant de s'échapper de l'étiquette "exotique" qu'on assigne vite à tout produit non-européen.4 À noter aussi qu'il existe, depuis 2016, un nouveau festival de bande dessinée Bilili à Brazzaville, au Congo, qui rassemble plusieurs milliers de visiteurs.5 En France et même s'il s'agit d'une production limitée, L'Harmattan publie, depuis 2010, un ou deux albums d'auteurs africains par an dans la collection L'Harmattan BD. Il est probable que l'ouverture du continent au digital pourra permettre une plus grande distribution et un accès plus facile à des maisons d'édition. La grande popularité de la BD européenne francophone, en particulier, se voit à tous niveaux; elle inclut toutes sortes de genres et d'âges, de la bédé pour très jeunes (5-8 ans), comme les séries Petit Poilu (avec très peu de mots pour les tout-petits) et Anatole Latuile, un écolier qui se trouve toujours dans des situations problématiques. La collection Les Enfants de la Résistance met en scène plusieurs enfants de treize ans, qui, pendant la seconde guerre mondiale, décident de créer uneorganisation secrète de résistance contre l'occupation allemande. Cette série belge s'adresse essentiellement à des enfants de 10-13 ans. Mais la bd contemporaine ne s'arrête pas là : on y trouve de nombreuses adaptations de romans qui sont d'ailleurs souvent utilisées dans les collèges. On y trouve aussi des contes écologiques, tel Unikarb ou Le Monde sans fin, miracle énergétique et dérive climatique, des séries fantastiques, et par-dessus tout, des mangas françaises (surnommées "manfras" ou "frangas"), même si elles sont d'inspiration japonaise, énormément populaires (avec adaptations sur Netflix), telle Radiant, qui fut la première manga française adaptée en anime au Japon en 2015. De plus, on compte de très nombreux biopics, des romans graphiques, historiques, fantastiques et de la bédé de science-fiction. N'oublions pas non plus que les éditions Dargaud publient une revue digitale depuis 2020, Mâtin, qui propose, tous les matins, une bande dessinée inédite de dix cases. La revue a commencé à publier des albums de bd en 2022. Le nombre de leurs abonnés dépasserait les 100 000. Finalement, on doit aussi tenir compte, dans l'horizon de la bande dessinée francophone européenne aujourd'hui, de la BD audio BLYND, une application qui est un partenariat entre éditeurs et acteurs francophones et propose des séries audio-immersives avec plus de 1000 abonnés. En un mot, le paysage médiatique de la bande dessinée francophone est des plus riches et n'a pas l'air de perdre souffle! En effet, ce marché correspond à une logique économique : l'engouement pour la bd, avec, par exemple, les mangas, correspond à une montée du pouvoir d'achat d'une génération maintenant adulte, qui avait pris goût au genre lorsqu'ils étaient enfants et adolescents. (animenewsnetwork.com) 1. Tous les chiffres présentés ici au sujet de la production de la bande dessinée francophone européenne proviennent de Marie-Laurence de Rocher, "AIF 2022 - Industries culturelles et créatives - Tendances littéraires BD", 4 juillet 2022, https://www.youtube.com/watch?v=SOA4_YCEOeg. 2. Nicolas Richaud, "Le marché de la BD bat tous ses records, à près de 900 millions d'euros en 2021", Les Echos, 27 janvier 2022, https://www.lesechos.fr/tech-medias/medias/le-marche-de-la-bd-bat-tous-ses-records-a-pres-de-900-millions-deuros-en-2021-1382570#:~:text=Intelligence%20artificielle-,Le%20march%C3%A9%20de%20la%20BD%20bat%20tous%20ses%20records%2C%20%C3%A0,millions%20d'euros%20en%202021. 3. "Comic Book Market Size, Share & Covid-19 Impact Analysis", Fortune Business Insights, Jan. 2022, https://www.fortunebusinessinsights.com/comic-book-market-103903. 4. Voir à ce sujet: Laure Verneau, "Madagascar, place forte de la bande dessinée en Afrique", Le Monde, 7 avril 2022, https://www.lemonde.fr/afrique/article/2022/04/06/madagascar-place-forte-de-la-bande-dessinee-en-afrique_6120911_3212.html. 5. Voir à ce sujet: Roxana Azimi, "L'Afrique, l'autre continent de la bande dessinée", Le Monde, 4 déc. 2020, https://www.lemonde.fr/afrique/article/2020/11/29/l-afrique-l-autre-continent-de-la-bande-dessinee_6061537_3212.html. Liste d'onomatopées en français Cette liste peut être aussi courte ou aussi longue que vous le désirez. N'hésitez pas à l'adapter au niveau et aux capacités de vos apprenants. La présentation Powerpoint ci-jointe est proposée comme exercice d'échauffement pour la classe. Commencez à vous exercer ! 1. Ouvrez le Powerpoint ci-joint et trouvez les onomatopées françaises correspondant aux images. Combien en connaissez-vous au total? 2. Pour en savoir plus et apprendre quelques onomatopées de plus en français, consultez les sites suivants : https://www.btb.termiumplus.gc.ca/tpv2guides/guides/clefsfp/index-fra.html?lang=fra&lettr=indx_catlog_o&page=96XtBxKUbdIg.html et http://www.les-onomatopees.fr/liste-onomatopees.php N'hésitez pas à chercher d'autres sources! Elles sont nombreuses. Bibliographie Bibliographie1 Abouet, Marguerite et Clément Oubrerie. Aya de Yopougon. T. 1. Paris: Gallimard, 2005. Azimi, Roxana. "L'Afrique, l'autre continent de la bande dessinée", Le Monde, 4 déc. 2020, https://www.lemonde.fr/afrique/article/2020/11/29/l-afrique-l-autre-continent-de-la-bande-dessinee_6061537_3212.html. B., David, Martin, Jacques et Giorgio Albertini. Alix: Le Dieu sans nom. T. 39. Paris: Casterman, 2020. Blanchard, Gérard. Histoire de la bande dessinée. Bruxelles: Marabout, 1969. Cassiau-Haurie, Christophe. Histoire de la BD congolaise. Paris: L'Harmattan, 2010. Caumery & Pinchon. Les aventures de Bécassine. Paris: Archives de la Bnf, https://data.bnf.fr/fr/14618815/caumery_joseph_porphyre_pinchon_becassine/ "Comic Book Market Size, Share & Covid-19 Impact Analysis", Fortune Business Insights, Jan. 2022, https://www.fortunebusinessinsights.com/comic-book-market-103903. Delorme, Isabelle. Quand la bande dessinée fait mémoire du XXe siècle. Dijon: Les Presses du réel, 2019. de Rocher, Marie-Laurence. "AIF 2022 - Industries culturelles et créatives - Tendances littéraires BD", 4 juillet 2022, https://www.youtube.com/watch?v=SOA4_YCEOeg. Doucet, Julie. Ciboire de criss! Paris: L'Association, 2004. Falardeau, Mira. Histoire de la bande dessinée au Québec. Montréal: vlb, 2008. Forsdick, Charles. "Exoticising the Domestique: Bécassine, Brittany & the beauty of the Dead in Francophone Bande dessinée", in The Francophone Bande Dessinée, eds. C. Forsdick & L. McQuillan. Amsterdam: Rodopi, 2005, pp. 23-37, https://doi.org/10.1163/9789401201964_004. Goscinny, René et Albert Uderzo. Astérix légionnaire. Paris: Dargaud, 1967. Hergé. L'Île noire. Paris: Casterman, 2000. --- Les Bijoux de la Castafiore. paris: Casterman, 1990. Kerrien, Fanny & Jean Auquier. L'invention de la bande dessinée: Dossier pédagogique. Bruxelles: Centre belge de la bande dessinée, 2013, https://www.cbbd.be/uploads/fichiers/pages/invention-de-la-bd-web.pdf. MacLeod, Catriona. "Sex & Death in Québec: female autobioBD & Julie Doucet's changements d'adresses", European Comic Art. Vol. 5, issue 1, 2012. Maigret, Eric & Matteo Stefanelli. La bande dessinée: une médiaculture. Paris: Armand Colin, 2012. McQuillan, Libbie. "Introduction", in The Francophone Bande Dessinée, ed. C. Forsdick & L. McQuillan. Amsterdam: Rodopi, 2005, pp. 7-14. Miller, Ann & Bart Beaty (eds). The French Comics Theory Reader. Louvain: PU de Louvain, 2014. Peeters, Benoît. Hergé, fils de Tintin. Paris: Flammarion, 2006. Peyo. Les Schtroumpfs noirs. Paris: Dupuis, 1963. Richaud, Nicolas. "Le marché de la BD bat tous ses records, à près de 900 millions d'euros en 2021", Les Echos, 27 janvier 2022, https://www.lesechos.fr/tech-medias/medias/le-marche-de-la-bd-bat-tous-ses-records-a-pres-de-900-millions-deuros-en-2021-1382570#:~:text=Intelligence%20artificielle-,Le%20march%C3%A9%20de%20la%20BD%20bat%20tous%20ses%20records%2C%20%C3%A0,millions%20d'euros%20en%202021. Satrapi, Marjane. Poulet aux prunes. Paris: L'Association, 2004. Sfar, Joann. Le chat du rabbin: la Bar Mitzva. T.1. Paris: Dargaud, 2002. Tardi. Moi René Tardi, prisonnier de guerre au Stalag IIB. T. 1. Paris: Casterman, 2012. Verneau, Laure. "Madagascar, place forte de la bande dessinée en Afrique", Le Monde, 7 avril 2022, https://www.lemonde.fr/afrique/article/2022/04/06/madagascar-place-forte-de-la-bande-dessinee-en-afrique_6120911_3212.html. 1. Veuillez noter que cette bibliographie n'est pas exhaustive	oercommons	2025-03-18T00:34:14.622188	08/04/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/96157/overview", "title": "QA4U -- Bandes dessinées francophones", "author": "Thomas Jones" }
https://oercommons.org/courseware/lesson/92557/overview	how to write a letter Overview writing a formal letter writing a formal letter Writing a formal letter	oercommons	2025-03-18T00:34:14.652463	05/08/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92557/overview", "title": "how to write a letter", "author": "Gamze KILIÇ" }
https://oercommons.org/courseware/lesson/113669/overview	NIST Artificial Intelligence Risk Management Framework Overview In collaboration with the private and public sectors, the National Institute for Standards and Technology (NIST) has developed a framework to better manage risks to individuals, organizations, and society associated with artificial intelligence (AI). The NIST AI Risk Management Framework (AI RMF) is intended for voluntary use and to improve the ability to incorporate trustworthiness considerations into the design, development, use, and evaluation of AI products, services, and systems. Introduction Artificial intelligence (AI) technologies have significant potential to transform society and people’s lives – from commerce and health to transportation and cybersecurity to the environment and our planet. AI technologies can drive inclusive economic growth and support scientific advancements that improve the conditions of our world. AI technologies, however, also pose risks that can negatively impact individuals, groups, organizations, communities, society, the environment, and the planet. Like risks for other types of technology, AI risks can emerge in a variety of ways and can be characterized as long- or short-term, high or low-probability, systemic or localized, and high- or low-impact. While there are myriad standards and best practices to help organizations mitigate the risks of traditional software or information-based systems, the risks posed by AI systems are in many ways unique (See Appendix B). AI systems, for example, may be trained on data that can change over time, sometimes significantly and unexpectedly, affecting system functionality and trustworthiness in ways that are hard to understand. AI systems and the contexts in which they are deployed are frequently complex, making it difficult to detect and respond to failures when they occur. AI systems are inherently socio-technical in nature, meaning they are influenced by societal dynamics and human behavior. AI risks – and benefits – can emerge from the interplay of technical aspects combined with societal factors related to how a system is used, its interactions with other AI systems, who operates it, and the social context in which it is deployed. These risks make AI a uniquely challenging technology to deploy and utilize both for organizations and within society. Without proper controls, AI systems can amplify, perpetuate, or exacerbate inequitable or undesirable outcomes for individuals and communities. With proper controls, AI systems can mitigate and manage inequitable outcomes. AI risk management is a key component of responsible development and use of AI systems. Responsible AI practices can help align the decisions about AI system design, development, and uses with intended aim and values. Core concepts in responsible AI emphasize human centricity, social responsibility, and sustainability. AI risk management can drive responsible uses and practices by prompting organizations and their internal teams who design, develop, and deploy AI to think more critically about context and potential or unexpected negative and positive impacts. Understanding and managing the risks of AI systems will help to enhance trustworthiness, and in turn, cultivate public trust.	oercommons	2025-03-18T00:34:14.666100	03/02/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/113669/overview", "title": "NIST Artificial Intelligence Risk Management Framework", "author": "Rebecca Henderson" }
https://oercommons.org/courseware/lesson/109401/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in or	oercommons	2025-03-18T00:34:14.687728	Numbers and Operations	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/109401/overview", "title": "SYMBOLIC LOGIC", "author": "Mathematics" }
https://oercommons.org/courseware/lesson/90803/overview	Environmental Pollution Overview An essay about environmental pollution Environmental Pollution Environmental pollution which is one of the biggest problems of our age, perhaps the most important, threatens life and continuity of natural life. Many factors cause environmental pollution. Factories are the most important of these factors because we live in an industrialized world. Factories cause a lot of pollution such as air, water, soil, and even noise. Therefore, governments and companies should work together to decrease environmental pollution. One of the major problems with factories is toxic gases released from them while another is industrial waste. First of all, toxic gases such as carbon dioxide and methane damage the atmosphere because when they are burned, they are released into the atmosphere, thus, causing air pollution, even worse, global warming. Another important problem is industrial waste. It causes water and soil pollution. Substances such as chemicals and waste can pollute rivers, lakes, and the soil, thus, posing a threat to the ecosystem. There are many solutions to decrease environmental pollution. One important solution is that governments can develop pollution prevention programs and inspect the factories consistently. Also, governments can support recycling and greening works. Another solution is that companies should take some precautions to not pollute the environment such as using clean fuel and filter systems. Moreover, they should prefer using recyclable raw materials. To sum up, there are several measures which could be taken to decrease environmental pollution. It is unlikely to prevent environmental pollution completely. However, with the right action by governments and companies, environmental pollution can be decreased to a minimum.	oercommons	2025-03-18T00:34:14.699481	03/10/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/90803/overview", "title": "Environmental Pollution", "author": "pinar h" }
https://oercommons.org/courseware/lesson/104395/overview	Photo voice study Overview This is a sample of a photo voice research study Introduction This is a sample of a photo voice research study	oercommons	2025-03-18T00:34:14.716721	Kent Rodriguez	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/104395/overview", "title": "Photo voice study", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/82548/overview	BranchED OER Intersection of Neuroscience, Culture and Learning Overview This OER takes a look at the intersection of human growth and development from a trauma perspective, the neuroscience of learning, specifically how the concepts of survival and exercise influence the student learning process. How does Culturally Responsive Teaching support dependent learners to become Independent Learners and understanding the role of culture in student learning. Unit 1 Introduction to the Course Introduction It is important for educators to develop a better understanding of how culture and school environments influence students of culturally diverse backgrounds to become either independent learners or dependent learners. The actions teacher’s make in the classroom can influence a student’s trajectory to become an independent learner. There are a lot of factors involved in this process including helping culturally diverse students learn how the concepts of habits of mind and using their own cognitive tools to influence personal development. Every teacher needs to strive to develop a solid foundation on the intersection of neuroscience and culturally responsive teaching and how they influence the development of independent learners. The goal of this module is to provided insight into critical components related to this topic, provide sample activities and assessments to gauge the users learning and action steps to put into practice knowledge gained as a result of completing this module. Introduction to the course/unit: This goal of this course is to introduce learners to the concepts of culturally responsive teaching, neuroscience of learning, specifically how the concepts of survival and exercise influence a students approach to the learning process, and the intersectionality of these concepts, and others, to gain a better understanding of developing students into independent learners. Audience: The intended audience of this course is adults, instructors and educators who work with adults, particularly in higher education or the K-12 environment. Length of course: This resource has been designed to supplement three weeks of a semester long course. Unit-level outcomes: While engaging with this unit, learners will: Be able to identify aspects of and define Culturally Responsive Teaching (CRT) Be able to identify different cultural archetypes and their influence on pedagogy and student learning. Be able to identify how the brain responds to different learning environments and cultural expectations. Technology requirements: Students will need access to a computer and the ability to connect to the Internet via a web browser. Required textbooks for this module: Hammond, Z. (2015). Culturally responsive teachign and the brain. Promoting authentic engagement and rigor among culturally and linguistically diverse students. Medina, J. (2008). Brain rules. 12 principles for surviving and thriving at work, home, and school. Unit 1: How culture and school environments influence students learning Unit 1: How Culture and School Environments Influence Students Introduction The focus of this unit is to take a deeper dive into tangential aspects of the classroom composition- what are the key elements that constitute the make up of our learners? How does cutture play a part in how student approach learning? and how does the brain respond to different learning environments. Finally, is there a connection between the three? These questions and other concepts will be explored in this unit. During this journey, you will be presented with content, sometimes asked to be sefl reflective, participate in activites and challenge your personal learning growth by completing summative assessments to gauge your learning. Unit Objectives: Objective 1: Students will be able to identify aspects of and define Culturally Responsive Teaching (CRT) Objective 2: Students will be able to identify different cultural archetypes and their influence on pedagogy and student learning. Objective 3: Students will be able to identify how the brain responds to different learning environments and cultural expectations. Required readings for this module: Chapters 1 and 2- Hammond, Z. (2015). Culturally responsive teaching and the brain. Promoting authentic engagement and rigor among culturally and linguistically diverse students. Chapter on Stress- Medina, J. (2008). Brain rules. 12 principles for surviving and thriving at work, home, and school. Know Yourself One of the first things teachers and future teachers need to take into consideration is who arer their students and what is the make up of each student? What makes them excited? How do they tend to approach learning activities? What is their personal experience outside of the classroom that influences their in-class performance and approach? In order to develop an understanding of your current and/or future students, it is important to also develop a sense of self. In the table below, you will have the opportunity to engage in a variety of self-assessments to take a deeper dive into yourself from different lenses. Take the next section seriously and allow time to complete as many of the assessments as you can. Each assessment as a different focus. Table- Different Self-Assessments Multiple Intelligence Have you thought about multiple intelligences? Please take this quick survey to find out your preferneces. Multiple Intelligences survey. \| Emotional Intelligence is one's abilty to interpret and express their emotions in a pro-social way. Click here to gain insight into your own personal emotional intelliegence. \| Learning Style Are you aware of your preferred learning style? Please take this short survey to find out. \| The Adverse Childhood Experiences Study (ACES) Asessment gives insight into the historical family lived experience of the individual. Scores on the ACES assessment correlate to different life factors including, obesity, smoking, drug use, chronic depression and suicide attempts. To find out your ACES score, please click here. \| Grit and Resilience are two facotrs that contribute to life long positive outcomes for individuals. Do you think you have a high level or low level of resilience? Want to find out? Click here to get a sense of your level of resilience. \| Implicit Biases Are you aware of your implicit biases? Please click here and review the different surveys you can take to gain insight into your personal biases. While there are many to select from, I recommend completing either the Race IAT or the SKin-Tone IAT \| Funds of Knowledge Funds of knowlege include the collection of information we develop through our own individual lived experience. Everyone develops their own funds of knowledge on a daily basis. Each individual's funds of knowledge will vary based on their culture, the environment they live in and their varied life experiences. Table: Different ways to read about Funds of Knowledge \| If you would prefer to watch a video regarding the concept of Funds of Knowledge, click here. \| \| \|\|\|\|\|\|\|\|\|\| \| \| \| Cultural Responsive Teaching According to Hammond, (2015) Culturally Responsive Teaching involves a framework that incorproates four different focus areas. These focus areas include awareness, learning partnerships, information processing, and community building. The first area, awareness, focuses on the teachers ability to understand where there students come from, understand their own personal biases, begin to develop a cultural perspective for all of their students, and to incorporate all of their contextual knowledge into how they engage and respond to their students during instruction. The second area of focus: building partnerships, is an interative prcoess between the teacher and the students to develop a level of multual level of trust based on understanding of both pespectives. This "social-emotional" (p.19) bond between the teacher and the students will allow for openness towards deeper learning be leveraging the strength of the relationship to set high expectations while providing social-emotional support during the learning process. The third area of practice centers on understanding the students cultural perspective as their approach to learning new information and providing support to the students to allow them to engage in deep learning. This is a primary factor for the teacher to utilize hihg-leverage pedagogical instructional techniques to support student learning. The last area of practice focuses on community building. The teacher of the classroom is charged with understanding that their personal cultural perspective will prevail in the learning environment unless they make a conscious effort to infuse elements from multiple cultures into their classroom. This will help facilitate a "socially and intellectually safe space" (p.20). The teacher will foster their dependent learners to expand their learning process by establishing "rituals and routines" (p.20) that reinforce self-directed learning behaviors which will help redefine the students' personal 'academic identity'. Please take the opportunity to learn more about Cultural Responsive Teaching. The table below offers a variety of methods to increase your personal knowledge about this concept. You have the opportunbity to select from reading an documents (article), to listening to podcasts, to viewing short videos on the concept. The aim is to help you develop a better understand of Culturally Responsive Teaching and help you incorporate these ideas into your current and/or future pedagogical teaching methods. Table: Learn about CRT from Article or PPT or Video OR padcast \| Join me in reading the seminal article by Gloria Ladson-Billings and her article Gloria Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy" (PDF), American Educational Research Journal, Vol. 32, No. 3 , accessed January 2020. \| Podcast \| Videos \| \|\| Five Essential Strategies to Embrace Culturally Responsive Practices Read about Culturally Responsive Teaching in distance learning \| \| Video about being a warm demander \| \|\| \| Example of Culturally Responsive Teaching at a New Zealand School to address the cultural needs of the Maori students. \| Reach Teach Talk Interview with Zaretta Hammond \| Different Cultural Archtypes According to Hammnond (2015) there are two main cultural archtypes, Collectivism and Individualism. The concept of individualism is primarily previlant in several European cultures while the concept of collectivism is common among most other cultures in the world. To gain greater insight into the concept of Individualism versus Collectivism, please select from the follwoing table. \| Article \| Podcasts \| Videos \| If you wish to read an article to gain greater insight into the differences between collectivism anbd Individualism, please read the following article Darwish, Dr. Abdel Fattah & Huber, Gunter. (2003). Individualism vs. Collectivism in Different Cultures: A cross-cultural study. Intercultural Education,. 14. 47-56 ( USA). 10.1080/1467598032000044647. \| If you would prefer to listen to a podcast about the concepts of collectivism and individualism, please select from the follwoign podcasts: Individualism vs. Collectivism: The Positive Psychology Podcast For the Greater Good- In a Time of Crisis Who do we put first, ourselves or the greater good? \| If you would prefer to watch a video to gain insight into the concepts of individualism vs. Collectivism please selct from the following: Understanding Individualism vs Collectivism Individualism vs. Collectivism: Why it matters in the classroom? Individualism vs. Collectivism The follwoign video looks at individualism vs collectivism from an economic perspective, however, there are classroom implications in this video. \| Brain and Different learning environments Recently, there has been a great deal of discussion regarding the plasticity of the brain. This refers to the brains ability to re-wire itself as a result to internal and external stimuli (Mateos-Aparicio & Rodriguez-Moreno, 2019). Indicating that the brain and a person's intelligence is not fixed, but malleable. This is exciting new research into the brain's ability to increase neuron connections that influence memory and brain development has significant implications, especially in the field of education. The following links provide insight into the concept of neuroplasticity and the brain in relation to student learning. Please take this opportunity to increase your personal knowledge in this area. References Hammond, Z. (2015). Culturally responsive teachign and the brain. Promoting authentic engagement and rigor among culturally and linguistically diverse students. Mateos-Aparicio P and Rodríguez-Moreno A (2019) The Impact of Studying Brain Plasticity. Front. Cell. Neurosci. 13:66. doi: 10.3389/fncel.2019.00066 Medina, J. (2008). Brain rules. 12 principles for surviving and thriving at work, home, and school. Unit 1 Activities Activities Take the following quiz about Funds of Knowledge to gauge your learning (please complete). Please select at least one of the following activites to complete. These activities will allow you to incorporate your new leanrings into your prior knowledge and help you develop a personal connection to these newly learned concepts. Activity #1- Pause and Reflect If you took the opportunity to engage with these self-assessments, you have collected a great deal of data about yourself. Take the next few moments to write a reflection regarding the information you obtained. When reviewing the data, ask yourself the following questions: How accurate was the information obtained in comparison to your initial perception of yourself? Did the data present any Ah-ha moments that surprised you? If there were no surprises, what components of your personal life can you contribute the stability or self-awareness to? How will processing through this information influence your ability to getting to know your students and the assets they bring into the classroom on a daily basis? Activity #2 - Draw your colorful classroom. Create a visual picture of all the students in your classroom. If you teach multiple sections (periods) select one period to draw. After you color your classroom, consider the following questions- Who is represented? Is anyone missing? What do you know about the students in your picture? Finally, what was your inspiration for drawing this classroom composition? Activity #3 - How does the information yu0ou gained through watching the variety of videos about neuroplasticity and the brain in this module provide insight into the approach some of your students act during the instructional day? Activity #4- Why is affect so important to the learning process? Why is it important to allow yourself a break during the teaching year? Unit 1 Assessment Assessment Please select at least one of the following assessments to complete. Option #1- Why is it important to understand about the plasticity of the brain and how teachers can positively affect the students brain growth in new and different areas? As a future educator, where do you feel your strengths and weaknesses lie in this area? For this option, you can write a traditional 2-3 page paper, or create a voice over presentation or you can create a podcast with an accompanied outline of topics for the listerner to use while enjoyiong your podcast. Option #2- As a result of viewing the following resources, First, take some time to create a chart that identifies common themes that align with a Individualism framework and a collecivist framework. (5-10 Minutes). Second, consider the group of students you will be teaching and imagine the ratio of students who align with a individualistic vs. a collectivist perspective. What is that ratio? 20/80? 50/50? 70/30? Please make sure to define what numbers are aligned with the cultural archetype. Then, consider your personal anchor into which archetype you align with- individualism or collectivism. Now that you understand your perspective, you will also have an idea on your bias as well. Now is the time to reflect on how you will honor both cultural archetypes in your classroom as you begin teaching your academic subject. The next part of your activity will be to create some preliminary supports either in the directions you provide, the way you have your students engage with the material, or the way they demonstrate their knowledge that allows both archetypes to be represented and supported during the lesson. Unit 2: The intersection of neuroscience and culturally responsive teaching and how they influence the development of independent learners. Unit 2: The intersection of neuroscience and culturally responsive teaching and how they influence the development of independent learners. Unit Two Objectives: Objective 1: Students will be able to operationally define and identify how the concept of survival influences the student-learning process. Objective 2: Students will be able to operationally define and identify how the concept of exercise influences the student-learning process. Objective 3: Students will connect the concepts of survival and exercise to different pedagogical models that support student learning. Required readings for this module: Chapters 3 and 4- Hammond, Z. (2015). Culturally responsive teachign and the brain. Promoting authentic engagement and rigor aomng culturally and linguistically diverse students. Chapters on Survival and Exercise- Medina, J. (2008). Brain rules. 12 principles for surviving and thriving at work, home, and school. The following tables provide opportunities to gain greater insight into several concepts that play a role in the student's learning process. These concepts include Brain Rules: Survival; Brain Rules Exercise; and insight into the concept of Cognitive Load Theory. Each of these concepts have an effect on learning. Take a moment to process through these links to gain greater insight into what these concepts are and how they play a significant role in how individual access and process information. While you are reviewing each video and podcast, keep in mind, or even better, jot down notes as to how you might be able to incorporate any new ideas into your pedagogy. You will be able to use your notes for the activity section. If you are interested in reading the seminal artlce on Cognitive Load Theory and learning, please check out the link to Cognitive Load during problem solving: Effects on Learning (1988) by John Sweller who is a pioneer in this field. \| Video- The Performance Enhancement- Brain Rules \| Video- Brain Rules: Survival \| Podcast: \| \| Watch this vide on the concept of excercise and the brain \| How to keep your brain healthy through exercise \| How morning exercfise can help your brain through the day. \| Unit 2 Activities Activities Please select at least one of the following activites to complete. These activities will allow you to incorporate your new leanrings into your prior knowledge and help you develop a personal connection to these newly learned concepts. Option #1 Activity- How have you seen the concept of survival expressed in the classroom? Pull from your own personal experience and the experience of your peers and students you have observed in the classroom. What does this look like in the classroom? In what ways do students exhibit behavior that aligns with the concept of survival in the learning environment? As a future teacher, what will you do to adress students expressing signs of survival in the classroom? Option #2 Activity- Write a letter about your most influential teacher. Share what made that teacher so influential in your life and what possibly they did as a teacher that inspired you to become a teacher. What elements we have reviewed so far were part of their teaching repitorie? Option #3 Activity- Using the principles of cognitive load theory, create an infographic that expresses your understanding of how the concepts of survival and exercise play a role in student learning. Please also provide a one paragraph narrative describing your infographic. Unit 2 Assessment Assessment Please select at least one of the following assessments to complete. Option #1- How can we help our students to recognize their own thoughts and anxiety during instruction? What self monitoring strategies can we teach our students to use when they start to experience sensory warning signs? Develop a self-monitoring plan with decision steps and action steps that will provide a pathway for a student to take when they experience thoughts and emotions during a lesson that will help them stay focused on the task at hand. Option #2- After reviewing the previous information, how can you incorporate the concepts of exercise into your daily teaching schedule? Work with a small group to discuss the different ways you can embed purposeful movement into your lessons and identify the connection to the brain regions that will benefit. Option #3- For this assessment option, you will need access to a lesson plan. Either one you have developed yourself or one that you have access to. Using the principles of cognitive load theory and it's implicaitons on learning, how would you incorporate these principles into the pedaogy you would use to teach this lesson? What specific actions, decisions, and supports would you incorporate into your lesson design and application to the learning process? Unit 3: Supporting Dependent Learners to become Independent Learners and Understanding the role of culture in student learning. Unit 3: Supporting Dependent Learners to become Independent Learners and Understanding the role of culture in student learning. Unit Three Objectives: Objective 1: Students will be able to differentiate the difference between an independent and dependent learner. Objective 2: Students will be able to identify habits of mind and cognitive tools to help student’s transition to become an independent learner. Objective 3: Students will be able to understanding how neuroscience, student’s motivation, and pedagogy and learning theories relate to social emotional development and their implications and application for instructional design for all students. Required readings for this module: Chapter 8- Hammond, Z. (2015). Culturally responsive teachign and the brain. Promoting authentic engagement and rigor aomng culturally and linguistically diverse students. Chapter on Wiring- Medina, J. (2008). Brain rules. 12 principles for surviving and thriving at work, home, and school. As you process through the follwoign links to learn more about how independent learners are cultivated in the learning environment; how do the Habits of Mind play a role in student learning; taking a deeper dive into neuroscience and learning; and finally how does trauma play a role in the students learning process, I want you to think about the student's social emotional intelligence and how that is influential within each of these components in the acquisition of information. It is encouraged that you develop a visual diagram to record notes of the key concepts and phrases that you read and/or listen to as you process through the following links. Use the following links to learn more about independent vs dependent learners. \| Helping students become independent learners \| Developing students to become independent learners \| Are you an independent Learner? Take this short quiz and find out. \| Use the following links to learn more Habits of Mind. \| Watch this video to learn more about Habits of the Mind \| Here is a another resource video regarding the concept of Habits of Mind \| Use the following links to learn more about the neuroscinece of learning. \| Video on neuroscience of learning \| Video Lecture on The Neuroscience of Learning. The Heart-Brain Connection: The Neuroscience of social, emotional learning \| Podcast- How the brain learns \| Use the following links to learn more about trauma and the learning process. \| Video on Childhood Drama and Brain development \| Video on Trauma and Brain \| Video on Trauma Informed Practices \| \| Video on Three Trauma Informed Practices by Science \| Video on Trauma Informed School Practices \| Use the following links to learn more about the concept of Growth Mindset. \| Article- Growth Mindset \| Podcast- Growth Mindset \| The Power You can Improve \| Let's have some fun. Before you process on to the activities of this module, take a moment and find out if you have a growth mindset or not. Each of the links below provide and oppoprtunity for you to take a quiz that will give you insight into the concept of self-growth mindset. Before you take your first quiz, write down your personal prediction on whether you think you have a growth mindset or not. Then, take one or all of the quizes. (This will help significantly if you choose to complete Activity option #2). \| Take a Growth Mindset Quiz \| Take a different growth mindset quiz \| How about a third growth mindset quiz? \| Unit 3 Activities Activities Please slect from the following activities to put into practice the knowledge you have gained as a result of completing this module. These activities will allow you to incorporate your new leanrings into your prior knowledge and help you develop a personal connection to these newly learned concepts. Activity #1-Describe at least three different ways to incorporate the Habits of Mind you have learned into your lessons. Please share why you fopcused on these habits of mind? How do they relate to your personal approach to learning? How do they relate to your cultural archetype? Consider what bind spots you may have in incorporating these habits of mind into your lesson. Activity # 2 - As a result of completing each of the three growth mindset quizzes, did you notice any changes in your results? Did you begin to learn how to answer a question for a preferred response? If so, which time you took the assessment do you feel is the real evaluation of your personal growth mindset? Activity #3- As a result of completing this module, describe five (5) new learning ideas you acquired as a result of completing this module. Relate the 5 new learning to your prior experiences. Finally, provide a window of how you will incorporate these five nmew learning ideas into your future pedagogy and connect the expected student learning outcomes as a result of the infusion of your new knowledge. Unit 3 Assessment Assessment The overall purpose for this module was to investigate several concepts that influence student learning in the classroom setting. These concepts have included Funds of Knowledge, Social Emotional Learning, Culturally Responsive Teaching, Cultural Archtypes, Habits of Mind, Truama Based Instruction, Independent and Dependent Learners, Barin Rules concepts of Exercise and Survival and Growth Mindset to name a few. As a future educator, it is your charge to mediate various concepts and learning theories in the development of your lessons and the pedagogyyou use to implement your teaching objectives. Please select at least one of the following assessments to complete. Assessment: Option #1 Given the different elements of the traditional seven-step lesson plan (see below) review the major concepts learned throughout this module (Funds of knowledge, cultural archetypes, concepts of survival and exercise; culturally responsive teaching; trauma based instruction; growth mindset, and dependent and independent learners, connection each of these concepts to a specific part of the seven-step lesson plan and provide a rationale as to why the concept you identified is addressed at that point of the lesson and the affect it will have on student learning. You can complete this overall assessment in one of three ways: a written reflection, a presentation with voice over slides, or through flipgrid or a podcast. Objectives: Set (The hook) Standards and Expectations Teaching: Input; Modleing/ Demonstration; Direction giving; Checking for Understanding Guided Practice Closure Independent Practice Option #2 Create a visual graphic that infuses at least 5 concepts you feel are the most important to support student learning that you learned about through this module. The visuakl graphic needs to include the image of a student. You will determine the demographic characteristics of the student (age, race, ethnicity and gender, for example). The graphic will also need to show how the 5 concepts are infused into the learning environment. The image of the student needs to be somewhere within the learning environment. As a result of someone looking at your visual graphic, they shoudl get a complete sense of the message you are trying to convey. You will need to also create a short paragraph description of the visual graphic. Option #3 Create a Job Aid that incorporates all of the main concetps that you have learned about during this module and the purpose behind the concepts and how you can implement them into your pedagogical model you use during instruction. You are in a sense creating a prompting guide for yourself to refer to during instruction to provide self-created prompts to help you ask, inquire about, or process through during instruction.	oercommons	2025-03-18T00:34:14.772004	06/18/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/82548/overview", "title": "BranchED OER Intersection of Neuroscience, Culture and Learning", "author": "Craig Bartholio" }
https://oercommons.org/courseware/lesson/92686/overview	https://view.genial.ly/62856d1ef199c90018e61ab5/interactive-content-quiz-ruleta-genial https://view.genial.ly/62859fbf6ebddd00182977bf/interactive-image-imagen-interactiva https://view.genial.ly/62867fb1b81b6100182b26ef/guide-guia-personajes https://view.genial.ly/62894d48821f0f001837d6af/interactive-content-pregunta-respuestaent-pregunta-respuesta https://www.educaplay.com/learning-resources/12199147-why_visit_huila.html https://www.oercommons.org/editor/documents/12823 Huila tour Overview Have fun and learn about beautiful places that you could visit in Huila. Colombian ICT framework for teachers \| Colombian ICT framework for teachers \| \| \| \| English standars \| English standars \| \| \| \| Let us meet what Huila has (warming up) First activity Simon says In this activity, students will be able to give some information about this video that they already watched. For this reason, the activity conducts them to tackle the information better. So, what they must do is to listen carefully what the teacher tells them, for example, the teacher says, “Simon says what is the typical fruit in Huila department” and according with the video, the participant of the class should answer correctly. Second activity. The Hot chair In this activity, student will need a chair and a board. We are going to conform cluster of people depending to the among of student. The professor is going to write some places and them the student that will be sat down wouldn’t be able to see the letter. So, the rest of the clusters must describe how that place is. And the student must guess what the word is Tourist places of Huila (While activity) Huila tour: read the information about some tourist places in Huila and do the activities relate to that. Padlet Activity 1 Spins the roulette Copy and paste the link and spins the roulette. Activity 2 Sleeping Penguis game Open the link and follow the instructions Activity 3 Instruction: Clic in the link below. Drag the cursor to the buttons and move them to the map, placing them in their respective places. With each button, it will show you a specific place that you must locate on the map and mention four characteristics of those places. Activity 4 In this activity, you will need to read a short text, listen to audio and see images to fill the crossword puzzle. Clue: you must associate the given information with one or two words. Please access the link below in order to start the activity. end (Post-activity) Instructions Some students will be asked to choose one particular touristic place and according to the information presented during the activities, they will be supposed to do a roleplay as Tourist Guide in order to be a leader for tourists. Reminder: Take into account the name of the place, location, activities tourists may do, and so on. Assessment Section Assessment Section Instructions: Students are required to choose the correct answer based on the whole information about differente touristic places of the department of Huila. https://view.genial.ly/62894d48821f0f001837d6af/interactive-content-pregunta-respuesta	oercommons	2025-03-18T00:34:14.806966	Language, Grammar and Vocabulary	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92686/overview", "title": "Huila tour", "author": "Higher Education" }
https://oercommons.org/courseware/lesson/102189/overview	Power semiconductor devices Overview Application of power devices Power devices characteristiocs of power devices Since power devices are used in large power applications it should have the following characteristics: It should have high voltage rating. It should have high current rating. It should have high power rating. It should offer less forward resistance. It should have less forward voltage drop. It should have zero leakage current. It should have capability to handle high temperature. Some of the Power Devices are Power Diode Power BJT Silicon controlled rectifier Triac [TRI AC - 3 Terminals Tri state for AC] Power MOSFET IGBT [Insulated gate bipolar junction transistor] Power devices are used in many applications. The applicatins of power devices can be broasdly classfied into 4 different areas 1. AC to DC converters- Rectifiers 2.AC to AC converters - Voltage controllers 3. DC to DC converters - DC Choppers 4. DC to AC converters - Power Inverters in this article am going to discuss concepts on Fully contrrolled rectifiers only Rectifiers: Circuits that are used to convert AC to DC are called as Rectifiers. As we know the application of DC is enormous, we need to convert AC signal into DC signal. Rectifiers can be designed by using components like diode,SCR etc which are unidirectional in nature. Rectification can be of two types Uncontrolled rectification the angle at which the device start conducting cannot be decided usually designed using components like diodes Controlled rectification The angle at which the device can start conducting can be decided. Usually designed using components like Thyristor (SCR) Single phase fully controlled HALF WAVE Rectifier A fully controlled HWR using SCR is as shown above. It consists of a transformer, SCR & a load ®During –ve Half cycle, SCR will be in reverse biased. Hence it will be in reverse blocking mode. \ During –ve half, no o/p voltage is obtained. During +ve half cycle, anode will be connected to +ve& cathode will be connected to –ve making SCR forward bias. But SCR will be in forward blocking mode, \ o/p is zero. In order to move SCR from forward blocking mode to forward conduction mode, a gate triggering voltage must be applied as shown in the waveform.	oercommons	2025-03-18T00:34:14.840609	sathish r	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102189/overview", "title": "Power semiconductor devices", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/86237/overview	Oxygen Cycle Overview This video depicts the cyclic movement of oxygen through the spheres of life. It involves the major reactions responsible for the consumption and regeneration of oxygen in the environment. Biogeochemical cycle This video depicts the cyclic movement of oxygen through the spheres of life. It involves the major reactions responsible for the consumption and regeneration of oxygen in the environment.	oercommons	2025-03-18T00:34:14.856245	09/28/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/86237/overview", "title": "Oxygen Cycle", "author": "Sarah Sayed" }
https://oercommons.org/courseware/lesson/75198/overview	Ethics and Compliance in the Workplace Overview intro here Ethics and Compliance in the workplace This content can be adapted to any school-age child from Kindergarten to twelfth grade. FOr younger childer, the instructor may want to adapt the material into a visual hands-on lesson verses the one line lesson this is storyboarding for. This storyboard is intended to be implemented with Articulate rise. However. It can also be used as a stand-alone PowerPoint presentation minus the storyboard notes	oercommons	2025-03-18T00:34:14.873289	Lesson	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/75198/overview", "title": "Ethics and Compliance in the Workplace", "author": "Assessment" }
https://oercommons.org/courseware/lesson/119585/overview	https://www.allexamnotes.com/2020/10/partnership/ https://www.allexamnotes.com/2020/10/rights-of-partner/ Touchstone of Partnership Overview Determining whether a group of individuals are in a partnership involves several key factors. A partnership must be based on a mutual agreement, either verbal or written, and partners must have access to the firm’s books of accounts. The group should consist of 2 to 20 members (or up to 10 in banking). Partners share profits, participate in business activities, and have the right to be involved in decision-making. The business must be legal, and partners have specific rights and duties, including managing the firm, accessing accounts, and sharing profits and losses proportionately. These elements collectively define the essence of a partnership. Meaning and Definition It is usually difficult to assess whether a group of persons are in partnership or not. Sometimes, people. claim that they are not working under partnership but the business conditions prove that they are partners. Similarly, some people claiming to be partners prove not to be, after deep analysis. To determine, whether a group of persons are partners or not, the mutual relation between them has to be studied. Agreement between Parties A partnership exists based on a contract, whether verbal or in writing. A partnership that does not arise by this rule cannot be called a Partnership. Access to Books of Accounts Only that group of persons has the right to be called partners, who have the right to access books of accounts of the firm, otherwise, he cannot be a partner. Number of Members When there are more than 20 members, (10 in the case of banking business), or less than 2 members, then such a group of members or a member cannot form a partnership. Sharing of Profits Under Sec. 4 of the Act, it is made clear that each partner of the firm has the right to receive a share of the profits of the firm. If the group of members makes provision for giving a share of profit to each member, it shall be called a Partnership. Carrying on Business It is also necessary for a partnership that two or more members carry on business on the basis of a mutual agreement. The objective of a partnership should be to carry on business; otherwise, it cannot be called a partnership. For example, if, two or more persons purchase a commodity or a property and divide it among themselves, they shall be called co-owners and not partners. Right to Participate in Decision Making Another feature of partnership is that each partner has the right to participate in the management and administration of the firm. Legality of Business If the business of the members is illegal, it cannot form a partnership because the objective of a partnership contract is to carry on a legal business. Rights of Partners The partners possess the following rights under the Partnership - To participate in the management of the firm. - Right to access Books of Accounts anytime. - To express his opinion on the affairs of business. - Right of indemnity of loss. - Right to receive a share of profit. - Joint ownership of the property of the firm with other partners. - Right, to receive a proportionate share of profit on termination of partnership. https://www.allexamnotes.com/2020/10/rights-of-partner/ The partners of a firm have the following duties and liabilities - - To perform the activities of the firm with dedication. - To compensate the firm for any loss caused knowingly. - To utilize the property of the firm for its business only and not for personal use. - To work under the scope of authority granted - To appoint a new partner only with the consent of all other partners. - To distribute profits and losses in the proportionate ratio. - Not to misuse the powers granted to them.	oercommons	2025-03-18T00:34:14.897241	09/11/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/119585/overview", "title": "Touchstone of Partnership", "author": "Sadiq Rizvi" }
https://oercommons.org/courseware/lesson/111995/overview	Startup Ideas - How to share? Overview Students from NTTU Community are sharing their start up ideas from many aspects in life. We hope these can be a part of your solution to create your own business. Creations create solutions. NTTU Steps to share your startup ideal Title image: Image by Freepik 1. This competition is open to all students currently studying at NTTU. 2. All submitted entries will be uploaded to OER Commons to build a digital collection serving the purpose of business learning for the community. 3. All startup ideas will be shared publicly, authors will be acknowledged as copyright holders, and anyone who wishes to reuse the ideas must seek permission from the authors. 4. Refer to the appropriate open license for your choice. 5. The content of the competition consists of written articles and presentation diagrams, videos illustrating startup ideas. 6. Instructions on how to build documents on OER will be updated soon. 1. Cuộc thi này dành cho tất cả Sinh viên đang theo học tại NTTU. 2. Tất cả các bài dự thi sẽ được upload lên OER Commons để xây dựng bộ sưu tập số phục vụ mục đích học tập về kình doanh cho cộng đồng. 3. Tất cả các ý tưởng khởi nghiệp sẽ được chia sẽ công khai, tác giả sẽ được ghi nhận sở hữu bản quyền và người mốn tái sử dụng ý tưởng cần xin phép quyền từ tác giả. 4. Xem giấy phép mở phù hợp với lựa chọn của bạn. 5. Nội dung cuộc thi là các bài viết và trình bày minh họa bằng sơ đồ, video về ý tưởng khởi nghiệp. 6. Hướng dẫn về cách xây dựng tài liệu trên OER sẽ được cập nhất sớm. Chúc các bạn may mắn	oercommons	2025-03-18T00:34:14.911381	01/28/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/111995/overview", "title": "Startup Ideas - How to share?", "author": "Trần Mi Tho Na" }
https://oercommons.org/courseware/lesson/100769/overview	صيانة الأجهزة المحمولة Overview computer الصفحة الرئيسية مرحبا بكم في موقع صيانة الأجهزة المحموله إعداد الطالبة/ دعاء محمد الورافي إشراف أ.د/ أنور الوحش يهدف الموقع إلى الجمع ما بين المعرفة العلمية والمهارات الفنية في مجال صيانة الأجهزة المحمولة وتعليم المستفيدين المهارات اللازمة لإصلاح الأجهزة المحمولة ومهارات تشخيص الأعطال الشائعة وكيفية إصلاحها الموضوعات مرحبا بكم في موقع صيانة الأجهزة المحمولة إعداد الطالبة/ دعاء محمد الورافي إشراف أ.د/ أنور الوحش مفهوم الأجهزة المحمولة أهمية الأجهزة المحمولة خصائص الأجهزة المحمولة ايجابيات الأجهزة المحمولة سلبيات الأجهزة المحمولة أثر الأجهزة المحمولة في حياتنا أهم مواقع صيانة الأجهزة المحمولة كيف تصبح فني صيانة محترف لأجهزة المحمول مشاكل وأعطال الأجهزة المحمولة وكيفية التعامل معها مفهوم الأجهزة المحمولة تصبح أجهزة الكمبيوتر أصغر حجمًا وأرقًا وخفة وزن أكثر مع كل جيل جديد من تقنيات المستهلك. هاتفك الذكي هو جهاز كمبيوتر تقوم بحمله في جيبك. يمكنك لعب الألعاب المتقدمة مع أنظمة الألعاب المحمولة. يمكنك التفاعل مع هاتفك الذكي باستخدام أداة صغيرة على معصمك. كل هذه الأشياء هي أجهزة محمولة. لا يوجد تعريف قياسي لـ "الجهاز المحمول"، على الرغم من أن هذا المصطلح ربما كان قيد الاستخدام لفترة أطول من مصطلح "الجهاز المحمول". كما يوحي الاسم، يعني الجهاز المحمول ببساطة شيئًا صغيرًا وخفيف الوزن بما يكفي للتنقل والحمل بسهولة نسبية. حتى الكمبيوتر المحمول الأول، فإن Osborn 1، الذي كان وزنه 24 رطلاً، كان يعتبر كمبيوتر محمول. "Portable" هو مصطلح شامل يشمل كل شيء من طابعة يمكن حملها إلى هاتف ذكي تحمله في جيبك الخلفي. حدث هذا المصطلح بشكل متكرر أكثر قبل أن تصبح أجهزة الكمبيوتر المحمولة والهواتف الذكية شائعة، ربما لأنه كان هناك، قبل ثورة الهاتف الذكي، تمييز واضح بين أجهزة الكمبيوتر التي يمكن (بسهولة) نقلها بسهولة وتلك التي لا يمكن أن تكون. أهمية الأجهزة المحمولة للجهاز المحمول أهمية كبيرة في جوانب مُتعددة من حياة المُستخدِم، ومنها الآتي: الاتصال والتواصل تُعتبر الأجهزة المحمولة من أهم طرق التواصل والاتصال الفوري بين الأشخاص في جميع أنحاء العالم، وتتمّ عملية التواصل باستخدام الجهاز المحمول من خلال طرق مُختلفة، حيث يوجد العديد من تطبيقات التواصل الاجتماعي كالفيس بوك، وتوتير، وغيرها الكثير من التطبيقات التي يُمكن استخدامها على جهاز المحمول للبقاء على تواصل دائم مع الأصدقاء والعائلة، من خلال الدردشات الكتابية، أو المكالمات المسموعة، أو حتى المرئية والتي يتمّ إجراؤها بشكل مجاني على هذه التطبيقات. استخدام الإنترنت تُعتبر عملية الوصول إلى الإنترنت من أهم استخدامات وفوائد الجهاز المحمول؛ حيث تُشير الدراسات إلى أنّ المُستخدِم يقضي ما نسبته 10% من إجمالي وقت استخدامه للهاتف المحمول في تصفُح الإنترنت، وذلك من خلال مُتصفحات الإنترنت المُتوفرة على الجهاز والتي يُمكن من خلالها البحث عن المعلومات المُختلفة والوصول إليها بشكل سريع. التطبيقات المتنوعة يُمكن الاستفادة من الجهاز المحمول في تحميل العديد من التطبيقات المتنوعة المفيدة للمُستخدِم في مجالات مختلفة، ومن هذه التطبيقات ما يأتي: تطبيق الخرائط (Maps) الذي يُمكن من خلاله الاستدلال على أيّ موقع والمسافة إليه، فضلاً عن توضيح جميع الطرق والاتجاهات المختلفة المؤدية إلى هذا الموقع. تطبيقات المكتبة الإلكترونية التي يتمّ من خلالها تحميل الكتب على جهاز المحمول وقراءتها ثمّ حذفها عند الانتهاء منها. تطبيقات لتطوير مهارات الفرد اللّغوية كتطبيق القاموس، بالإضافة إلى تطبيقات أخرى يُمكن من خلالها التّعرُف على مفردات جديدة. تطبيقات للتّعرُف على آخر أخبار العالم وبشكل مجاني. تطبيقات لحجز تذاكر السفر بشكل إلكتروني، وغيرها الكثير من الخدمات الأخرى. الترفيه والتسلية يُعتبر جهاز الكمبيوتر ذو أهمية كبيرة في ترفيه المُستخدِم وتسليته، حيث يَستخدِم ما يقارب 42 % من أصحاب الأجهزة المحمولة أجهزتهم لممارسة الألعاب الإلكترونية، أوغيرها من الأنشطة التي تحدّ من الملل؛ كتصفح حسابات مواقع التواصل الاجتماعي، والاطّلاع على رسائل البريد الإلكتروني. سرعة الحصول على المعلومة يُوفر الجهاز المحمول لمُستخدِميه إمكانية الوصول إلى أشكال مختلفة من المعلومات وبشكل سريع، وذلك من خلال العديد من الأدوات الذكيّة التي تتضمنها بعض أنواع الأجهزة المحمولة؛ كمتصفحات الإنترنت، والصور، والمُفكرة، والساعة وغيرها من الأدوات التي يُمكن أن يلجأ لها المُستخدِم لمعرفة شيء معيّن، حيث تُعتبر هذه الأدوات ذات فائدة كبيرة في توفير الجهد والوقت اللّازم للحصول على المعلومة. التعليم والتعلم يُعتبر الجهاز المحمول ذو أهمية كبيرة بالنسبة للطلاب في عملية التعليم والتّعلُم حيث يوفر لهم التواصل مع زملاءهم ومُدرسيهم، كما يتمّ استخدام الجهاز المحمول كأداة رئيسية في عملية التّعلم الإلكتروني الذي يتمّ عن بعد، حيث يمتاز هذا النوع من التعليم بإمكانية وجود الطالب أو المُتعلم في أيّ مكان وأيّ وقت لتلقّي عملية التعليم، كما يُسهل الجهاز المحمول الاحتفاظ بالمعلومات والمعرفة للرجوع إليها عند الحاجة لمراجعتها. الأعمال التجارية يُعتبر الجهاز المحمول أداة حيوية ومهمة بالنسبة لأصحاب الأعمال والموظفين لديهم، حيث يؤدي استخدام هذا الجهاز إلى الكثير من النتائج المفيدة للشركات ومنها ما يأتي: تسهيل تواصل الموظفين مع بعضهم البعض. تطوير وتحسين خدمة العملاء التي تُقدمها الشركات التجارية. يُتيح الجهاز المحمول إمكانية تسيير الأعمال وإنجازها عن بعد من خلال العمل من المنزل أو أيّ مكان آخر. يُعزّز استخدام الجهاز المحمول في الأعمال التجارية من إنتاجية الشركات، وتسريع وتيرة اتخاذ القرارت فيها، حيث يُمكن استخدامه للتواصل مع مندوبي المبيعات في موقع مُعيّن، أو حتى إرسال طلبات عبر البريد الإلكتروني الموجود على الجهاز. يُمكّن استخدام الجهاز المحمول الموظفين من الحصول على المشورة من الأشخاص المُتخصصين وحلّ مُشكلة مُعيّنة. التقاط الصور ومقاطع الفيديو إمكانية استخدام الجهاز المحمول لالتقاط الصور، وتسجيل مقاطع الفيديو من خلال أداة الكاميرا الموجودة على الجهاز، وإمكانية مُشاركتها وإرسالها على وسائل المُشاركة المُختلفة كالبريد الإلكتروني، والرسائل، أو حتى البلوتوث، ويتمّ استخدام الأجهزة المحمولة لالتقاط الصور أكثر ممّا يتمّ استخدام الكاميرا التقليدية؛ وذلك بفضل التحسينات التكنولوجية التي تمّ تطويرها على كاميرات الأجهزة المحمولة. إنجاز المهام اليومية تُعتبر الأجهزة المحمولة ذات أهمية كبيرة في إنجاز الأعمال والمهام التي يؤديها المُستخدِم بشكل يومي وبشكل سهل، حيث يُمكن من خلال الجهاز المحمول حجز سيارة أجرة من خلال تطبيقات نقل مُعينة، أو دفع الفواتير وتسديدها بشكل إلكتروني، أو إتّباع نظام صحي مُعيّن من خلال الاسترشاد بتطبيقات خاصّة بذلك، كما يُوفر الجهاز المحمول أدوات من شأنها تنظيم وقت المُستخدِم كالساعة، والمُنبه، والتقويم، والمُفكرة، وغيرها من الأدوات المُساعدة الأخرى الموجودة ضمناً في هذه الأجهزة. يتمّ استخدام الجهاز المحمول في إنجاز عمليات البيع والشراء الإلكترونية عبر الإنترنت، وتشير الإحصائيات إلى أنّ عمليات التّسوق التي تتمّ عبر تطبيقات الأجهزة المحمولة تفوق تلك التي تتمّ عبر المواقع الإلكترونية، ويعود ذلك غالباً للخصومات التي يتمّ منحها لمستخدِمي تطبيقات الأجهزة المحمولة. أهمية الجهاز المحمول للأطفال يُمكن أن يتمّ الاستفادة من الجهاز المحمول في تعزيز تفاعل الأطفال مع من هم في مثل أعمارهم وممّن يتشاركون نفس الاهتمامات، كما يُتيح الجهاز المحمول للطفل الحصول على خبرة كافية في التعامل مع التكنولوجيا وتطوير مهاراتهم في هذا المجال، ومن الفوائد الأخرى للهاتف المحمول بالنسبة للأطفال هو أنّه يُتيح للوالدين مراقبة أطفالهم بشكل مُستمر وتحديد مكان تواجدهم باستمرار خصائص الأجهزة المحمولة الأجهزة المحمولة لديها خصائص مماثلة من بين هؤلاء: Wi-Fi أو الوصول الخلوي إلى الإنترنت بطارية تعمل على تشغيل الجهاز لعدة ساعات لوحة مفاتيح فعلية أو على الشاشة لإدخال المعلومات الحجم والوزن الذي يسمح بحملها بيد واحدة والتلاعب بها باليد الأخرى واجهة تعمل باللمس في جميع الحالات تقريبا مساعد افتراضي ، مثل Siri أو Cortana أو مساعد Google القدرة على تنزيل البيانات من الإنترنت، بما في ذلك التطبيقات والكتب عملية لاسلكية الدقة. السرعة. الدمج مع البيانات الأخرى. التواجد في كل مكان. طاقة منخفضة. تدريب تقني ايجابيات الأجهزة المحمولة إيجابيات الأجهزة المحمولة يمتلك الجهاز المحمول العديد من المميزات والإيجابيَّات المؤثِّرة في حياة الناس، قد تكون هذه المميزات نتيجة لاستخدام الهاتف فقط، أو عند استخدام شبكة الإنترنت عليه كما في معظم الأجهزة الحالية، ومن أهم هذه الإيجابيَّات ما يأتي: توفير الوقت والجهد يرى الكثير من المستخدمين للأجهزة المحمولة أنَّها قد ساهمت بشكلٍ كبير في توفير الوقت والجهد اليومي، خاصَّة أولئك أصحاب الأعمال؛ إذ يرون أنَّ الجهاز المحمول يُمكِّنهم من الوصول للمعلومات التي يرغبون في الحصول عليها بسهولة ويسر، وفي جميع الأوقات، كما أنَّ استخدام الجهاز المحمول في إدارة الأعمال كان له دورٌ كبير في سرعة إنجاز العمل، ممَّا انعكس بشكلٍ إيجابي على الوقت والجهد الذي كان سيحتاجه الشخص فيما لو لم يستخدم الأجهزة، إلى جانب ذلك، يساعد الجهاز المحمول المستخدم على جدولة مواعيده، واستغلال وقته بأفضل شكلٍ ممكن، بحيث يصبح الشخص أكثر إنتاجيَّة، كأن يستخدم الجهاز المحمول في شيءٍ مفيد خلال فترات الانتظار الطويلة. البقاء على اتصال دائم مع الآخرين من أهم مميزات الأجهزة المحمولة هي إتاحة الفرصة للأشخاص في التواصل مع عائلاتهم، وأصدقائهم بشكلٍ دائم، حتى وإن كانت تفصلهم المسافات البعيدة، أو لا يجدون الوقت الكافي للخروج معًا، ويمكن تحقيق ذلك من خلال مواقع التواصل الاجتماعي المتوافرة بكثرة على الأجهزة المحمولة، مثل: الفيسبوك (Facebook)، وتويتر (Twitter)، والواتس أب (WhatsApp)، والفايبر (Viber)، وغيرها العديد من المواقع التي تقدم الكثير من خدمات الاتصال المجانيَّة مثل المكالمات الصوتيَّة، ومكالمات الفيديو، وإرسال الرسائل النصيَّة، ممَّا ساهم بشكلٍ كبير في تقريب الناس من بعضها بعضًا. زيادة المعرفة والثقافة لم تعُد وسائل الحصول على المعرفة مقتصرة على الطرق القديمة التقليديَّة فقط، مثل: الكتب، أو المعلم، فحاليًا يمكن لأي شخص الوصول إلى المعلومة التي يريدها عبر شبكة الإنترنت، وقد ساعد امتلاك الأجهزة المحمولة في تسهيل هذه العملية؛ لاحتوائها على متصفحات الإنترنت المختلفة، وبالتالي ساهم ذلك في تسهيل عملية الحصول على المعلومات، إلى جانب إمكانيَّة التحقق والتأكد من صحتها. إدارة الأعمال المكتبية في عصرنا الحالي أصبحت التكنولوجيا الحديثة التي تشمل الأجهزة المحمولة من الضروريات التي لا يمكن الاستغناء عنها بأيّ حالٍ من الأحوال في عالم الأعمال، نظرًا للاعتماد عليها بشكلٍ كبير في إنجاز المهام والواجبات بسرعة وكفاءة عالية، إلى جانب تطوير وتعزيز العمليات التجاريَّة، وندرج بعض الإيجابيَّات لاستخدام الجهاز المحمول في الأعمال المكتبيَّة فيما يأتي: تسهيل عملية التواصل بين الموظفين ببعضهم البعض من جهة، وبين الموظفين والعملاء من جهةٍ أخرى، ممَّا ساهم بشكلٍ كبير في التغلب على العقبات المتمثلة في الوقت والمسافات تعزيز التعاون بين أعضاء فريق العمل الواحد، من خلال إتاحة الفرصة للوصول إلى المستندات الخاصَّة بالعمل في أي وقت ومكان، إضافة إلى إمكانية إجراء اجتماعات العمل وعقد المؤتمرات عن بعد عبر تطبيقات مكالمات الفيديو. إمكانية إنجاز العمل عن بعد، وعدم الاضطرار للوجود في المكتب لتحقيق ذلك. تخفيض قيمة الكلفة التشغيليَّة، ممَّا سيوفر على صاحب العمل الكثير من الأموال، مع الحفاظ على الإنتاجيَّة العالية في الوقت نفسه. الحصول على الخدمات البنكية تساعد الأجهزة المحمولة على إتمام جميع الإجراءات المصرفيَّة وخدمات التمويل بطريقةٍ فعالة وسريعة، ودون الحاجة للتقيد بوقتٍ محدد، إلى جانب القدرة على إجراء جميع المعاملات دون الاضطرار للتوجه إلى أحد الفروع البنكيَّة، وإنَّما يمكن إنجازها في المنزل، أو العمل، أو أيّ مكانٍ آخر، علمًا بأنَّ هذا الأمر لا يحتاج إلا الاتصال بشبكة الإنترنت فقط، وبالتالي فإنَّ الخدمات البنكيَّة التي يمكن إجراؤها وتنفيذها من خلال الجهاز المحمول تتمثل فيما يأتي: التحقق من رصيد الحساب البنكي. تحويل الأموال. دفع الفواتير، والمستحقات المالية. التعرف على التصنيف الائتماني، من خلال استخدام تطبيقات خاصَّة يتم تحميلها على الهاتف. مطالعة نشرات التداول اليوميَّة الخاصَّة بسوق الأوراق الماليَّة (البورصة). تسهيل أمور الحياة اليومية تلعب الأجهزة المحمولة دورًا كبيرًا في تنظيم حياة الناس، إذ تجعل عملية إنجاز الواجبات، وأمور الحياة اليوميَّة أكثر سهولة ويسر، وذلك من خلال التطبيقات العديدة المتوافرة في متاجر الأجهزة المحمولة، والتي يمكن تحميلها دون عناء، وبكبسة زر واحدة، حيث تمنح هذه التطبيقات المتنوعة العديد من الخدمات التي باتت ضروريَّة في عصرنا الحالي، ومن الأمثلة عليها ما يأتي: تطبيقات خاصَّة لحجز سيارات الأجرة. دفع الفواتير الماليَّة. تطبيق الكاميرا والذي يساعد على التقاط الصور الشخصيَّة، والفيديو وبغض النظر عن المكان والزمان. نظام تحديد المواقع العالمي (بالإنجليزيَّة: GPS) الذي يتيح إمكانية تحديد المواقع والعناوين في أيّ مكانٍ في العالم. تطبيقات تساعد الشخص على تنظيم وقته ومواعيده، مثل: المنبه، والمستندات، والتقويم، وساعة التوقف. سهولة الوصول للمساعدة في حالات الطوارئ قد يتعرض الكثير من الأشخاص لبعض المواقف الطارئة، التي تحتاج إلى طلب المساعدة بشكلٍ فوري سواء من الأهل، أو الأصدقاء، أو الشرطة، ومن ضمن هذه المواقف التعرض للحوادث، أو تعطل السيارة، أو إضاعة الطريق الصحيح، لذا فوجود الجهاز المحمول سيساعد بشكلٍ كبير في مثل هذه الحالات، للحصول على المساعدة المطلوبة بصورة سريعة وسهلة، إلى جانب ذلك فإنَّ الأجهزة المحمولة تتيح للأهل خاصيَّة الارتباط والتواصل مع أولادهم في الأوقات التي لا يكونون معهم فيها، ممَّا يساهم في زيادة درجة الاطمئنان لدى الأهل. جعل الأطفال أكثر مسؤولية تساهم الأجهزة المحمولة في تنمية حس المسؤوليَّة لدى الأطفال بشكلٍ كبير وفعّال، وبصورة عمليَّة، إذ إنَّ امتلاك الأطفال للهواتف النقالة يساعد على تعليمهم كيفية تحمل مسؤوليَّة الحفاظ على ممتلكاتهم الخاصَّة، وحمايتها من التلف أو الكسر، وذلك لمعرفتهم بوجود عقاب في حالة الإهمال، إلى جانب ذلك فإنَّ تحديد الوالدين للإرشادات والتعليمات الخاصَّة باستخدام أبنائهم للهواتف النقالة مثل: إلزامهم بعدم تجاوز عدد معين من الرسائل النصيَّة، أو عدم تعدي الدقائق المحددة عند إجراء المكالمات الهاتفيَّة، يساهم بشكلٍ كبير في تعزيز مفهوم الالتزام بالواجبات التي توكل لهم، وتقبلها بصدرٍ رحب. الحصول على التعليم الإلكتروني بسهولة أصبح التعليم الإلكتروني، الذي يُطلق عليه أيضًا اسم التعليم الذكي، جزءًا لا يتجزأ من العملية التعليميَّة، والأكاديميَّة في الوقت الحالي، وذلك نتيجةً لانتشار استخدام الأجهزة المحمولة بشكلٍ كبير على نطاق العالم كله، إذ يسَّرت وسهلت هذه الهواتف من إمكانيَّة الوصول إلى شبكة الإنترنت، ممَّا ساهم في تسهيل الحصول على المعلومات، إضافة إلى توفر العديد من التطبيقات التعليميَّة عليها والتي يمكن الاستفادة منها من قِبل الطلاب والمعلمين على حدٍ سواء، وندرج أهم مزايا التعليم الإلكتروني باستخدام الأجهزة المحمولة فيما يأتي: إمكانية الحصول على التعليم دون التقيد بمكانٍ وزمانٍ معينين، ودون أن تشكّل المسافات البعيدة أيّة مشكلة في سير العملية التعليميَّة. احتواء شبكة الإنترنت على محتوى رقمي هائل، وشديد التنوع بحيث يلبي جميع الاحتياجات التعليميَّة والعلميَّة، وبغض النظر عن اهتمامات الطالب الشخصيَّة فهو يستطيع الوصول لما يريده من المعلومات المتعلقة بالموضوعات المختلفة، مهما كان نوعها. توفر تطبيقات تعليميَّة تساعد على تشجيع الطالب، وتحفيزه لبذل مجهود دراسي أكبر، وذلك من خلال احتواء هذه التطبيقات على خاصيَّة لإجراء امتحانات دوريَّة، وبشكلٍ ممتع وجذاب، ممَّا يساعد على تقييم مستوى التحصيل العلمي للطالب. رفع المستوى المعرفي والثقافي للطالب خارج نطاق الدراسة، من خلال توفير العديد من الاختبارات، وألعاب الذكاء، والألغاز والتي تساهم في تعزيز مخزون الطالب من المعلومات العامة. بقاء الطالب في تواصل مستمر مع زملائه خلال وجودهم خارج الفصل الدراسي، ممَّا يساعد على سهولة تبادل الملاحظات فيما بينهم، ومناقشة المواد الدراسيَّة، إلى جانب تنظيم المجموعات الدراسيَّة. المساهمة في تنظيم وقت الطلاب، من خلال استخدام تطبيقات التنبيه والتذكيرات. زيادة الترفيه والمتعة تقدم الأجهزة المحمولة الكثير من الخيارات والتطبيقات المتنوعة التي تُعدُّ مصدرًا لتوفير التسلية والمتعة للمستخدم، والتي تساهم في القضاء على شعوره بالملل والضجر، وخاصَّة في أوقات الانتظار الطويلة، أو السفر، إذ يمكن من خلال هذه الهواتف ممارسة العديد من الألعاب المختلفة، أو الاستماع للموسيقى، والأغاني المفضلة، أو مشاهدة الأفلام ومقاطع الفيديو، أو قراءة الكتب الإلكترونيَّة، إضافة إلى إمكانية مشاركة هذه التطبيقات مع الأصدقاء سلبيات الأجهزة المحمولة إيجابيات الأجهزة المحمولة يمتلك الجهاز المحمول العديد من المميزات والإيجابيَّات المؤثِّرة في حياة الناس، قد تكون هذه المميزات نتيجة لاستخدام الهاتف فقط، أو عند استخدام شبكة الإنترنت عليه كما في معظم الأجهزة الحالية، ومن أهم هذه الإيجابيَّات ما يأتي: توفير الوقت والجهد يرى الكثير من المستخدمين للأجهزة المحمولة أنَّها قد ساهمت بشكلٍ كبير في توفير الوقت والجهد اليومي، خاصَّة أولئك أصحاب الأعمال؛ إذ يرون أنَّ الجهاز المحمول يُمكِّنهم من الوصول للمعلومات التي يرغبون في الحصول عليها بسهولة ويسر، وفي جميع الأوقات، كما أنَّ استخدام الجهاز المحمول في إدارة الأعمال كان له دورٌ كبير في سرعة إنجاز العمل، ممَّا انعكس بشكلٍ إيجابي على الوقت والجهد الذي كان سيحتاجه الشخص فيما لو لم يستخدم الأجهزة، إلى جانب ذلك، يساعد الجهاز المحمول المستخدم على جدولة مواعيده، واستغلال وقته بأفضل شكلٍ ممكن، بحيث يصبح الشخص أكثر إنتاجيَّة، كأن يستخدم الجهاز المحمول في شيءٍ مفيد خلال فترات الانتظار الطويلة. البقاء على اتصال دائم مع الآخرين من أهم مميزات الأجهزة المحمولة هي إتاحة الفرصة للأشخاص في التواصل مع عائلاتهم، وأصدقائهم بشكلٍ دائم، حتى وإن كانت تفصلهم المسافات البعيدة، أو لا يجدون الوقت الكافي للخروج معًا، ويمكن تحقيق ذلك من خلال مواقع التواصل الاجتماعي المتوافرة بكثرة على الأجهزة المحمولة، مثل: الفيسبوك (Facebook)، وتويتر (Twitter)، والواتس أب (WhatsApp)، والفايبر (Viber)، وغيرها العديد من المواقع التي تقدم الكثير من خدمات الاتصال المجانيَّة مثل المكالمات الصوتيَّة، ومكالمات الفيديو، وإرسال الرسائل النصيَّة، ممَّا ساهم بشكلٍ كبير في تقريب الناس من بعضها بعضًا. زيادة المعرفة والثقافة لم تعُد وسائل الحصول على المعرفة مقتصرة على الطرق القديمة التقليديَّة فقط، مثل: الكتب، أو المعلم، فحاليًا يمكن لأي شخص الوصول إلى المعلومة التي يريدها عبر شبكة الإنترنت، وقد ساعد امتلاك الأجهزة المحمولة في تسهيل هذه العملية؛ لاحتوائها على متصفحات الإنترنت المختلفة، وبالتالي ساهم ذلك في تسهيل عملية الحصول على المعلومات، إلى جانب إمكانيَّة التحقق والتأكد من صحتها. إدارة الأعمال المكتبية في عصرنا الحالي أصبحت التكنولوجيا الحديثة التي تشمل الأجهزة المحمولة من الضروريات التي لا يمكن الاستغناء عنها بأيّ حالٍ من الأحوال في عالم الأعمال، نظرًا للاعتماد عليها بشكلٍ كبير في إنجاز المهام والواجبات بسرعة وكفاءة عالية، إلى جانب تطوير وتعزيز العمليات التجاريَّة، وندرج بعض الإيجابيَّات لاستخدام الجهاز المحمول في الأعمال المكتبيَّة فيما يأتي: تسهيل عملية التواصل بين الموظفين ببعضهم البعض من جهة، وبين الموظفين والعملاء من جهةٍ أخرى، ممَّا ساهم بشكلٍ كبير في التغلب على العقبات المتمثلة في الوقت والمسافات تعزيز التعاون بين أعضاء فريق العمل الواحد، من خلال إتاحة الفرصة للوصول إلى المستندات الخاصَّة بالعمل في أي وقت ومكان، إضافة إلى إمكانية إجراء اجتماعات العمل وعقد المؤتمرات عن بعد عبر تطبيقات مكالمات الفيديو. إمكانية إنجاز العمل عن بعد، وعدم الاضطرار للوجود في المكتب لتحقيق ذلك. تخفيض قيمة الكلفة التشغيليَّة، ممَّا سيوفر على صاحب العمل الكثير من الأموال، مع الحفاظ على الإنتاجيَّة العالية في الوقت نفسه. الحصول على الخدمات البنكية تساعد الأجهزة المحمولة على إتمام جميع الإجراءات المصرفيَّة وخدمات التمويل بطريقةٍ فعالة وسريعة، ودون الحاجة للتقيد بوقتٍ محدد، إلى جانب القدرة على إجراء جميع المعاملات دون الاضطرار للتوجه إلى أحد الفروع البنكيَّة، وإنَّما يمكن إنجازها في المنزل، أو العمل، أو أيّ مكانٍ آخر، علمًا بأنَّ هذا الأمر لا يحتاج إلا الاتصال بشبكة الإنترنت فقط، وبالتالي فإنَّ الخدمات البنكيَّة التي يمكن إجراؤها وتنفيذها من خلال الجهاز المحمول تتمثل فيما يأتي: التحقق من رصيد الحساب البنكي. تحويل الأموال. دفع الفواتير، والمستحقات المالية. التعرف على التصنيف الائتماني، من خلال استخدام تطبيقات خاصَّة يتم تحميلها على الهاتف. مطالعة نشرات التداول اليوميَّة الخاصَّة بسوق الأوراق الماليَّة (البورصة). تسهيل أمور الحياة اليومية تلعب الأجهزة المحمولة دورًا كبيرًا في تنظيم حياة الناس، إذ تجعل عملية إنجاز الواجبات، وأمور الحياة اليوميَّة أكثر سهولة ويسر، وذلك من خلال التطبيقات العديدة المتوافرة في متاجر الأجهزة المحمولة، والتي يمكن تحميلها دون عناء، وبكبسة زر واحدة، حيث تمنح هذه التطبيقات المتنوعة العديد من الخدمات التي باتت ضروريَّة في عصرنا الحالي، ومن الأمثلة عليها ما يأتي: تطبيقات خاصَّة لحجز سيارات الأجرة. دفع الفواتير الماليَّة. تطبيق الكاميرا والذي يساعد على التقاط الصور الشخصيَّة، والفيديو وبغض النظر عن المكان والزمان. نظام تحديد المواقع العالمي (بالإنجليزيَّة: GPS) الذي يتيح إمكانية تحديد المواقع والعناوين في أيّ مكانٍ في العالم. تطبيقات تساعد الشخص على تنظيم وقته ومواعيده، مثل: المنبه، والمستندات، والتقويم، وساعة التوقف. سهولة الوصول للمساعدة في حالات الطوارئ قد يتعرض الكثير من الأشخاص لبعض المواقف الطارئة، التي تحتاج إلى طلب المساعدة بشكلٍ فوري سواء من الأهل، أو الأصدقاء، أو الشرطة، ومن ضمن هذه المواقف التعرض للحوادث، أو تعطل السيارة، أو إضاعة الطريق الصحيح، لذا فوجود الجهاز المحمول سيساعد بشكلٍ كبير في مثل هذه الحالات، للحصول على المساعدة المطلوبة بصورة سريعة وسهلة، إلى جانب ذلك فإنَّ الأجهزة المحمولة تتيح للأهل خاصيَّة الارتباط والتواصل مع أولادهم في الأوقات التي لا يكونون معهم فيها، ممَّا يساهم في زيادة درجة الاطمئنان لدى الأهل. جعل الأطفال أكثر مسؤولية تساهم الأجهزة المحمولة في تنمية حس المسؤوليَّة لدى الأطفال بشكلٍ كبير وفعّال، وبصورة عمليَّة، إذ إنَّ امتلاك الأطفال للهواتف النقالة يساعد على تعليمهم كيفية تحمل مسؤوليَّة الحفاظ على ممتلكاتهم الخاصَّة، وحمايتها من التلف أو الكسر، وذلك لمعرفتهم بوجود عقاب في حالة الإهمال، إلى جانب ذلك فإنَّ تحديد الوالدين للإرشادات والتعليمات الخاصَّة باستخدام أبنائهم للهواتف النقالة مثل: إلزامهم بعدم تجاوز عدد معين من الرسائل النصيَّة، أو عدم تعدي الدقائق المحددة عند إجراء المكالمات الهاتفيَّة، يساهم بشكلٍ كبير في تعزيز مفهوم الالتزام بالواجبات التي توكل لهم، وتقبلها بصدرٍ رحب. الحصول على التعليم الإلكتروني بسهولة أصبح التعليم الإلكتروني، الذي يُطلق عليه أيضًا اسم التعليم الذكي، جزءًا لا يتجزأ من العملية التعليميَّة، والأكاديميَّة في الوقت الحالي، وذلك نتيجةً لانتشار استخدام الأجهزة المحمولة بشكلٍ كبير على نطاق العالم كله، إذ يسَّرت وسهلت هذه الهواتف من إمكانيَّة الوصول إلى شبكة الإنترنت، ممَّا ساهم في تسهيل الحصول على المعلومات، إضافة إلى توفر العديد من التطبيقات التعليميَّة عليها والتي يمكن الاستفادة منها من قِبل الطلاب والمعلمين على حدٍ سواء، وندرج أهم مزايا التعليم الإلكتروني باستخدام الأجهزة المحمولة فيما يأتي: إمكانية الحصول على التعليم دون التقيد بمكانٍ وزمانٍ معينين، ودون أن تشكّل المسافات البعيدة أيّة مشكلة في سير العملية التعليميَّة. احتواء شبكة الإنترنت على محتوى رقمي هائل، وشديد التنوع بحيث يلبي جميع الاحتياجات التعليميَّة والعلميَّة، وبغض النظر عن اهتمامات الطالب الشخصيَّة فهو يستطيع الوصول لما يريده من المعلومات المتعلقة بالموضوعات المختلفة، مهما كان نوعها. توفر تطبيقات تعليميَّة تساعد على تشجيع الطالب، وتحفيزه لبذل مجهود دراسي أكبر، وذلك من خلال احتواء هذه التطبيقات على خاصيَّة لإجراء امتحانات دوريَّة، وبشكلٍ ممتع وجذاب، ممَّا يساعد على تقييم مستوى التحصيل العلمي للطالب. رفع المستوى المعرفي والثقافي للطالب خارج نطاق الدراسة، من خلال توفير العديد من الاختبارات، وألعاب الذكاء، والألغاز والتي تساهم في تعزيز مخزون الطالب من المعلومات العامة. بقاء الطالب في تواصل مستمر مع زملائه خلال وجودهم خارج الفصل الدراسي، ممَّا يساعد على سهولة تبادل الملاحظات فيما بينهم، ومناقشة المواد الدراسيَّة، إلى جانب تنظيم المجموعات الدراسيَّة. المساهمة في تنظيم وقت الطلاب، من خلال استخدام تطبيقات التنبيه والتذكيرات. زيادة الترفيه والمتعة تقدم الأجهزة المحمولة الكثير من الخيارات والتطبيقات المتنوعة التي تُعدُّ مصدرًا لتوفير التسلية والمتعة للمستخدم، والتي تساهم في القضاء على شعوره بالملل والضجر، وخاصَّة في أوقات الانتظار الطويلة، أو السفر، إذ يمكن من خلال هذه الهواتف ممارسة العديد من الألعاب المختلفة، أو الاستماع للموسيقى، والأغاني المفضلة، أو مشاهدة الأفلام ومقاطع الفيديو، أو قراءة الكتب الإلكترونيَّة، إضافة إلى إمكانية مشاركة هذه التطبيقات مع الأصدقاء أثر الأجهزة المحمولة في حياتنا على الرغم من وجود العديد من الفوائد لتلك الأجهزة الحديثة لا يمكن التغافل عن الأضرار الناتجة عنها، والتي تؤثر بشكل ملحوظ للغاية على الأفراد والمجتمع. فقد أجريت العديد من الأبحاث العلمية لمعرفة كم الأضرار الناتجة عن تلك الأجهزة وتم اكتشاف نسبة كبيرة من الشباب الذين يفضلون العزلة والبقاء بمفردهم على تلك الأجهزة، دون محاولة الاندماج مع المجتمع وبالتالي يصاب عدد كبير منهم بمرض التوحد. أكدت الدراسات العلمية إن أخطر الأضرار الناتجة عن استخدام تلك الأجهزة بكثرة تأثيرها على الأطفال بشكل ملحوظ، حيث أنها تسبب لهم التأخر في الكلام ويمكن ملاحظة ذلك عند مقارنتهم بالأطفال الأخرين بمثل عمرهم ولا يقومون باستخدام تلك الأجهزة. كما أنها تتسبب في عدم نمو الفكر والعقل لديهم بشكل سليم فيصبح هؤلاء الأطفال لا يمتلكون مقدار كافي من الذكاء والمهارات، التي يجب القيام بها في ذلك العمر. إن استخدام تلك الهواتف النقالة بكثرة يسبب الأرق للأفراد وظهور مشاكل عديدة من أهمها عدم القدرة على أخذ قسط كافي من النوم، نتيجة استخدامها لساعات طويلة خلال فترة الليل. يؤكد الخبراء والأطباء إن وجود الهاتف بغرفة الشخص التي ينام بها من أخطر الأمور التي قد يتعرض لها، حيث يؤثر ذلك الأمر على صحته بشكل شديد نتيجة خروج كمية كبيرة من الإشاعات التي تؤثر على المخ وتعرض حياته للخطر. كما أنها تؤثر بشكل كبير وملحوظ على الأطفال في سن البلوغ، وكذلك الشباب الصغار بالسن. من خلال توافر تلك الأجهزة مع الأطفال والشباب الصغار طوال الوقت فمن السهل أن يقومون بمشاهدة الفيديوهات الانتحارية، التي تعمل على تدمير أفكارهم وتعرضهم للخطر الشديد. كما تتسبب تلك الأنواع من الفيديوهات بإصابة الشباب بالاكتئاب ودخولهم بمرحلة الحزن الشديد ونوبات الصرع والقلق النفسي، مما يؤثر ذلك على مستقبلهم ويعمل على تدميره. لذلك يرى الأخصائيون والمقيمون على ذلك النوع من الأبحاث إن استخدام الهواتف الذكية أصبح شائعًا للغاية، وتفاقمت الأضرار عن الفوائد في المجتمع فهي تؤثر على الأفراد بالسلب وتعرض حياتهم للخطر. تتسبب تلك الأجهزة في التأثير بالسلب على الأفراد فيصبحون غير متفاعلون مع المجتمع من حولهم، نظرًا لبقائهم فترة طويلة أمام الشاشات فنجد أنه كلما زاد التحديق لتلك الهواتف وتطبيقاتها كلما قل التفاعل. يصبح أيضًا الأفراد في المجتمع كسولين للغاية فهم لا يقومون بحفظ أي أرقام أو معلومات بعقولهم، بل يقوموا بتسجيلها على تلك الأجهزة من خلال توافر أيقونة تخزين البيانات بها. لا أحد يمكنه الإنكار أن استخدام الهاتف الذكي وشبكات التواصل الاجتماعي المختلفة قد غير شكل العالم بالكامل، وهي بالفعل وسائل لتعزيز التواصل وقطع المسافات التي لولا الإنترنت لما وجدنا سبيلاً في وصلها. ولكن، هل فكّرت من قبل في مدى تأثير الهواتف الذكية على العلاقات الأسرية ومستوى تربية وتنشئة الأطفال؟ كشفت الأبحاث أن استخدام الأبوين للهاتف يُشعر الأطفال بالوحدة - iStock مصطلح جديد في قواميس اللغة الإنجليزية لتوصيف الوباء قد يبقيك هاتفك الخلوي على اتصال بفريق العمل والأصدقاء والعائلة الكبيرة مهما تباعد أفرادها وتناثروا حول العالم، إلا أن الاستخدام المفرط أو غير المناسب يمكن أن يضر بعلاقاتك الأهم والأكثر قرباً منك. يتجاهل العديد من الأشخاص الأفراد الذين يتعاملون معهم خلال اليوم بصورة متكررة، ويستعيضون عنهم بـ "علاقات افتراضية" في "عالم افتراضي"، الأمر الذي قد يهدد علاقات الزواج ويؤثر سلباً على مستوى تربية الأطفال. ووفقاً لقاموس كامبريدج، تم استحداث وصف phubbing لوصف تلك الحالة، وهي تعني "فعل تجاهل شخص ما أنت معه مكانياً والاهتمام بهاتفك المحمول بدلاً من ذلك". هذه في الواقع عادة استخدام قهرية للهواتف المحمولة؛ لدرجة أن الهواتف التي من المفترض أنها "تعزز تواصلنا بالآخرين" باتت تدمر العلاقات الحقيقية في حياتنا، وهي تضر أيضاً بمستويات الأنشطة اليومية للشخص بشكل عام. الشخص المشتت دوماً بهاتف المحمول أصبح غير محبوب اجتماعياً - iStock ويقول الكاتب الأمريكي جيمس روبرتس وفقاً لموقع Very Well Mind إنه "عندما تكون مع شخص ما وتجده يتفقد الهاتف المحمول في يده باستمرار، أو يتصفح التطبيقات، أو يرسل رسائل نصية، أو ينخرط كلياً فيما يتلقاه عبر الهاتف، فقد تشعر بالإهانة وأنك لست مع هذا الشخص بشكل كامل". يُنظر أيضاً إلى مثل هؤلاء الأشخاص المنصبّين على هواتف في اللقاءات الجماعية على أنهم أقل تفاعلاً وحميمية وأكثر سلبية وعدائية. على العكس، دائماً ما يكون الاتصال وجهاً لوجه أكثر فاعلية في توصيل المشاعر والإحساس بالتواصل البشري الضروري للسلامة النفسية، بحسب Marriage. تشتت الآباء عن أطفالهم في مراحل حساسة من تكوينهم على الرغم من أن الآباء مسؤولون عن وضع حدود لوقت الشاشة لأطفالهم، فإن متطلبات العالم الحديث- وواجبات العمل والحياة المنزلية- يمكن أن تجعل من الصعب على الآباء التوقف عن العمل والحد من استخدام هواتفهم. إذ باتت إمكانية الاتصال المستمرة التي تسمح به الهواتف المحمولة تزيد من صعوبة إدارة الوقت الخاص ووقت العمل، ويمكن أن يؤدي الأمر إلى تشتت انتباه الأب والأم عن طفلهم بصورة كبيرة. وبينما يُعتقد أن الآباء يقضون وقتاً أطول مع أطفالهم مما كان عليه الأمر في الماضي، يُعتقد أن جودة التفاعل نفسها قد انخفضت. واتضح في دراسة استقصائية نشرتها صحيفة New York Post عام 2019، شملت 2000 من أولياء أمور الأطفال في سن المدرسة (الذين تتراوح أعمار أولادهم بين 5 و18 عاماً)، أن نصف المشاركين في الدراسة طلب منهم أطفالهم وضع هواتفهم جانباً والانتباه لهم. مشكلة الانشغال بالهاتف انتقلت إلى الأطفال أيضاً - iStock ويدرك الآباء بالفعل أن الوقت الذي يقضونه أمام شاشات الهاتف الذكي تمثل مشكلة، إذ أقر 62% ممن شملهم الاستطلاع أنهم يقضون بالفعل الكثير من الوقت على هواتفهم المحمولة أثناء وجود أطفالهم. ومع ذلك، فإن الحديث عن تقليل استخدام الهاتف أسهل من الفعل، ففي دراسة أخرى نشرها موقع Medium، قال 69% من الآباء الذين شملهم الاستطلاع إنهم يشعرون أنهم "مدمنون" على هواتفهم. وبناء على ذلك، ثبت أن مدة إمضاء الآباء الوقت مع أطفالهم تجاوزت مدة استخدام الهاتف خلال اليوم بنصف ساعة فقط. وكشفت النتائج أن المستطلعين قضوا ساعتين و17 دقيقة من الوقت الشخصي على هواتفهم يومياً، مقارنة بساعتين و41 دقيقة من الوقت الخالي من الشاشة مع أطفالهم. الأطفال يعانون بدورهم بعد أن أصبح الهاتف "وسيلة تربوية" المشكلة لم تتوقف فقط عند استخدام الهاتف المفرط لدى الآباء بشكل جعل وقتهم الثمين في طفولة أبنائهم محدوداً فحسب، بل انتقلت المشكلة للأطفال بدورهم، وذلك لأنهم يرون الآباء يفعلون ذات الأمر طوال الوقت. وبحسب Medium، شعر 74% من الآباء بالقلق من أن أطفالهم يقضون الكثير من الوقت في التحديق في شاشات الهواتف، بمتوسط ساعتين يومياً. في الوقت نفسه، كشفت النتائج أيضاً أن الشاشات أصبحت الآن أداة متكاملة للأبوة والأمومة. ووافقت غالبية المستجيبين، بنسبة بلغت 83%، على أن "الهواتف الذكية وشاشات التكنولوجيا أصبحت ضرورية في تربية الطفل في هذا العصر". الوقت الأسري في عصر الهواتف الذكية أصبح "مثيراً للوحدة" كشفت دراسة بريطانية نشرها موقع Wiley Online Library العلمي عام 2019، أنه حتى جودة الوقت التي تحظى بها الأسرة معاً في المنزل أصبحت خالية من القيمة والتأثير النفسي المرجو بسبب استخدام الهاتف بشكل مفرط. وقامت الدراسة بتحليل الجدول الزمني للآباء وأطفالهم ممن تتراوح أعمارهم بين 8 و16 عاماً، مرة في عام 2000 ومرة أخرى في عام 2015 – وهي الفترة التي شهدت تغيراً تقنياً سريعاً. وعلى عكس التوقعات، اتضح أن الأطفال باتوا يمضون وقتاً أطول في المنزل مع والديهم في عام 2015 مقارنة بعام 2000. وهذا يعادل ما يزيد قليلاً عن نصف ساعة إضافية يومياً. لكن بالنظر عن كثب، قال الأطفال إنهم كانوا يشعرون "بالوحدة" خلال كل هذا الوقت الإضافي في المنزل مع آبائهم. وبهذا المعنى، فهم يمضون الوقت معاً لكن في وِحدة. واتضح أن الأطفال والآباء أمضوا نفس القدر من الوقت تقريباً (حوالي 90 دقيقة) في استخدام الهاتف عندما يكونون معاً في وقت ثمين مشترك بينهما، أو ما يُسمى بـ "Quality Time". ولفتت صحيفة Independent إلى أن الأبحاث والاستطلاعات المختلفة حول المشكلة تشير بما لا يدع مجالاً للشك أن الحضور (غير المشتت) بين أفراد الأسرة يدعم العلاقات ويوطدها. كما تشير الأدلة نفسها إلى أن التكنولوجيا التي تهدف إلى ربطنا، تقوم للمفارقة بتقويض اتصالنا بأهم الأشخاص في حياتنا. لذلك في المرة المقبلة التي تشيح بوجهك عن شريك حياتك أو طفلك لكي تتصفح رسالة بريدية جديدة، فكِّر ملياً فيما ستخسره من وقت وحميمية لن تُعوَّض. أهم مواقع صيانة الأجهزة المحمولة أحبتي زوار موقع صيانة الأجهزة المحمولة عبر هذه التدوينة أقدم لكم أهم مواقع دورة صيانة الأجهزة المحمولة مجاناً للمبتدئين الذين يرغبون في تعلم صيانة الأجهزة النقالة نظراً للانتشار الواسع للأجهزة المحمولة الحديثة وكثرة استخدامها فمن الطبيعي أيضاً كثرة تعطيلها وبالتالي أصبحت الحاجة إلى إصلاحها حاجة ضرورية، ولأن كلفة الإصلاح باهضه بالإضافة إلى العناء المستمر لأصحاب محلات الصيانة والإصلاح فقد بدأ بانتشار المواقع التي تهتم بأمور إصلاح الأجهزة المحمولة بالإنترنت على كافة مواقع التواصل في هذه التدوينة سنعرض عليكم أعزاءنا الزوار بعضاً من هذه المواقع الالكترونية التي ستساعدكم في إصلاح كافة الأعطال التي تتعرض لها أجهزة الموبايل وصيانتها بكل سهولة وبشرح توضيحي مفصل دون التعرض لابتزاز أصحاب محلات الصيانة ومن أفضل مواقع صيانة الهواتف هي: 1- موقع Gem flash وهو أضخم تطبيق تعلم صيانة الموبايل وهو موقع يحتوي على اعداد كبيرة من المختصين بصيانة الهواتف الاندرويد Android الحديثة وكذلك المهاريين الذين لديهم خبرة في مجال تصليح كافة أنواع الموبايلات وإعادة تشغيلها بأسرع الأوقات وأقل التكاليف كذلك هو تطبيق يدعم اللغة العربية ومن السهل التعلم منه والاستفادة السريعة من شروحاته يتضمن شرح مبسط عن كافة أجهزة الهواتف الحديثة مثل أجهزة الأيفون وأجهزة سامسونج وهواوي وبقية الأجهزة كما يقدم دورة صيانة الجوال من الصفر للاحتراف وخاصة للمبتدئين يتمتع بواجهة رائعة ومقسمة لتسهيل البحث عما تبحث عنه وهو أفضل مواقع إصلاح الهواتف وصيانتها بأسهل الطرق 2- موقع I Fixit متخصص في صيانة الهواتف يعتبر برنامج I Fixit من أهم مواقع الإصلاح والصيانة لأجهزة الهواتف المحمولة على الإنترنت وذلك لأنه يحمل في محتواه على الكثير من مقاطع الفيديو الخاصة بتعليم صيانة الجوال والتصليح وطرق إتباعها مع إرفاقها بصور واضحة من أجل توضيح وتعليمكم وطريقة تفكيك الموبايلات وعملية إصلاحها بشكل واضح وسهل للغاية والذي يدخل في مجال صيانة المحمول والكشف عن أعطاله ويعتبر اروع منتدى تصليح الهواتف النقالة من بين المنتديات كما يمكنكم تحديث هذا البرنامج بشكل دوري للإطلاع أحدث الطرق في صيانة الهواتف دوناً عن بقية البرامج الاخرى كذلك يدعم طريقة الكشف عن أعطال الكاميرات ومفاتيح تشغيل الألعاب التي تمارسونها والتي قد تتعرض لأعطال مفاجئة ايضاً يقدم مقاطع توضيحية من خلال مقاطع فيديو تتضمن شرحاً موسعاً وبإمكانكم طرح أسئلة حول النقاط التي يصعب استيعابها وهو يقوم بالرد والإجابة عليها بكل سرعة وسهولة في التوضيح والشرح للتحميل في هذا الرابط من هنا https://www.ifixit.com/ 3- موقع REWA Technology موقع متخصص لإصلاح الهواتف المحمولة وهو أفضل موقع صيانة الجوالات المحمولة يتميز هذا البرنامج بأنه يعمل على تفكيك الأجهزة المحمولة بطريقة سهلة وتتضمن شرحاً بسيطاً والكشف عن العطل والقطعة التالفة الموجودة وطريقة استبدالها بكل سلاسة وهدوء كما يمتلك هذا التطبيق ميزة عرض عن طريق مقاطع تصويرية فيديو من أجل تعلم صيانة الموبايل للمبتدئين وكذلك معرفة كيف يتم الكشف عن الاعطال ومعالجتها او استبدالها كما يمكنه صيانة وإصلاح بعض القطع الخارجية مثل الكاميرا وفحص البطارية ومعرفة ما إذا كانت بحاجة إلى استبدال أو لا، كما أنه يملك خصوصية الإجابة على الأسئلة التي تُطرح عليه ومن ثم الإجابة عليها مع عرض صور مرفقة للتأكيد والشرح كذلك يساعد موقع REWA Technology على إيجاد الادوات والمعدات اللازمة في عملية الصيانة وذلك من خلال ايقونة خاصة حيث يمكنكم شراء هذه المعدات كما انه يقدم معلومات عن صيانة الموبايل وتأمين مستلزمات الصيانة والإصلاح للتحميل رابط الدخول للموقع من هنا https://%20/www.rewatechnology.com/ تعليم صيانة أجهزة الموبايل على منتدى Gym-Flash منتدى Gym-Flash منتدى جد رائع وشامل ومتاح باللغة العربية، حيث ستجد فيه أي شيء سيخطر على بالك يهتم بالعديد من المواضيع ومن أهمها صيانة الهواتف وخاصة الأندرويد، ستكتسب تجربة واحترافية في كيفية عمل الفلاش، صيانة هواتف سامسونج، هواتف صينية، لينوفو، الكاتيل، موتورولا، اتش تي سي، الهواوي، الهواتف اللوحية الصينية… لا يمكننا حصر جميع فوائد المنتدى، تصفح أقسام المنتدى وتكتشف كل شيء. والجميل في الأمر هو شموليته حيث ستجده مقسم بطريقة تسهل عليك إيجاد ما تريد من صيانة السوفتوير أو الهاردوير وغيره. لزيارة المنتدى وتعلم صيانة الهاتف يرجى الضغط هنا https://www.gem-flash.com/vb/forum.php تطبيق: تعلم صيانة الموبايل من الصفر وحتى الاحتراف. تطبيق يتضمن محتوى مهم ومجموعة من الأقسام، هذه الأقسام متدرجة من الصفر إلى الاحتراف في هذا التطبيق تجد فيه قسم يشير لك إلى أهم المواقع الموجودة حاليا في مجال تعليم صيانة الهواتف النقالة. لتنزيل التطبيق يرجى الضغط هنا https://play.google.com/store/apps/details تطبيق Learn mobile repair صيانة الأجهزة الذكية. تطبيق رائع، تجد فيه دورات تدريبية في تعليم صيانة الهواتف النقالة، يتضمن التطبيق عدة أقسام، بدءا من الصفر (للمبتدئين) إلى الاحتراف في مجال تعلم صيانة الهواتف النقالة. لتحميل التطبيق يرجى الضغط هنا https://play.google.com/store/apps/details?id=com.mobile.repairing&hl=ar&gl=US تطبيق موسوعة مشاكل الهاتف واصلاحها. يمكنك تعليم صيانة الهواتف النقالة عبر تطبيق: موسوعة مشاكل الهاتف واصلاحها، التطبيق سهل الاستخدام ومتاح بدون تسجيل ومجانا، يوفر لك التطبيق حلولا لمختلف مشاكل الهاتف الشائعة واصلاحها دون الذهاب الى مركز الصيانة، بالطبع هذا التطبيق سيساعدك في الحصول على المواهب الإضافية بحيث يمكنك كسب شيء دون دفع أي شيء، ويمكنك تصفح التطبيق بدون الاتصال بالإنترنت لتنزيل التطبيق يرجى الضغط هنا https://m.apkpure.com/ar/betiqnicom.machakil.hatif.phoneproblem موقع Repair Universe. يعتبر من أفضل المواقع التي تقدم دورات تكوينية في تعليم صيانة الهواتف النقالة بمختلف أنواعها وإصداراتها، حيث يحظى محتوى الموقع بتقييم مختلف الشركات المصنعة للهواتف، لا يمكننا حصر جميع مزايا الموقع، فاترك لك الفرصة لاكتشاف محتوى الموقع، ويمكنك متابعة قناة الموقع أعلاه لزيارة الموقع يرجى الضغط هنا https://www.repairsuniverse.com/ تعليم صيانة الهواتف النقالة على موقع Cellularrepairschool. لا يمكننا أن نفضل هذا الموقع على سابقيه، لأنه موقع غني عن التعريق، موقع لشركة أمريكية يقدم مجموعة من الدورات التدريبية، وفي آخر الدورة يمنحك شهادة، كل ما يقدمه الموقع مجاني، ويتيح حتى البث المباشر لإيجاد الحل لمشاكل متتبعيه. لزيارة الموقع يرجى الضغط هنا https://cellularrepairschool.com/ كن خبيرا في صيانة الموبايل والأجهزة الذكية في خمسة أيام مع موقع Wildpcs. هذا الموقع مختلف عن المواقع الأخرى من حيث مدة التكوين، سيُمَكِّنُك الموقع من تعليم صيانة الهواتف النقالة والحواسيب في تداريب تكوينية في مدة خمسة أيام فقط عن طريق بث مباشر يجمعك مع خبراء إصلاح الأجهزة. لزيارة الموقع يرجى الضغط هنا https://www.wildpcs.com/ كيف تصبح فني صيانة محترف لأجهزة المحمول كيف تصبح فني صيانة محترف لأجهزة المحمول: يميل العديد من الطلاب لمهن مثل كونه طبيبًا أو مهندسًا. حسنًا، من الآمن أن نقول اليوم أن شركات الهواتف الذكية تحقق أرباحًا أكثر بكثير في عالم اليوم. لا تقارن هذه الأعمال بتلك المهن، ولكن إذا كنت، كطالب، تبحث عن خيارات أخرى، فمن الحكمة أن تصبح فني إصلاح هواتف. قبل أن تتساءل عن كيفية أن كيف تصبح فني صيانة محترف لأجهزة المحمول، دعنا نوضح بعض الأشياء. أصبحت الهواتف المحمولة ضرورة للجميع في العالم الحديث، والعمل كفني لإصلاح الهواتف يعد مهمة قيّمة للقيام بها. في هذا الدليل، سوف نأخذك عبر أهم الخطوات التي تحتاج إلى اتباعها لتصبح فني إصلاح هواتف خلوية. كيف تصبح فني إصلاح الهاتف قبل أن نبدأ، نريدك فقط أن تعرف أن هذا الدليل مخصص للأشخاص الذين يستمتعون بفتح الأجهزة الإلكترونية. نحن نؤمن على قدرتنا بتزويدكم بالمعلومات القيمة. إذا لم تكن متأثرًا بالتكنولوجيا والأدوات في السوق، فلا داعي للقلق بشأن كيفية أن تصبح فنيًا لإصلاح الهاتف أو أين تجد التدريب. ومع ذلك، فلنبدأ الخطوة 1: أكمل تعليمك ودراساتك الأكاديمية التعليم الأكاديمي هو أساس لا يمكن الاستغناء عنه، وإذا كنت لا تزال طالبًا، فأنت بحاجة إلى التركيز على دراستك قبل التخطيط لمشروع إصلاح الهاتف. يعد إصلاح الهاتف وتعلم كل شيء مهارة لها فرص مناسبة للتحول إلى مهنة. لكن التعليم الأكاديمي إنه يبني الأساسيات كطفل ويجعلك متعلمًا أفضل وفنيًا أفضل لإصلاح الهاتف الخليوي وأداءً أفضل. لذلك، يمكن للمرء أن يكمل الأكاديميين ويدخل في صناعة إصلاح الهواتف الذكية التي تبلغ تكلفتها 4 مليارات دولار. الخطوة 2: تعرف على جميع أنواع الهواتف الذكية التكنولوجيا، كما ترى من حولك اليوم، واسعة جدًا ويمكن للمرء أن يستمر في التعلم لمدة 100 عام من حياته ولا يزال يفوت الكثير منه. بصرف النظر عن المقارنات، يشتمل سوق الهواتف الذكية على مجموعة متنوعة من المشكلات والتشخيصات المختلفة. لفهم المفهوم الكامل لاستكشاف مثل هذه المشكلات وإصلاحها، يتعين على المرء التعمق في التفاصيل لمعرفة كل شيء عنها. لا تفكر كثيرًا في مقدار ما يفعله فني إصلاح الهاتف الخلوي وبدلاً من ذلك، ركز على تعلم مهارات جديدة. تعمل الهواتف الذكية على أنظمة التشغيل الثلاثة الشائعة هذه، وهي iOS وWindows وAndroid. يتوافق Android مع أكبر نسبة من الهواتف الذكية، في حين أن مستخدمي iOS وWindows نادرون جدًا. أثناء تدريبك، حاول أن تفهم الأنواع المختلفة من المشاكل في جميع أنظمة التشغيل الثلاثة هذه لتعزيز مجموعة مهاراتك. الخطوة 3: انضم إلى معهد إصلاح الهواتف المحمولة بمجرد الانتهاء من دراستك الأكاديمية، حان الوقت للانتقال إلى الخطوة التالية التي تتطلب منك العثور على معهد جيد. يوجد عدد كبير من المعاهد التي يمكن أن تقدم لك دورات في مواضيع مختلفة. يمكنك أن تقرر وتتخذ ما يناسبك وفقًا لمتطلباتك. بمجرد انضمامك إلى معهد مناسب، ستجد جميع الإجابات على أسئلتك مثل كيف تصبح فنيًا لإصلاح الهواتف المحمولة بسهولة. الخطوة 4: شراء بعض الهواتف الميتة والأدوات للتدرب عليها أثناء خضوعك للتدريب في معهد التدريب الخاص بك، عليك العمل على مهاراتك العملية بعد عودتك إلى المنزل. بالنسبة للتدريب المنزلي، يجب أن يكون لديك عدد قليل من الأدوات والهواتف الميتة للعمل عليها. حاول ألا تقلق كثيرًا بشأن كيفية أن تصبح فنيًا معتمدًا لإصلاح الهواتف المحمولة، وحاول التركيز على التدريب. يمكنك فتحها بشكل منفصل حسب الفصول الدراسية الخاصة بك والتعرف على أجزاء مختلفة. حاول تغيير هذه الأجزاء كلما عرفت عنها في فصولك، وهذا سيعزز أدائك. إليك قائمة بالأدوات التي ستحتاجها للبدء - مجموعة مفك البراغي فتاحات المحمول ماصة الفنجان كحول المقياس المتعدد ملاقيط الخطوة الخامسة: ابدأ العمل واكتسب الخبرة لا يعمل التدريب كمعجزة ويتطلب الكثير من الجهد والخبرة حتى بعد التدريب لتصبح فني هاتف محترف. يجب أن تبدأ العمل من خلال التقديم على بعض توصيفات وظائف فني إصلاح الهاتف بمجرد استقرار يديك على الأجهزة. يمكنك البحث عن فرص بالقرب منك والاشتراك في وظيفة فني للحصول على راتب فني إصلاح هاتف جيد ومساعدة من الموظفين الأعلى. الخطوة 6: احصل على المساعدة من الإنترنت الإنترنت مليء بالمعلومات ويمكنك تعلم أي مهارات تحتاجها اليوم في بعض الخطوات السهلة. ومع ذلك، لتحسين مهارات إصلاح هاتفك كفني إصلاح للهاتف المحمول، فإن أفضل طريقة هي البحث عن بعض المشكلات الشائعة في اصلاحاتها. كلما شعرت بأنك عالق أثناء إصلاح بعض المشكلات، يمكنك دائمًا طلب التوجيه من متخصصي الرعاية وسوف يساعدونك. الخطوة 7: كن واثقًا وابدأ أعمال إصلاح الهواتف المحمولة الخاصة بك بمجرد دخولك إلى السوق، لا تنس أبدًا أن هذا السوق يبلغ 4 مليارات دولار اليوم ولا تريد أن تتعثر في وظيفة فنية بسيطة. فكرة واحدة يمكن أن تغير العالم، وهذا كل ما تحتاجه. يمكنك البدء في العمل على تقديم خدمتك للمستخدمين من خلال مساعدتهم في إصلاح الهاتف بطريقة ممتعة. ابدأ مشروعك التجاري بفكرة فريدة وادخل السوق باستراتيجية جديدة لكسب أموال طائلة. ماذا يمكنك أن تفعل بعد تدريب فني إصلاح هاتفك المحمول؟ بعد التدريب على إصلاح الأجهزة المحمولة، إليك قائمة بالأشياء التي يمكنك اختيارها - ابدأ عملك الخاص في إصلاح الهواتف باستثمارات صغيرة. العمل كفني بدوام كامل في شركة إصلاح هواتف مشهورة اعمل بدوام جزئي كفني وتعلم مهارات متقدمة، أو اعمل نحو حياتك المهنية في النصف الآخر. ابدأ أعمال إصلاح الهاتف عبر الإنترنت من المنزل بعد الحصول على شهادة فني إصلاح الهاتف الخلوي. حان الآن دورك. لقد حاولنا تجميع كل خطوة تحتاج إلى القيام بها قبل أن تبدأ عملًا جديدًا لإصلاح الهواتف. الآن، حان دورك لاختيار طريقك نحو النجاح. هناك شيء واحد مؤكد، سيكون عليك العمل بجد لتحقيق هدفك ومحاولة عدم الاستسلام. السوق مليء بالكثير من المنافسين. لذلك، عليك أن تجد طريقتك الفريدة لبيع الخدمات وجذب عملاء جدد. مشاكل واعطال الأجهزة المحمولة وكيفية التعامل معها دليل كامل و شامل لتعلم مجال صيانة الأجهزة المحمولة من الصفر و حتى الاحتراف Download Kutub Best App يرغب الكثير من الشباب بالعمل في مجال صيانة الأجهزة ، بحيث تعتبر مهنة صيانة الهواتف من المهن التي يرغب إتقانها الكثير من الشباب وخصوصاً بعد الاحترافية التي وصلت إليها الهواتف الذكية و كثرة استخدام الهواتف الذكية و انتشارها بحيث أصبحت الهواتف الذكية من أكثر الأجهزة التي يتم استخدامها . ولكن ومع التطور الكبير التي تشهده الهواتف الذكية و المنافسة القوية بين شركات إنتاج الهواتف الذكية ودخول شركات بقوة إلى سوق الهواتف الذكية مثل " شركة هواوي و شركة شاومي " أصبح من الصعب جداً إتقان مجال صيانة الهواتف الذكية بسبب كثرة القطع الالكترونية الموجودة في الهواتف بالإضافة إلى كثرة الأعطال التي تحدث بسبب كثرة القطع الالكترونية ، لذلك في موقع " صيانة الأجهزة المحمولة " سنقدم لكم أهم و أحدث الشروحات في مجال صيانة الهواتف ، بحيث إذا كنت ترغب في تعلم مجال صيانة الهواتف و إذا كنت ترغب في زيادة خبرتك في مجال صيانة الهواتف سيكون موقع " صيانة الأجهزة المحمولة" المرجع الأول لمعرفة كل ما يتعلق بمجال صيانة الهواتف . وفي هذا المقال سنقدم لكم دليل كامل و شامل عن مجال صيانة الهواتف من الصفر و حتى ، بحيث ستتمكن ان تتعلم الكثير من الأمور المهمة المتعلقة بمجال صيانة الهواتف . اولاً : أساسيات صيانة الهواتف لتتمكن من تعلم و إتقان مجال صيانة الهواتف عليك البدأ بتعلم أساسيات صيانة الهواتف ، بحيث عليك معرفة العديد من الأمور التي يجب على أي فني صيانة هواتف معرفتها مثل أسماء القطع الموجودة في الهواتف و معرفة وظيفة كل قطعة من القطع الموجودة في الهواتف ، و طريقة الحصول على الملفات اللازمة في مجال صيانة الهواتف مثل المخططات و الرومات و العديد من الملفات التي ستحتاجها في عملك كـ فني صيانة هواتف . لمعرفة أساسيات صيانة الهواتف : اضغط هنا . https://www.repair-road.com/2019/07/487.html ثانياً : الأدوات الأساسية لفني صيانة الهواتف كما ذكرنا سابقاً أن فني صيانة الهواتف يحتاج إلى الكثير من الملفات اللازمة في مجال صيانة الهواتف ، كما أن فني صيانة الهواتف يحتاج إلى مجموعة من الأدوات الأساسية في مجال صيانة الهواتف . ثالثاً : أسماء القطع الموجودة في الهواتف و معرفة وظيفة كل قطعة موجودة في الهاتف بعد معرفتك لـ أساسيات صيانة الهواتف و معرفتك لـ أهم الأدوات اللازمة لـ أي فني صيانة الهواتف ، أنت الأن جاهز لمعرفة أسماء القطع الأساسية الموجودة في الهواتف ، بالإضافة إلى معرفة وظيفة كل القطع الأساسية في الهواتف . لمعرفة أسماء القطع الموجودة في الهواتف و معرفة وظيفة كل قطعة موجودة في الهاتف : اضغط هنا https://www.repair-road.com/2019/07/485.html رابعاً : دوائر النظام في الهواتف بعد معرفتك لـ أسماء القطع الموجودة في الهواتف و معرفتك لوظيفة كل قطعة موجودة في الهاتف ، يجب عليك معرفة دوائر النظام في الهواتف ، بحيث أن الهواتف تحتوي على العديد من دوائر النظام المختلفة مثل دائرة التشغيل و دائرة الشبكة وغيرها ، و لا يمكنك معرفة دوائر النظام في حال عدم معرفتك لـ أسماء القطع الموجودة في الهواتف بعدها يمكنك معرفة دوائر النظام في الهواتف . لمعرفة دوائر النظام في الهواتف :اضغط هنا https://www.repair-road.com/2019/03/243.html خامساً : مخططات الهواتف الذكية بعد تعلمك لكل ما سبق أنت الأن جاهز لبدأ العمل و التعلم على مخططات الهواتف ، بحيث أنه لا يمكنك العمل على مخططات الهواتف إلا بعد معرفتك لجميع مكونات الهاتف و الدوائر الموجودة في الهاتف وذلك لتتمكن من تحديد العطل و المشكلة بدقة و عدم إهدار الوقت في البحث عن سبب العطل . لتحميل جميع مخططات سامسونج : اضغط هنا https://www.repair-road.com/2019/08/Samsung.html لتحميل جميع مخططات هواتف هواوي : اضغط هنا https://www.repair-road.com/2020/03/4.html سادساً : معرفة مشاكل الهاردوير لتتمكن من العمل على مخططات الهواتف أنت بحاجة لمعرفة أكثر مشاكل الهاردوير إنتشاراً في الهواتف الذكية ، بحيث أن معرفتك للمشكلة وتحديد مكان المشكلة في المخطط حينها لم يتبقى لك الكثير لحل أي مشكلة قد تصادفك أثناء عملك كـ فني صيانة هواتف . وهذه بعض الشروحات المهمة لتتمكن من معرفة بعض مشاكل الهاردوير : لمعرفة حل مشكلة الرقم التسلسلي IMEI لجميع هواتف الأندرويد : اضغط هنا https://www.repair-road.com/2019/08/imei.html لمعرفة طريقة فحص مشاكل الهاردوير في هواتف سامسونج للمبتدئين : اضغط هنا https://www.repair-road.com/2019/07/5314.html سابعاً : الملفات اللازمة لفني صيانة الهواتف تكلمنا سابقاً عن الملفات اللازمة لفني صيانة الهواتف ، و الأن سنقوم بشرح جميع الملفات اللازمة لفني صيانة الهواتف بالتفصيل . برامج صيانة الهواتف المحمولة : هنالك الكثير من البرامج المهمة في مجال صيانة الهواتف المحمولة وخصوصاً البرامج التي وظيفتها تحديث الموبايلات أو تركيب السوفتوير الرومات للهواتف مثل برنامج اودين و غيره الكثير من البرامج . لتحميل أهم البرامج اللازمة لصيانة الهواتف : اضغط هنا https://www.repair-road.com/2019/07/45.html رومات هواتف سامسونج و هواتف سوني : ذكرنا سابقاً برامج تعمل على تثبيت السوفتوير و الرومات على الهواتف الذكية مثل هواتف سامسونج و هواتف سوني . لتحميل و تحديث جميع رومات أجهزة سامسونج و سوني : اضغط هنا https://www.repair-road.com/2019/07/489.html ثامناً : أشهر الأعطال في الهواتف الذكية و طرق حلها من الجيد أن تكون على علم بـ أشهر أعطال الهواتف الذكية و طرق حلها ، لذلك سنذكر لك أهمها . حلول لجميع مشاكل الشحن في الهواتف الذكية : اضغط هنا لمعرفة الحلول https://www.repair-road.com/2019/07/513.html طريقة إزالة قفل هواتف الاندرويد بدون فقدان الملفات : اضغط هنا لمعرفة الطريقة https://www.repair-road.com/2019/03/4852.html تاسعاً : مصطلحات صيانة الهواتف أثناء عملك في مجال صيانة الهواتف ستصادف الكثير من المصطلحات المنتشرة بكثرة في مجال صيانة الهواتف ، وسنذكر لك أهمها . لمعرفة ما هو الـ FRP : اضغط هنا https://www.repair-road.com/2019/03/frp.html مشكلات الهواتف الذكية وطرق الصيانة نشهد الآن تقدم هائل في التكنولوجيا الحديثة، فقد ظهرت الهواتف الذكية بشكل كبير جدا، وأصبح الجميع يحمل هذه الأنواع من الهواتف، ولكنها قد تعاني من المشاكل والخلل في أدائها، وبالرغم من أن الشركات تسعى جاهدة من أجل تحسين مميزاتها والخصائص الخاصة بها، وحمايتها وتطويرها، فقد تم إطلاق العديد من الإصدارات الجديدة التي تتيح للمستخدم إمكانية التعامل معه بمهارة عالية، ولكن قد يعاني بعض المستخدمين من تلف الأجهزة الخاصة بهم، ولهذا فقد يلجأون إلى تغيير الهواتف المحمولة بجديد، والاستغناء عن الجهاز المعطل، دون أن يتم دفع أي مبلغ تكلفة التصليح أعطال الهاتف وطرق الصيانة تستخدم بعض الطرق لتصليح شاشة الهواتف، والتخلص من الشاشة المكسورة أو المخدوشة، فقد تكون تكلفة إصلاح هذه الكسور التي تتعرض لها الشاشة مبلغ يقدر بثمن هاتف، وهذا الأمر عكس ما كان الإعلان الخاص بالشركة المصنعة يقول، فقد تقع هذه الشاشة المميزة بتقنيات قوية وسهلة ومضمونة، فيتم شراء شاشة أمامية في حالة كسر أو تلف الشاشة الأمامية، ويتم غلق الهاتف وإزالة البطارية منه، ويتم تسخين الشاشة التي تعرضت إلى الكسر، من خلال استخدام مجفف الشعر بحرارة بسيطة تتمكن من تحملها، ويتم وضع الشاشة الجيدة عليها، وهذا حتى تتمكن من لصق الشاشة الأمامية من خلال المادة الصمغية بعد ذلك يتم التخلص من الطبقة المكسورة، من خلال مادة من البلاستيك ومن ثم وضع الشاشة الجديدة عليها، والتأكد من أن جميع الأطراف في اماكنها، ويجب التأكد من أن جميع الوصلات الإلكترونية موجودة بالفعل أعلى الهاتف، حتى تكون في مكانها المناسب، ويجب أن تتم هذه العملية برفق وحرص تام، ويتم ترك الهاتف جانبا لمدة ساعتين على الأقل قبل أن يتم تشغيله مرة أخرى، ويتم التأكد من كفاءة الشاشة وقدرتها على العمل بشكل صحيح مدخل السماعات تالف كيفية صيانة مدخل الهاتف في حالة تعرض مدخل سماعات الرأس إلى التلف، لابد من أن يتم إصلاحه بطرق سهلة، دون اللجوء إلى دفع مبلغ كبير يعرضك للغرامة ليس إلا، وهذه هي الطريقة: يتم شراء شريحة جديدة باسم مدخل سماعات الرأس، ولابد من أن يتم اختيار شريحة تتناسب مع طراز الهاتف، ويتم اغلاق الهاتف ومن ثم فكه بطريقة سهلة، حتى يتم استبدالها والعمل على تركيب الهاتف مرة أخرى وإعادة تشغيلها، والتأكد من أن السماعات تعمل بأداء جيد عطل كاميرا الهاتف كيفية اصلاح عطل كاميرا الموبايل قد يعاني المستخدم من عطل في الكاميرا بعد فترة من شراء واستعمال الهاتف، وقد تقل جودتها في العمل وقدرتها على التقاط الصور بدقة وجودة عالية، وهذا يكون بسبب كثرة سقوط الهاتف على الأرض، فيتم القيام باستبدال شريحة الكاميرا من خلال فك البوردة، ويتم تركيب الهاتف وإعادة تشغيله مرة أخرى، والتأكد من صلاحية الكاميرا على العمل. تشغيل الإنترنت مشكلة توقف الانترنت في الهاتف قد يعاني الكثير من الأفراد المستخدمين إلى الهاتف المحمول بفقدان الإنترنت على الهاتف، ويكون السبب هو الخلل في شريحة الإرسال الموجودة في الكاميرا، وتتم هذه العملية بسهولة وبساطة وبسعر مميز غير مكلف بالمرة فيتم شراء الشريحة الخاصة بالإرسال والعمل على وضعها في الهاتف، من خلال إغلاقه ومن ثم فكه ووضع الشريحة الجديدة بدلا من الشريحة القديمة، الموجودة بجانب الكاميرا الخلفية، ومن ثم القيام بتركيب الهاتف مرة أخرى وإعادة تشغيله بعد ساعتين على الأقل، والتأكد من أن الشبكة تعمل وتستقبل الإنترنت والاتصالات كشف يتم تصليح سماعة الهاتف الأساسية عطل سماعة الهاتف الأساسية في حالة وجود خلل في سماعة الهاتف، يتم فك الهاتف وإحضار شريحة سماعات جديدة، ويتم فك الهاتف من الأمام ووضع الشريحة الجديدة بدلا من الشريحة القديمة، ويتم التأكد من أنها في المكان الصحيح، ومن ثم يتم غلق الهاتف جيدا وتركه لمدة بسيطة وفتحه بعد ذلك، ومن ثم يتم عمل تيست على السماعة ومدى سلامة إجراء المكالمات الصوتية، حتى تتمكن من سماع الأصوات بدقة ومهارة عالية، دون اللجوء إلى تصليح الهواتف مقابل مبلغ كبير من المال، أو التوجه إلى استبدال الهاتف بهاتف جديد بسبب التكلفة العالية، وهذه هي الطرق الحديثة واليدوية التي تستخدم من أجل تصليح الهواتف، وهذا من خلال العمل على شراء شرائح مخصصة من نفس نوعية الهاتف، والعمل على تغييرها مكان الشريحة التالفة كيف تصلح جهاز الكمبيوتر بنفسك كيف تصلح جهاز الكمبيوتر بنفسك https://www.ts3a.com/ متابعة قناة Karam tech https://youtube.com/playlist?list=PLU_b4L7xmO5otHdmPda9wLw4VnzRQ5Eyr كيف أصلح الكمبيوتر بدون فورمات قد تحدث مشاكل وأعطال في جهاز الكمبيوتر ويكون حلها عن من خلال بعض الإجراءات البسيطة ودون اللجوء إلى إي إجراءات معقدة أكثر،ومن المشاكل التي قد يواجهها المستخدم ويستطيع أن يقوم بإصلاحها بكل سهولة ما يلي: عطل الكمبيوتر عند تشغيله عند حدوث هذه المشكلة فإنه لا بد أن يقوم مستخدم جهاز الكمبيوتر من التأكد أن هذا الجهاز متصل أصلاً بالكهرباء، ولا بد كذلك من تفقُد السلك الواصل بين الجهاز وبين مقبس الكهرباء. مشاكل مُتعلقة بالبرامج كمشكلة بطء بعض البرامج ويمكن حل هذه المشكلة من خلال عدة طرق وأبسطها القيام بإغلاق البرنامج ثم إعادة تشغيله، وربما قد يكون هذا البُطئ في البرنامج مرجعه إلى عدم تحديث البرنامج لفترة من الزمن، وقد تحدث مشكلة أخرى لبعض البرامج كأن تبقى عالقة على الشاشة وتصبح كأنها مجمّدة ولحل هذه المشكلة التي قد تواجه مستخدم جهاز الحاسوب يمكن اللجوء إلى إغلاق التطبيق من خلال الضغط على ثلاثة أزرار سوياً في لوحة المفاتيح وهذه الأزرار هي Ctrl و Alt و Delete ومن ثم تحديد البرنامج الذي توجد به المشكلة وإغلاقه. الكمبيوتر يقوم بإعادة تشغيل تلقائية ويمكن لمستخدم جهاز الكمبيوتر عند مواجهة هذه المشكلة أن يقوم بالتأكد من أن نظام التشغيل الخاص بالكمبيوتر لا يقوم بأي تحديثات حيث أن هذه التحديثات قد تقوم بإعادة تشغيل الجهاز لمرات عديدة، وقد تكون هذه المشكلة ناتجة عن ارتفاع درجة حرارة جهاز الكمبيوتر، حيث أن بعض أجهزة الحاسوب تقوم بإيقاف نظام التشغيل الذي يعمل على الكمبيوتر عندما ترتفع درجة حرارة الجهاز بشكل كبير. انقطاع الاتصال بشبكة الواي فاي وهذه المشكلة قد تسبب شكاً لدى المستخدم وصعوبة في تحديد مسبب المشكلة فهل هو جهاز الكمبيوتر أو حتى موجه الشبكة الموجود أو غيرها من الاحتمالات، لذلك لا بد من التأكد من وجود جهاز الكمبيوتر في نطاق مُزوِد الواي فاي وكذلك التأكد من أن كرت الشبكة اللاسلكية المُثبت على الجهاز مُحدّث بطريقة جيدة، ويمكن السماح لنظام التشغيل العامل على الجهاز بمحاولة تصحيح أية مشاكل موجودة على هذا الصعيد من خلال النقر على رمز الواي فاي الموجود في شريط المهام. بعض الأجهزة لا تعمل قد تحدث مشكلة عدم عمل بعض ملحقات جهاز الكمبيوتر بشكل صحيح كالفأرة أو لوحة المفاتيح أو اللوحة الخاصة باللمس، ولحل هذه المشكلة فإنه يمكن القيام بفصل الكيبلات التي تربط هذه الأجهزة بالكمبيوتر ومن ثم إعادة وصلها مرة أخرى، وإذا كانت أي من هذه الأجهزة تعمل على بطارية فإنه يجدر تفقُد شحن هذه البطارية. ظهور شاشة سوداء عند بدء التشغيل قد تحدث هذه المشكلة وتظهر شاشة سوداء فارغة عند بداية عملية تشغيل جهاز الكمبيوتر، وهذه المشكلة تحدث نتيجة لخلل في أحد الملفات المسؤولة عن عملية إقلاع جهاز الكمبيوتر، ويمكن حل هذه المشكلة من خلال إضافة قرص صلب لإكمال عملية الإقلاع من نحن مرحباً بكم في موقع صيانة الأجهزة المحمولة إعداد الطالبة/ دعاء محمد الورافي إشراف أ.د/ أنور الوحش نحن طلبة قسم تكنولوجيا التعليم والمعلومات شعبة المعلومات المستوى الثالث الدفعه العاشرة ٢٠٢٢-٢٠٢٣	oercommons	2025-03-18T00:34:14.983080	Reading	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/100769/overview", "title": "صيانة الأجهزة المحمولة", "author": "Lesson" }
https://oercommons.org/courseware/lesson/66222/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in lecture notes for matrices Unit 1 Matrices or	oercommons	2025-03-18T00:34:15.100549	05/05/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/66222/overview", "title": "MA8251", "author": "mani kandan" }
https://oercommons.org/courseware/lesson/89252/overview	2020 Census redistricting data_ The country grows more diverse, especially among the young - The Washington Post Biden Voting Rights Executive Order Breaking Up Is Bad for the United States Congressional Term Limits Article Corruption in U.S. at Worst Levels in Almost a Decade, According to New Transparency International Report Could Democrats expand the Supreme Court_ Could the United States Still Lead the World if It Wanted to_ Cyberattacks Are on the Decline—But as the Russian APT29 Hack Shows, They Are Getting Worse_ Democrats to introduce legislation to expand Supreme Court - POLITICO Disinformation Is Drowning Democracy – Foreign Policy Does the First Amendment Protect Trump on Incitement to Riot_ Don’t Let Governments Use the Coronavirus Pandemic Response as an Excuse to Violate Civil Liberties Enemies Can Be Allies Against Climate Change Filibusters Damage Institutions and Protect Injustice, Today and in the 1800s Five big upcoming Supreme Court decisions _ TheHill For an Apolitical Supreme Court, Look Abroad How 9_11 Changed U.S. Foreign Policy How U.S. Foreign Policy Could Change If the Republican Party Wins the 2022 Midterm Elections Indian Americans Stir Blue Wave in Deep Red Texas Instagram, Other Social-Media Apps Need Stricter Regulation, Senators Say - WSJ Interest Groups Lobby to Get Ahead in Vaccine Line Islamic State, QAnon Rioters Come From the Same Roots of Failed Governance It's Fiscally Irresponsible for the United States Not to Spend More Money Justin Lafferty, Tennessee Lawmaker, Draws Fire for Three-Fifths Compromise Remarks - The New York Times Liberalism Isn't Dead—but It's Very Sick Matthew Duss_ U.S. Foreign Policy Undermines Human Rights Agenda New 'Don’t Ask, Don’t Tell' Account Fills Gap in LGBTQ History Books Opinion _ The ‘Founding Fathers’ Were Surprisingly Pessimistic - The New York Times President's Power Article Religious freedom_ Supreme Court blocks COVID-19 limits on NY churches Senate Parliamentarian Rules in Favor of Democratic Reconciliation Effort - WSJ The case for a weaker presidency _ TheHill The Coronavirus Is Eroding Digital Privacy Rights The Jan. 6 U.S. Capitol Insurrection Exposed the Paradox of Democracy The Realist Guide to Solving Climate Change The United States Is Not a Serious Great Power The U.S. Economy Is in Free-Fall as Unemployment Benefits End Trump Starts 2021 With $31 Million in Cash for New PAC - WSJ USAID Needs a Funding Rethink to Do Its Job U.S. Democracy Needs a Mandatory Public Service Program U.S. Policing Is Linked to U.S. Military Power Around the World US Restraint Turned Russia and China Into Bigger Threats Voting Rights for Felons Want to Win the Midterms_ Spend Less on War – Foreign Policy What Georgia’s Voting Law Really Does - The New York Times What the Public Thinks About Major Supreme Court Cases This Term - The New York Times Where Democracy Falters, So Do Reproductive Rights White Americans Will Become a Minority. What Then_ Why Bernie Sanders Socialists Will Never Understand Will Never Understand Elizabeth Warren Why Is It So Hard to Vote in America_ – Foreign Policy Why Washington Won’t Fix Student Debt Plans That Overload Families - WSJ Will the Taliban's Swift Takeover of Afghanistan Hurt Biden Politically_ With Congressional Hearing on Cryptocurrency, United States Aims to Address Regulation American Government Current Events Articles Overview This set of materials can be used to generate discussion amongst students that will connect material from the textbook to current events. These articles can be used for both in-person discussion or online discussion forums. American Government Current Events Articles This set of news articles can be used to generate discussion within a classroom setting, or posted in discussion forums to help engage students taking online courses. Each article provides substance for any one of the different chapters of the OER textbook by Openstax. Current Event Articles from Foreign Policy Magazine As part of our grant, we purchased a one-year subscription to Foreign Policy Magazine. This folder provides a series of articles that can be used in any one of the textbook chapters to facilitate discussion and reinforce learning on key terms and concepts in American Government.	oercommons	2025-03-18T00:34:15.163563	01/14/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/89252/overview", "title": "American Government Current Events Articles", "author": "Jesse Cragwall" }
https://oercommons.org/courseware/lesson/84099/overview	In Class Activity or Online Discussion: Bhagavad Gita Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. In the analysis for the Gita, we ended discussing this: The fruits of your actions are not for your enjoyment. To perform actions is an integral part of human nature. While performing these actions, we must remember that we are not the enjoyers of the results. Thus, a primary determiner of what is right, or moral, is intent rather than the result. We also explore how Krishna is outlining why and how it is wrong to desire to kill an idea, and what that means: We often mistake our distaste for emotion or an idea as a dislike of the person; for example, if someone makes us feel angry, we may think to ourselves, "I want to kill this person." However, the thing we want to "kill" is that angry thought within our heads. We wish to eliminate the thought that vibrates within the person's head, not necessarily the person we may end up killing. If we are part of a party, like a political party, for example, and then someone stands against the party's ideals, the consensus may be to kill that person. However, we could not stop with one, could we? Since it is the idea, we wish to kill, it would require killing every person who had that idea. Please reflect on the moral concept Krishna outlines: that the morality of our actions is determined by intent. How do the concepts Christiane-Marie Abu Sarah highlights within the video support the idea that intent drives our actions and how they can pervert our perceptions of reality?	oercommons	2025-03-18T00:34:15.177292	07/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84099/overview", "title": "In Class Activity or Online Discussion: Bhagavad Gita Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/108522/overview	Education Standards Monochrome conversion, Image Optimization Overview Working with HTML canvas element with JavaScript to reduce the color noise to an acceptable range for monochrome prepared for edge detection between 27color range Color Depth and Monochrome Conversion Introduction: To maximise the number of recognizable objects within an image we must first reduce the 16,777,216 pixel combinations into a smaller number of edges. When there are only four color-ranges within each of the three light channels; image produces a color depth of 64. Monochrome is usually a reduction from the (red, green, blue) 3 is odd to (true, false) bytes. However, data is lost from each color-edge when compressed. 3^3= 27 (minus 1 for zero); when each RGB is separated into quarters there will be 64 colors; And half produces 16. 256 divides into 85 three times (a whole number) and requires the thresholds to be multiplied by 86 on the error. [ 0-84, 85-170, 171-255 ] R [ 0-84, 85-170, 171-255 ] G [ 0-84, 85-170, 171-255 ] B Represented: 26 characters + zero is the commercial "@" <-- return string data type The example is HTML JavaScript In this language, the native Image Object is passed as the argument. ======================================================== </html> <script> function Twenty_seven(r255, g255, b255) { var iaw = Math.floor(r255 / 86) + (Math.floor(g255 / 86) * 3) + (Math.floor(b255 / 86) * 9); return String.fromCharCode(iaw + 64); } function c26NULL(DELTA_omit) { var A3 = ""; var AO = []; for(var nb = 0; nb < DELTA_omit.data.length; nb += 4) { A3 += Twenty_seven( DELTA_omit.data[nb + 0], DELTA_omit.data[nb + 1], DELTA_omit.data[nb + 2] ) } //console.log(A3); AO.push(A3); AO.push(DELTA_omit.width); AO.push(DELTA_omit.height); return AO; } --------------------------------------------------------- Each "layer" is still 24bit and the Alpha-transparency always flattens to an opaque value. <html> <script> function thE26(s26_, of27) { if(typeof(s26_[0]) === "string") { var ipt = s26_[0]; var threshes = []; for(var pxR = 0; pxR < ipt.length; pxR++) { threshes.push(!(ipt.charAt(pxR) === String.fromCharCode(of27 + 64))); } }else { console.log("conversion to Ternary diverted by Operating System"); return [false,false,false,false,false,false,false,false,false,0,0]; } threshes.push(s26_[1]); threshes.push(s26_[2]); return threshes; } Depending on the focused paint field: each "chr"-color is iterated to locate the address of the potential object to a massive array (depending on the photo's size), because the shapes are edged at each point of binary comparison. Please also refer to my teachings on edge-detection to apply these shapes to a reason. https://oercommons.org/courseware/lesson/107797/overview	oercommons	2025-03-18T00:34:15.198181	09/13/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/108522/overview", "title": "Monochrome conversion, Image Optimization", "author": "R M" }
https://oercommons.org/courseware/lesson/84100/overview	In Class Activity or Online Discussion: Beowulf Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. In the analysis for Beowulf, we discussed the link between leadership, generosity, and how the text is concerned with what it means to be a good leader: This text, at its heart, is about what it means to be a good king, which juxtaposes Agamemnon and Beowulf as leaders. It is important to note that the difference between Scyld Scefing and Grendel is not one of violence; they are both wreckers of mead halls. The difference is one of generosity. Like Scyld, Beowulf is the ring giver, but he is also generous willing to forfeit his life. Simon Sinek speaks to how generosity changes not only how we lead, but how others follow our leadership: With what Simon has spoken about in mind, please reflect on the concept of Grit, posited by Angela Duckworth. It has immediate relevance to this chapter because much of this work comes out of West Point, a military academy that is shifting to a more Beowulfesque approach to leadership (this is in juxtaposition to how the harsh, violent Drill Sergeant is often portrayed in popular films such as Full Metal Jacket). As Duckworth notes, grit is not everything. Reflect on leadership in Beowulf and his role as a good and generous king: his troupes believe in him, and he supports them generously. It is because of the power of their belief and the support of his comrades that Beowulf is able to defeat Grendel barehanded, and his mother alone after sinking for more than a day. Yet, the dragon slays him. It would be easy to chock this up to age, or hubris, but there is only one thing that is truly different in these three battles. Why does Beowulf lose to the dragon, and what does his death say about generosity, grit, and proper support?	oercommons	2025-03-18T00:34:15.211927	07/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84100/overview", "title": "In Class Activity or Online Discussion: Beowulf Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/102442/overview	Democratizing Machine Learning: Creating Open Educational Materials for the Public Overview The resource described is a guide for individual research scholars in machine learning who want to create open educational materials for the public. It provides tips and recommendations on how to develop effective educational materials for machine learning, including starting with the basics, providing examples, using interactive tools, focusing on practical applications, emphasizing ethics and social responsibility, and providing additional resources. The goal of this resource is to help research scholars in machine learning to share their knowledge with a broader audience and contribute to the democratization of knowledge in the field. As an individual research scholar in machine learning, creating educational materials that can be accessed openly by people in society can have a significant impact on the dissemination of knowledge. Here are some tips on how to create effective educational material for machine learning: Start with the basics: Introduce the fundamentals of machine learning, including what it is, how it works, and the different types of algorithms and models. Provide examples: Use real-world examples and case studies to illustrate how machine learning can be applied in different industries and fields, such as healthcare, finance, and marketing. Use interactive tools: Incorporate interactive tools such as quizzes, games, and simulations to help engage your audience and reinforce their understanding of the material. Focus on practical applications: Demonstrate how machine learning can be used to solve practical problems and provide step-by-step tutorials on how to build and train models. Emphasize ethics and social responsibility: Discuss the ethical implications of machine learning and the need for responsible and ethical use of the technology. Provide additional resources: Include links to additional resources such as online courses, tutorials, and research papers to help your audience dive deeper into the topic. By creating educational materials that are accessible to the public, individual research scholars in machine learning can contribute to the democratization of knowledge and help bridge the gap between academia and society.	oercommons	2025-03-18T00:34:15.224752	04/01/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102442/overview", "title": "Democratizing Machine Learning: Creating Open Educational Materials for the Public", "author": "Aswin premnath" }
https://oercommons.org/courseware/lesson/109957/overview	Animals in Tourism 2017 Annual-Report-2006 Annual-Report-2007 Annual-Report-2008 Annual-Report-2010 Annual Report 2011 Annual Report 2012 Annual-Report-201415 Annual Report 201516 Annual Report 201617 Beyond the Green Horizon 1992 extracts Briefing autumn 2011 Briefing late 2003 Briefing spring 2003 campaigns all inclusives campaigns human rights 2009 pdf campaigns Kerala backwaters campaigns London Hotels 2018 pdf campaigns orphanages tourism campaigns trekking Cruise Tourism 2016 dilemmas Airbnb dilemmas cruises dilemmas flying dilemmas human rights violations dilemmas volunteering 2017 Human Rights Industry Briefing 2011 Human Rights & Tourism 2009 Indigenous peoples 2017 In Focus autumn 2003 In Focus autumn 2010 In Focus magazine Autumn 2010 In Focus magazine Spring 2004 In Focus spring 2007 In Focus summer 2004 In Focus summer 2010 In Focus Summer 2011 In Focus winter2005 In Focus winter 2006 In Focus winter 200910 International Volunteering 2007 International Volunteering 2007 Kerala Houseboats Code 2015 Our Holidays In Their Homes flyer 2009 Slum Tourism 2016 The Gapyear & International Volunteering Standard Tourism Concern's story.docx Water Equity in Tourism 2012 WorkingConditions in Hotels 2014 Tourism Concern Archive Overview These resources were published by the nonprofit Tourism Concern. Introduction to this British NGO's thirty years of campaigning on tourism and development This section tells the story of how a small group of people took on a giant industry and made change happen. The documents that Tourism Concern left behind are still so relevant that it seems important to ensure a new generation of critical thinkers and activitists has access to them. The words and images in the resource appeared on a website, now vanished, so what you have here is the original Word document. Tourism and Human Rights These reports exposed how tourism policy and practice was trampling on the human rights of communities all over the world. More than ten years after the first was published and five years after Tourism Concern closed, the issues raised remain disturbingly similar. The later report indicates how the tourism industry can work to improve human rights. Tourism and Water Equity Water scarcity has affected tourism destinations in hot, dry countries for decades, and it's the local people around the resorts that lose out. How to tackle this? Should swimming pools take precedence over water provision in surrounding communities? This report was the result of a partnership that came up with proposals that could still be activated, to everyone's benefit. Tourism and Cruise Ships The global cruise industry has mushroomed in the past twenty years, its impact on the sea, on its workers and on the ports used has been allowed to mushroom too with little regulation to halt the havoc caused. This report sets out the issues. Tourism and All Inclusives The rise of self contained all inclusive resorts began around the time that the cruise industry began to take off. There are similarities between them, in that for both cases, while purporting to give clients control of their budgets, a company's aim is to keep clients' discretionary spending as much 'in house' as possible. In the casee of all inclusives, this has inevitable consequences for the area where the resort or hotel is situated, limiting the possibilities for enterprising local people to at least get some benefit from providing services and souvenirs to visitors. There are good models around in the 2020s where linkages with the local community are made and encouraged, going beyond the obvious one of employment. But the experience of the host community is seldom taken into account when new developments open. The first of two reports on resorts from the 2010s uncovered working conditions in hotels that are still all too common. The second reveals clients' own very mixed reactions to the enclave model. Tourism and Communities At the heart of Tourism Concern's campaigns and research over thirty years was the unacknowledged negative impact of the tourism industry, at all levels, on the people living in the places where we travel and take our holidays: Issues such as the diminishing quality of their lives; the loss of amenities, land, liveliehoods, cultural and spiritual capital; the social costs, as opposed to the benefits that flow from developing tourism in their area. The reports here cover a small number of the campaigns we ran, laying out issues andf also proposing how to do things better.. Tourism and Volunteering What began in 1970s UK as a trickle of young people looking for a worthwhile way to pursue their dreams of travel, through charitable groups such as VSO (Voluntary Service Overseas) was by the 2000s a flood. Encouraged by tourist companies with commercial not charitable aims, people of all ages were doing voluntary work alongside their holidays, all over the world. The impact on the communities they stayed in was often not benign, if not harmful. Tourism Concern produced two reports on this phenomenom, campaigning to raise awareness of the issues and in the 2010s working with companies to improve their practices. Tourism and Animal Welfare The last report produced by Tourism Concern before its closure in 2018 characteristically highlighted an issue that was just beginning to come to the fore - the disgraceful way that animals were being treated by different sections of the global tourism industry. As ever, it delineated the problem, then set out how it could be tackled. Annual reports What was happening in the world of tourism in the early 2000s? What new issues and challenges for host communities were arising as the first decade gave way to the second? Tourism Concern's annual reports provide a fascinating answer to these questions. Campaigns and Dilemmas The annual reports in the previous Section 10 record the many different campaigns Tourism Concern conducted. On its website short reports gave browsers a taste of what the issues were. There were also answers to dilemmas faced by new forms of tourism. The selection of website articles here are all still relevant to the world of tourism in the 2020s, the issues they raise still needing local champions and global advocates to take them on. In Focus magazines This is a selection of the regular magazines, plus shorter briefings, produced by Tourism Concern for its members. The issues they outline introduce or update campaigns and education work.	oercommons	2025-03-18T00:34:15.291120	11/06/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/109957/overview", "title": "Tourism Concern Archive", "author": "Alison Stancliffe" }
https://oercommons.org/courseware/lesson/97535/overview	POL 13--Introduction to American Foreign Policy: Open for Antiracism (OFAR) Overview The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before) World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following: - What caused past U.S. involvement in foreign wars and interventions? - Were the results of U.S. policies good or bad? - Were the beliefs that guided U.S. policy true or false? Term Paper: Critical Examination on the Hypocrisy and Racism of American Foreign Policy Hypocrisy have been (and continues) to be a feature of American foreign policy. You are now very well aware of US imperialism and soon will become familiar with US covert operations in destabilizing democratic nations. For the term paper, which will be due on the last day of finals’ week, you will need to read Kinzer’s section on “Covert Actions” which is from chapter 6-9. In other words, outside material and/or research should not be integrated into the term paper. This ensures that I evaluate all student work at the same “playing field.” However, aside from reading the additional chapters from Kinzer’s book, you will also need to add details from Briggs’s Reproducing Empire: Race, Sex, Science and US Imperialism of Puerto Rico and Power’s “A Problem from Hell”: America and the Age of Genocide. Meaning, for the rest of the semester, you will be asked to read/skim both these books and use the information from Briggs and Power’s books to build your term paper. So, rather than asking you to do more outside reading and research, I am asking you to slowly and incrementally write your paper throughout the semester. As a general rule, students do remarkably well on their term papers if they “chip away” at it, a little bit at a time. Use the information from all three books and answer the following question: To what extent are your chosen details from Kinzer (chapter 6-9), Briggs (chapter 1-4), and Power (chapter 6, 8, 10, & 11) reflect and/or illuminate the hypocrisy and racism of American foreign policy, thereby, undermining the full potential of a people and/or nation?	oercommons	2025-03-18T00:34:15.305106	09/27/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/97535/overview", "title": "POL 13--Introduction to American Foreign Policy: Open for Antiracism (OFAR)", "author": "Open for Antiracism Program (OFAR)" }
https://oercommons.org/courseware/lesson/84097/overview	In Class Activity or Online Discussion: Don Quixote Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. When it comes to Don Quixote, there is enough to discuss to last an entire semester. However, within the meta-layers of the Menippean Satire mentioned in the analysis, there lies an important question for us, and it relates to Becker’s Heroic Systems. It should be clear how the trope of a chivalric knight, especially regarding Quijano, an elderly middle-class hidalgo, fits into the concept of a Heroic System. Quijano is certainly “denying” the doom of not only himself but his country. He laments the degradation of their honor (the way the populace is treated and the suffering of the average man and woman, especially women), the denial of their history and tradition (wherein, the burning of his books reflects the Spanish inquisitions expulsion of Islamic and Jewish residents, their culture, and contribution), and, of course, the meaninglessness of his own life up until that point. But it is farcical, right? Please watch this video that outlines some key features of the text: It ends with an important note on the power of the imagination; to make this point a little clearer, please watch this video explaining a very common phenomenon: the placebo effect: This video explains what the placebo effect is, and how it can affect scientific studies, but it is also missing one key point; do you already know? The mind accomplished what the medicine could not, and thus, belief, quite literally, affects reality. This is the underpinning of the Menippean satire of Don Quixote. Cervantes himself begins his text from a place of pessimism; he lambastes the chivalric codes of the past and the outdated ideas that have stagnated the once-great Spain. However, by the time Cervantes is writing Part Two, a realization has donned on him: through the power of imagination, Quixote allowed people the space to change through his idealism because it allows them a space to believe. An innkeeper is a castle Lord, prostitutes are fair maidens, a low-born country girl can become a princess, a woman can declare her sovereignty, slaves can believe they deserve freedom, and Sanza even becomes a governor. It is important to note, though, that the Heroic System of Quixote is different from the one Becker describes; it is not through society but built-in direct opposition to it! So, which side of this Satire do you fall? What is more important, the idealism and imagination for change, or the realism of seeing things as they are?	oercommons	2025-03-18T00:34:15.318944	07/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84097/overview", "title": "In Class Activity or Online Discussion: Don Quixote Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/110058/overview	Liverwort Life Cycle Overview This illustration shows the life cycle of the liverwort, Marchantia; it includes alternation between the sporophyte and gametophyte generation as well as asexual reproduction via gemma cups. Image based on work by Dennis K. Walker and students of Humboldt State University: https://commons.wikimedia.org/wiki/File:Marchantia_Life_Cycle.pdf (Public Domain)	oercommons	2025-03-18T00:34:15.332345	Eunice Laurent	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/110058/overview", "title": "Liverwort Life Cycle", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/89642/overview	Teaching in a digital age Overview The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. The article looks at the myths and realities of digital learning management systems in Africa Teaching in a digital age by A.W. (Tony) Bates The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Get a copy of the book online at: https://openlibrary.ecampusontario.ca/catalogue/item/?id=0de76a06-9a83-4aca-8ad2-05abc7161539 Also read about the myths and realities of digital learning management systems in Africa by Tim Unwin and others.	oercommons	2025-03-18T00:34:15.349628	Athman Fadhili	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/89642/overview", "title": "Teaching in a digital age", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/92891/overview	Biol2020_IndividualProject_Expectations_Spring2022 OER_PeerReviewReflection OER_PlagiarismAvoidanceStrategies Anatomy & Physiology Student Projects Overview These projects are intended to enhance the anatomy and physiology course content. I've designed these so that the group project is coimpatible with a traditional A&P 1 course, and the individual project is compatible with a traditional A&P 2 course. However, both of these projects can work with either course, albeit with minor modifications. Group Project This project is intended to further your professional development, and to simulate modern presentations you may have to give during your future career. At the end of this project, you will have: - Collaborated with peers in a structured, professional context. - Presented scientific information to peers. - Demonstrated knowledge in a meaningful way. This project requires your group to present to your peers a disease or disorder (DD) of your choice. Well, kind of…you will choose one of the AP1-related DDs from the list below, and follow the proceeding directions. The DDs are organized alphabetically for the sake of simplicity. Some involve isolated organ systems, but many actually involve multiple systems. - Achondroplasia - Amyotrophic lateral sclerosis (ALS) - Ehlers-Danlos syndrome - Hyperhidrosis - Ichthyosis - Lactic acidosis - Macular degeneration - Marfan syndrome - Multiple sclerosis - Muscular dystrophy - Osteogenesis imperfecta - Parkinson’s disease - Rickets - Spina bifida - Vitiligo Individual Project This project is intended to further your professional development, and to simulate modern presentations you may have to give during your future career. At the end of this project, you will have: - Written a structured paper on a disease or disorder - Created a meaningful case study. - Presented scientific information to peers. - Demonstrated knowledge in a meaningful way. This project requires you to write a short paper on a disease or disorder (DD) of your choice. You will also create and present a related case study that your classmates will complete during the presentation.	oercommons	2025-03-18T00:34:15.375185	05/20/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92891/overview", "title": "Anatomy & Physiology Student Projects", "author": "Michael Anderson" }
https://oercommons.org/courseware/lesson/111908/overview	WordPress Elementor Tutorial Overview This tutorial is designed for beginners eager to create their first website using WordPress and Elementor. It simplifies the process of web design, allowing you to easily understand and use the powerful features of WordPress coupled with Elementor's user-friendly drag-and-drop interface. From setting up WordPress to designing your first pages with Elementor, this guide provides step-by-step instructions to help you quickly develop the skills needed to build and launch your own website. Dive into this tutorial and embark on your web design journey with confidence. Welcome to the WordPress Elementor Tutorial Are you ready to unlock the full potential of your WordPress website? Look no further! This comprehensive tutorial is designed for beginners who want to master Elementor, one of the most popular and powerful page builders available for WordPress. Elementor's drag-and-drop interface makes it incredibly easy to design beautiful, responsive websites without needing to write a single line of code. Throughout this tutorial, we'll guide you through the essentials of using Elementor, covering everything from installation to creating stunning web pages with advanced design features. What You'll Learn: - Getting Started with Elementor - Exploring the Interface - Building Your First Page - Creating a Complete Website - Tips and Tricks Check out the attached presentation for more information. It includes both text and video content to help you learn effectively.	oercommons	2025-03-18T00:34:15.393679	Technology	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/111908/overview", "title": "WordPress Elementor Tutorial", "author": "Marketing" }
https://oercommons.org/courseware/lesson/102357/overview	Developing microbiological learning materials for schools: best practice Overview Microbiology is the study of microorganisms, which are tiny organisms that can only be seen with a microscope. Microorganisms include bacteria, viruses, fungi, and protozoa. Microorganisms are found everywhere in the environment, including in water, soil, air, and in the bodies of plants and animals. Microbiology is an important science that helps us to understand how microorganisms interact with each other and with their environment. Microbiology also helps us to understand how microorganisms can cause disease and how they can be used to produce food and medicines. Teaching microbiology can be a fun and interesting experience for students. There are many different ways to teach microbiology, and the best way to teach it will depend on the students’ age and level of education. One way to teach microbiology is to use learning materials that are specifically designed for schools. These materials can help to make the learning process more fun and interesting for students. Some of the best practices for developing microbiology learning materials for schools include: 1. Developing materials that are age-appropriate 2. Using fun and interactive activities 3. Incorporating images and videos 4. Using real-world examples 5. Including assessment questions Microbiology A resource for schools focusing on algae was developed subsequent to a review of the UK National Curriculum and teaching specifications, which revealed a significant opportunity for practical microbiology in schools. The five practical activities and the entire resource were trialled and refined so that the final publication provided valid, interesting and educational activities. After distribution to 750 schools, post-publication (summative) evaluation demonstrated a need to heavily emphasize curriculum links, and to remind teachers about resource on a regular basis. We believe that this process (from initial idea to final evaluation) provides an example of best practice in developing a practical microbiology educational resource. INTRODUCTION In the United Kingdom, independent awarding bodies use a state-mandated national curriculum (NC) to dictate what should be taught in schools. Recently, there has been an increased emphasis on assessment of learned scientific content through written examination, which some suggest is the reason for a consistent decline in practical activity (SCORE 2008; Gatsby 2011). A recent survey of UK school teachers (Redfern, Burdass and Verran 2013a) found that approximately one third of teachers did not undertake any practical microbiology in their classroom. Reasons for this were varied and included a lack of appropriate equipment, time, confidence, skills, and health and safety concerns. Most notably, teachers felt that although they enjoyed the topic of microbiology, they perceived a lack of appropriate guidance from the curriculum/teaching specifications, thus they tended to rely on the same, few microbiology activities. Appleton (2002) noted that teachers may prefer to stick to the same tried-and-tested activities year on year, causing potential barriers for external bodies attempting to deliver new practical activities to the science classroom. There is a significant amount of professional support available to teachers in the United Kingdom; for example, the Science Learning Centre network (https://www.sciencelearningcentres.org.uk/), Association for Science Education (http://www.ase.org.uk/), Scottish Science Education Research Centre (http://www.sserc.org.uk/) and learned societies. The materials produced by such organizations provide increased content knowledge for teachers, which has been emphasized as a critical factor in making ‘great science education’ (Coe et al.2014). Thus, new practical microbiology support must provide valid, clearly explained exercises with deliverable aims that satisfy the curriculum restraints of the school science landscape. No example of good practice exists for this process of development, trialling, dissemination and evaluation. This is possibly due to the fragmented nature of the production process, with education resources coming from a number of different authors and organizations, who despite their philanthropic motives, are working independently of the curriculum and one another. In January 2012, a novel resource ‘Algae: a practical resource for secondary schools’ (Redfern 2012) was published and made available freely to over 750 schools in the UK, delivering five new and exciting microbiology practical activities. This resource underwent an in-depth evaluation process before and after publication. This article describes the approach to two key actions identified by the authors as essential to this process: (1) review of current curricula and (2) summative evaluation. REVIEW OF CURRENT CURRICULA: METHOD In order to identify a practical activity that would be of relevance to teachers and students, a review of awarding body specifications (for the 2012/2013 academic year) was undertaken. The review encompassed the major qualifications that can be attained by students before leaving school (14–16 years old) and from further education (16–18 years old) in the UK. This included scrutiny of 22 biology-inclusive specifications for General Certificate of Secondary Education (GCSE), International GCSE, Business & Technology Education Council (BTEC), Standard grade, A Level & Higher or Advanced Higher qualifications, awarded by one of six different awarding bodies. A topic was identified as microbiology if it is directly related to microorganisms (e.g. growing microorganisms on agar), microorganisms were a part of the process/phenomenon being described (e.g. the nitrogen cycle) or if microorganisms could be used to demonstrate a concept (e.g. photosynthesis). Due to the nature and language of the different specifications, microbiology topics were grouped together into general topic areas, despite slight variations in the particulars of each specification. REVIEW OF CURRENT CURRICULA: RESULTS The specifications for awards gained by 14–16 years old (n = 15) provided 43 mentions, themes or concepts that could be attributed to, or supported by microbiology, with an average of 16.67 per specification. A total of 17 references to microbiology appeared in the majority (over 50%) of teaching specifications whilst 26 references were made in less than 50% of the teaching specifications (Table 1). Only one specification (BTEC Applied Science) made reference to the emerging field of science communication with reference to microbiology (more specifically, the MMR vaccination debate). REVIEW OF CURRENT CURRICULA: DISCUSSION The spectrum of microbiology covered (14–16) was wide, with mention of all types of microorganisms (bacteria, fungi, viruses and algae). The most common themes include the phenomenon of photosynthesis, the role of microorganisms in cycling of carbon and nitrogen and the use of lichen as an environmental indicator of pollution. Important scientific foundations such as how scientists classify organisms, using the five kingdom or three-domain system, and genetic or morphological features (including the use of identification keys) were also noted. Physiological phenomena such as sensing and responding to external stimuli, respiration, photosynthesis and structure of fungal, yeast and algal cells as well as non-cellular viruses were featured. Just over half of the specifications (n = 8) noted bacterial cell structure and method of reproduction, an interesting addition given the somewhat questionable simplification on understanding cells as plant or animal (with no mention for microbial cells) in the overarching NC (Department for Education 2013). Indeed, there has been a recent movement in science education research to consider the implications of student and teacher misinformation and misconceptions (Dikmenli 2009; Taber 2012). For example, regarding ‘the cell’ (e.g. Flores, Tova and Gallegos 2003; Mannion et al.2003; Dikmenli 2009); however, the lack of clarity in how ‘cells’ are taught may provide a route for even more misconception in the classroom. Many of the topics mentioned in the 16–18 specifications are similar to those found in the 14–16 specifications, e.g. the carbon/nitrogen cycle, photosynthesis and the concept of energy transfer through the environment. Additional topics included: use of microorganisms in protein manufacture, actions of pathogens within the host cell, antibiotic modes of action and using molecular biology techniques such as PCR to perform a medical diagnosis—suggesting that the higher level qualification enables exploration of more scientifically demanding/sophisticated topics with clear links to the world around us. Thankfully, the 16–18 specifications state that students should understand the structure of both prokaryotic and eukaryotic cells. The majority of the topics, themes and concepts in the teaching specifications related to microorganisms are not currently delivered as practical activities by teachers (Redfern, Burdass and Verran 2013a). Instead, teachers reported that they are undertaking ‘classic’ microbiology, with the use of agar, aseptic technique, sampling the environment and the effect of hand washing comprising almost 59% of practical microbiology activities. There is clear scope for the development of microbiological practical activity to be more challenging and stimulating. The inclusion of a microbiology science communication topic (the MMR debate), although only in one specification, is encouraging. Public engagement is increasingly recognized within academia and enables successful combination of real-world topic of public importance with the concept of the nature of science; both are now considered essential pillars in school science education (Fensham 2009; Taber 2012). The key findings that emerged from this initial survey were that there is a rich source of microbiology in the UK NC. Those developing new practical microbiology activity resources for school science education should consult the relevant curriculum and identify, for teachers, how their activity fits the specifications. SUMMATIVE EVALUATION: METHOD After consulting the specifications used within the UK, algae were selected as microorganisms that could be used to illustrate aspects of the topics taught in the classroom in a new practical activity resource. Subsequently, a search of existing resources that use algae was undertaken to ensure that the practical activities to be developed were novel. Following extensive development, trialling and formative evaluation (evaluation that takes place during the developmental process, i.e. before the project is completed), a summative evaluation (evaluation that takes place after the project is completed) was carried out using a survey. The timeframe for data collection was 18 months after publication, because the resource would have been available for a complete academic year following dissemination (free of charge) to over 750 school members of the Society for General Microbiology. Using a mixed methods approach consisting of qualitative and quantitative questions with a number of response modes, a semi-structured questionnaire was developed. A pilot questionnaire was assessed by professional educators (n = 4) prior to distribution. All responses were analysed blindly, and analysis followed the British Educational Research Association ethical guidelines for educational research (BERA 2011). The survey was distributed to teachers in the UK who had received the resource as a member of the Society for General Microbiology (n = 750). In addition, a further 250 copies of the resource were distributed to non-members of the SGM. However, since contact details were not available, it was not possible to include them in the study. Participants were given one month to complete the survey, with no incentive or compensation provided. The survey was designed to assess the following: Are teachers using the resource in the classroom? Which aspects of the resource, if any, are being used? How teachers are using the resource to support teaching in the classroom? SUMMATIVE EVALUATION: RESULTS AND DISCUSSION Forty-seven responses were eligible for analysis following removal of five respondents who had not received the resource. The majority (55.3%) of respondents received the resource between 7 and 12 months prior to the evaluation, whilst 14.9% had received it recently (0–6 months) and 8.5% reported having it for over a year. When asked if respondents had used the resource for teaching, 48.9% said yes, whilst 46.8% said no, with 4.2% providing no answer. Of those who responded no, 21 respondents left an explanation. The most frequently cited reason for not using the resource was time (n = 7). One respondent stated ‘I haven't even taken it out of its wrapping. Lack of time and inclination’. A similar number (n = 6) highlighted curricula/teaching specification constraint as a limitation to using the resource. Finance was the only other reason provided, but with a low number of concerned respondents (n = 2). Some respondents (n = 6) did not provide any specific reason as to why they had not used the resource: one commented ‘to be honest I had forgotten about it’. When the data are considered alongside the length of time since the respondent had received the resource, it suggests that those who responded as having the resource for 6–12 months, may be more likely than not to use it. Lack of uptake may be due to the time required to investigate the value of a new resource and integrate it into the scheme of work (potentially the best time to do this may have been the next academic year thus causing a delay in usage of the resource). This finding suggests that publishers, aiming to have their resource implemented into schemes of work, should consider the time of year in which new resources are made available. E-mail reminders and online links may be beneficial in this context. CONCLUSION Despite a consensus to the contrary, within the teaching community, microbiology is well represented in the various teaching specifications in the UK. This study has identified numerous steps for an approach of best practice (Fig. 3) for developing microbiology (as well as other sciences) practical activities for schools. Since completion of this resource, the authors have continued to use the same approach in developing additional educational material, and believe that all steps are very important in providing an objective approach to developing a successful educational resource It would be of benefit to the teaching community if organizations such as learned societies who wish to promote their subjects in schools agreed a strategy for educational resources in order to maximize value and impact as well as enhancing the relationship between learned societies (and therefore professional scientists) and teachers (Redfern, Burdass and Verran. 2013a). Hopefully, an increase in the number of well-tested educational support materials for teachers with regards to microbiology will result in more microbiologists and researchers in years to come. Thus, professional microbiologists should be prepared to play a greater role in the promotion and delivery of their subject in schools to ensure its health for the future. The authors would like to thank all participants of the evaluative stages of the work described.	oercommons	2025-03-18T00:34:15.422199	Full Course	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102357/overview", "title": "Developing microbiological learning materials for schools: best practice", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/118848/overview	Just Template with Directions Pitfalls of Torching - Over welds Overview Template for creating an Experiential Module on Manufacturing/Welding Example title: Beginners Guide to the Pitfalls of Torching - Over Welds Module Template with Welding Example The Extern Template with "insider" directions for completing an Experiential Learning Module and an example for Manufacturing/Joining/Welding Beginners Guide to the Pitfalls of Torching - Over Welds Module that introduces MIG welding techniques to address the issue of over welding. This module was created to guide new instructors on experiential leaning and module techniques. Just Template and Directions Instructor content	oercommons	2025-03-18T00:34:15.441754	Lesson	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/118848/overview", "title": "Pitfalls of Torching - Over welds", "author": "Assessment" }
https://oercommons.org/courseware/lesson/108677/overview	console . print LetterBuild HTML LetterLibrary: "fastObjects(string)" http://www.dialtosee.com "save page as..." FastObjects() photo OCR commercial Overview Explore the main Optical Character Recognition, alphabetical letter recognizer the code comments begin from the author of LetterBuild: dial2c, & enjoy learning Preliminary Search: function walkthrough Instructions_&_& >> Scroll to: "//SCROLL HERE: A20230919_a" \| function fastObjects(s33k) { //console.log(Date(), "fastObjects"); document.getElementById("eListener").style = "display: none;"; kbHy0(); document.getElementById("wrhouse").disabled = true; document.getElementById("ime").disabled = true; document.getElementById("Vo").disabled = true; var cren = document.getElementById("scaleStill"); var duum = cren.getContext("2d"); duum.imageSmoothingEnabled = false; var Obj1 = document.getElementById("monochrome"); var ObjX = Obj1.getContext("2d"); ObjX.imageSmoothingEnabled = false; var reterr = ""; if(Pane === undefined) { reterr = "empty []"; } if(Llib === undefined) { reterr = "no objects"; } if(s33k === "") { reterr = "seek what?"; } if(reterr !== "") { // duum.drawImage(Obj1, 3, 3, cren.width - 6, cren.height - 6); var disp0 = Math.round(cxy.width * 0.097); var disp1 = Math.round(cxy.height - disp0); var earco = Math.round(cxy.width * 0.0833); duum.lineWidth = 16; duum.strokeStyle = "#FF00FF"; duum.font = earco + "px Courier New"; duum.strokeText(reterr, disp0, disp1); duum.lineWidth = 6; duum.strokeStyle = "#FF0000"; duum.font = earco + "px Courier New"; duum.strokeText(reterr, disp0, disp1); duum.lineWidth = 1; duum.strokeStyle = "#FFFF40"; duum.font = earco + "px Courier New"; duum.strokeText(reterr, disp0, disp1); document.getElementById("ime").select(); return; } var memyI = true; var ci = false, boull = false; var a65 = 0, b66 = 0, c67 = 0; var d68 = 0, e69 = 0, f70 = 0; var g71 = 0, h72 = 0, i73 = 0; var j74 = 0, k75 = 0, l76 = 0; var m77 = 0, n78 = 0, O79 = 0; var t84 = 0, u85 = 0, w87 = 0; var x88 = 0, y89 = 0, z90 = 0; var vol = 0, ume = 0, b1 = ""; var lupk = s33k.toUpperCase(); var p80 = [], q81 = []; var s83 = [], v86 = []; var r82 = []; for(u85 = 0; u85 < lupk.length; u85++) { r82.push(lupk.charAt(u85)); } var chrwren = window.setInterval(function () { duum.drawImage(Obj1, 3, 3, cren.width - 6, cren.height - 6); duum.fillStyle = "#303030"; duum.fillRect(16, 16, 111, 90); duum.font = "26px Courier New"; duum.fillStyle = "#808080"; duum.fillText("" + q81.length, 30, 44); if(m77 % 2 === 0){b1 = "+";}else{b1 = "x";} duum.fillText(b1 + "" + Llib.length, 27 , 64); duum.font = "bold 44px Courier New"; duum.fillStyle = "#FFFF80"; duum.fillText(" " + Math.floor((m77 / Llib.length) * 100) + "%", 20, 97); if(m77 === Llib.length - 1 \|\| Llib[m77] === undefined \|\| !memyI) { document.getElementById("wrhouse").disabled = false; document.getElementById("ime").disabled = false; document.getElementById("Vo").disabled = false; // document.addEventListener("keydown", worKe); document.removeEventListener("keydown", shoKe); /////////////////////////////////////// if(typeof(q81) === "undefined") { console.log("q81[empty] fail."); duum.drawImage(Obj1, 3, 3, cren.width - 6, cren.height - 6); var disp0 = Math.round(cxy.width * 0.097); var disp1 = Math.round(cxy.height - disp0); var earco = Math.round(cxy.width * 0.0833); duum.lineWidth = 16; duum.strokeStyle = "#FF00FF"; duum.font = earco + "px Courier New"; duum.strokeText("no thing", disp0, disp1); duum.lineWidth = 6; duum.strokeStyle = "#FF0000"; duum.font = earco + "px Courier New"; duum.strokeText("no thing", disp0, disp1); duum.lineWidth = 1; duum.strokeStyle = "#FFFF40"; duum.font = earco + "px Courier New"; duum.strokeText("no thing", disp0, disp1); document.getElementById("ime").select(); }else { //console.log(Date(), "end of loop"); window.setTimeout(function () { // var wait = document.getElementById("loadingPage"); // wait.setAttribute("style","display: inline"); // wait.focus(); // wait.play(); s83 = []; s83 = rowird(q81, cren.width / Obj1.width); v86 = []; v86 = st29ng(s83, s33k);//LOSTs33k); Gave(v86); //console.log(Date(), " letters up"); ImgController(1); DIAL2ContactCustomerService = true; console.log(Date(), " words done"); }, 100); clearInterval(chrwren); } } ////console.log(Llib.length); // for(m77 = 0; m77 < Llib.length; m77++) // { ////console.log(m77 + 1, "of", Llib.length); for(f70 = 0; f70 < Llib[m77].length; f70++) { s83 = []; //SCROLL HERE: A20230919_a \| //Llib is all objects within monochrome conversion s83 = Llib[m77][f70]; //https://oercommons.org/courseware/lesson/108522/overview // "s83" is the working copy of the iterated 'object' for multi-dimesional purpose // if(s83 !== undefined && s83.length > 0) { // render object location within 'interval': "chrwren" ObjX.lineWidth = 12; ObjX.strokeStyle = "#008080"; ObjX.strokeRect(s83[s83.length - 6], s83[s83.length - 5], s83[s83.length - 4], s83[s83.length - 3]); z90 = -1; vol = 0; b1 = ""; for(u85 = 0; u85 < r82.length; u85++) { if(u85 < r82.length) { v86 = []; // SwapLetter function in: file >> "LangUS2022UpD.js" // otherwise known as the training array director // for each letter in the search string/array: "r82" << from s33k v86 = SwapLetter(r82[u85]); // https://oercommons.org/courseware/lesson/108604/overview // loop through widths of the training file for(t84 = 0; t84 < v86.length; t84++) { if(v86[t84][v86[t84].length - 2] === s83[s83.length - 2]) { // for qualifying width of object, // record index of matching width = "n78" n78 = t84; break; } } ci = false; i73 = 0; for(d68 = 0; d68 < s83[s83.length - 2]; d68++) { if(s83[d68] === true) {//flat_CRH_ i73 = d68; break; } } while(n78 < v86.length && v86[n78][v86[n78].length - 2] <= s83[s83.length - 2] - i73) { if(ci){break;} ObjX.lineWidth = 8; ObjX.strokeStyle = "#FF00FF"; ObjX.strokeRect(s83[s83.length - 6], s83[s83.length - 5], s83[s83.length - 4], s83[s83.length - 3]); ObjX.lineWidth = 4; ObjX.strokeStyle = "#00FF00"; ObjX.strokeRect(s83[s83.length - 6], s83[s83.length - 5], s83[s83.length - 4], s83[s83.length - 3]); if(v86[n78] !== undefined) { // // optional rotation match "d68" in degrees // for(d68 = 0; d68 < 1; d68 += 5) { if(ci){break;} p80 = []; // proprietary rotation function -- not necessary p80 = graphOf(v86[n78], d68, s83[s83.length - 2]); if(_CRH_ === p80[p80.length - 1]) { w87 = p80[p80.length - 2]; h72 = s83[s83.length - 2] - w87; if(h72 > -1) { k75 = s83[s83.length - 1] - _CRH_; a65 = e69 = 9999; // y-"g71" & x-"j74" for finding partial letter matches // // www.dialtosee.com for(g71 = 0; g71 < k75 + BT(k75 === 0); g71++) { if(ci){break;} for(j74 = 0; j74 < h72 + BT(h72 === 0); j74++) { if(ci){break;} t84 = b66 = 0; for(y89 = g71; y89 < g71 + _CRH_; y89++) { l76 = y89 * s83[s83.length - 2]; c67 = 0; for(x88 = j74; x88 < j74 + w87; x88++) { if(s83[x88 + l76]) { // escape at value true // since null, false array defaulted t84 = b66 = p80[p80.length - 3] + 1; // "t84" threshold for error on exact match }else { if(p80[(j74 + (c67 % w87)) + (w87 * Math.floor(c67++ * g71))] === false) { if(s83[x88 + l76] !== false) { // count mismatch for null b66++; } }else { if(s83[x88 + l76] === false) { // count mismatch for false t84++; } } } if(t84 > p80[p80.length - 3] \|\| b66 > p80[p80.length - 3]){break;} }//x88 if(t84 > p80[p80.length - 3] \|\| b66 > p80[p80.length - 3]){break;} }//y89 // record of how well match is ume = Math.round( ((p80[p80.length - 2] * p80[p80.length - 1] * (s83[s83.length - 3] / _CRH_)) / (s83[s83.length - 4] * s83[s83.length - 3])) * 100); if((t84 < p80[p80.length - 3] && b66 < p80[p80.length - 3]) && (b66 < e69 \|\| t84 < a65) && vol <= ume // change per better match ) { vol = ume; z90 = u85; e69 = b66; a65 = t84; } if(z90 > -1 && u85 === r82.length - 1) { ci = true; // u85 = -1; ////console.log(window.perfomance.memory.jsHeapSizeLimit, window.perfomance.memory.usedJSHeapSize); //// if(q81.length < 32000) //// { if(q81.length > 0) { boull = false; // check for duplicates for(O79 = 0; O79 < q81.length; O79++) { if(s83[s83.length - 6] === q81[O79][1] && s83[s83.length - 5] === q81[O79][2] && s83[s83.length - 4] === q81[O79][3] && s83[s83.length - 3] === q81[O79][4]) { boull = true; q81[O79][0] = q81[O79][0] + r82[z90]; break; } } // if it does not match any then add it if(!boull) { q81.push([ r82[z90], s83[s83.length - 6], //1 s83[s83.length - 5], //2 s83[s83.length - 4], //3 s83[s83.length - 3]] ); //4 } }else { if(q81.length > 5279) { memyI = false; }else { q81.push([ r82[z90], s83[s83.length - 6], //1 s83[s83.length - 5], //2 s83[s83.length - 4], //3 s83[s83.length - 3]] ); //4 } } // }// memory restraints ///////////////////////////// RENDER VISUAL AID ////////////////////////////////////////////// k75 = Math.round(s83[s83.length - 3] / s83[s83.length - 1]); c67 = 0; ObjX.fillStyle = rainbo(m77 % 53);//"#0000FF"; for(y89 = g71; y89 < g71 + p80[p80.length - 1]; y89++) { /!/ l76 = y89 * s83[s83.length - 2]; for(x88 = j74 + i73; x88 < j74 + i73 + p80[p80.length - 2]; x88++) { if(p80[c67++] === false) { ObjX.fillRect( s83[s83.length - 6] + (x88 * k75), s83[s83.length - 5] + (y89 * k75), k75, k75 ); } // set escape for multiple partial matches /!/ s83[x88 + l76] = true; }//x88 }//y89 //corners // ObjX.beginPath(); // ObjX.lineWidth = 4; // ObjX.strokeStyle = "#FF8000"; // ObjX.strokeRect(s83[s83.length - 6], // s83[s83.length - 5], // 8, // 8); // ObjX.strokeRect(s83[s83.length - 6], // s83[s83.length - 5] + s83[s83.length - 3], // 8, // 8); // ObjX.strokeRect(s83[s83.length - 6] + s83[s83.length - 4], // s83[s83.length - 5], // 8, // 8); // ObjX.strokeRect(s83[s83.length - 6] + s83[s83.length - 4], // s83[s83.length - 5] + s83[s83.length - 3], // 8, // 8); //rect ObjX.beginPath(); ObjX.lineWidth = 2; ObjX.strokeStyle = "#00FFFF"; ObjX.strokeRect(s83[s83.length - 6], s83[s83.length - 5], s83[s83.length - 4], s83[s83.length - 3]); ObjX.beginPath(); ObjX.lineWidth = 4; ObjX.strokeStyle = "#FF0000"; ObjX.strokeRect((s83[s83.length - 6] + (j74 * k75) - 4), (s83[s83.length - 5] + (g71 * k75) - 4), ((p80[p80.length - 2] * k75) + 8), ((p80[p80.length - 1] * k75) + 8) ); s83[s83.length - 7] = r82[z90]; s83[s83.length - 8] = vol; //0-n s83[s83.length - 2] -= p80[p80.length - 2]; ObjX.font = "bold 64px Courier New"; ObjX.lineWidth = 6; ObjX.strokeStyle = "#FF0000"; ObjX.strokeText(r82[z90] + " " + n78, s83[s83.length - 6] + 20, s83[s83.length - 5] + 52); ObjX.lineWidth = 3; ObjX.font = "64px Courier New"; ObjX.strokeStyle = "#0000FF"; ObjX.strokeText(r82[z90] + " " + n78, s83[s83.length - 6] + 20, s83[s83.length - 5] + 52); ObjX.lineWidth = 16; ObjX.font = "128px Courier New"; ObjX.strokeStyle = "#FF80FF"; ObjX.strokeText(r82[z90], Obj1.width - ((z90 + 1) * 128), Obj1.height - 200); ////////////////////////// DONE RENDERING ////////////////////////////////////////////////////// }else { //continue }//!match if(ci){break;} }//j74 if(ci){break;} }//g71 }//multiple }//p80_CRH_ if(ci){break;} }//d68 if(ci){break;} }//!v86[empty] n78++;}//whildths }//emtyChr }//u85 }//!s83 }//f70 ////////////////////// //if(m77 % 1000 === 0) //{ //console.log(m77, "of", Llib.length); //} //}//m77 m77++;}, 1); // }//n-- }	oercommons	2025-03-18T00:34:15.465778	09/19/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/108677/overview", "title": "FastObjects() photo OCR commercial", "author": "R M" }
https://oercommons.org/courseware/lesson/101239/overview	Blood Bank Antibody ID Panel Template Overview This excel file is an antibody ID panel template free of copyright restrictions for use in teaching and creation of immunohematology educational materials. Blood Bank Antibody ID Panel Template <p xmlns:dct="http://purl.org/dc/terms/"> <a rel="license" href="http://creativecommons.org/publicdomain/zero/1.0/"> <img src="http://i.creativecommons.org/p/zero/1.0/88x31.png" style="border-style: none;" alt="CC0" /> </a> <br /> To the extent possible under law, <span resource="[_:publisher]" rel="dct:publisher"> <span property="dct:title">Marianne T. Downes</span></span> has waived all copyright and related or neighboring rights to <span property="dct:title">Blood Bank Antibody ID Panel Template</span>. </p> The following table or attached excel file is freely available for educators to use and edit for educational purposes. This work is free of license and available for public use. \| Panel Lot# Expiration: \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Rh \| Kell \| Duffy \| Kidd \| Lewis \| MNSs \| Lutheran \| P \| Xg \| Reachtions \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Cell \| Rh \| D \| C \| c \| E \| e \| f \| Cw \| K \| k \| Kpa \| Kpb \| Jsa \| Jsb \| Fya \| Fyb \| Jka \| Jkb \| Lea \| Leb \| M \| N \| S \| s \| Lua \| Lub \| P1 \| Xga \| cell \| \|\|\|\|\|\| \| 1 \| 1 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 2 \| 2 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 3 \| 3 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 4 \| 4 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 5 \| 5 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 6 \| 6 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 7 \| 7 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 8 \| 8 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 9 \| \| 9 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 10 \| 10 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 11 \| 11 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 12 \| 12 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 13 \| 13 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 14 \| 14 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 15 \| 15 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 16 \| 16 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 17 \| 17 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 18 \| 18 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 19 \| 19 \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 20 \| 20 \|	oercommons	2025-03-18T00:34:15.787657	Case Study	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/101239/overview", "title": "Blood Bank Antibody ID Panel Template", "author": "Assessment" }
https://oercommons.org/courseware/lesson/118283/overview	Scoring a Script Example Overview This learning resource is a script that shows how to use dialogue to express complex emotions and character relationships, helping theatre students create genuine and engaging interactions on stage. Scoring a Script Example This script demonstrates how to use dialogue to express complex emotions and character relationships. Image Attribution: Two by B*lly Frank is licensed CC BY-NC 2.0 Scoring example Marcus: (Command) I need you to look me in the eyes, Monica. (Pause) / (Confront) Why did you say you were busy last night? I know you weren't. // (Provoke) I saw your car parked outside the club. (Pause) / (Appeal to sympathy) We're friends, right? I just want the truth. /// (Reveal) If you can't be honest with me, how can I trust you? // (Reason with) Please, just tell me what really happened. / (Coax) We can work through this together. Monica: (Defensive) I don't know what you're talking about. (Pause) / (Deny) I wasn't at the club. You must have seen someone else. // (Deflect) Why does it even matter where I was? Marcus: (Challenge) Because it matters to me, Monica! / (Guilt-trip) We've been friends for years, and I feel like I can't trust you anymore. // (Implore) Please, just be honest with me. (Pause) / (Explain) I need to know the truth so we can move forward. (Short pause) /// (Appeal to trust) Trust goes both ways, right? / (Befriend) I'm here for you, no matter what. Monica: (Sighs) / (Confess) Okay, you're right. I was at the club. (Pause) / (Apologize) I'm sorry I lied. I just didn't want you to think badly of me. // (Justify) I needed some time to unwind. Marcus: (Reassure) Thank you for being honest. (Short pause) / (Forgive) I understand, Alex. We all need a break sometimes. (Pause) / (Support) Let's just promise to be upfront with each other from now on, okay? Monica: (Relieved) Okay, I promise. Thanks for understanding. Marcus: (Smile) Anytime, Monica. Now, let's go grab a coffee and catch up! In this continuation, Monica moves through denial, deflection, and eventual confession, and Marcus uses various tactics such as challenging, guilt-tripping, imploring, explaining, and befriending to achieve the objective.	oercommons	2025-03-18T00:34:15.806693	Red Rocks CC	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/118283/overview", "title": "Scoring a Script Example", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/84982/overview	Meedan Digital Health Lab- Training / Public Health Tools Overview This resource is published by Facebook Journalism Project’s Global Health Fellowship. The resource is a video training series for Facebook Journalism Project’s Global Health Fellowship with Dr. Christin Gilmer discussing everything from pandemic profiteering to the current COVID-19 crisis, outlining how throughout history, health misinformation has spread real world disease. This resource is published by Facebook Journalism Project’s Global Health Fellowship. The resource is a video training series for Facebook Journalism Project’s Global Health Fellowship with Dr. Christin Gilmer discussing everything from pandemic profiteering to the current COVID-19 crisis, outlining how throughout history, health misinformation has spread real world disease.	oercommons	2025-03-18T00:34:15.823893	Interactive	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84982/overview", "title": "Meedan Digital Health Lab- Training / Public Health Tools", "author": "Journalism" }
https://oercommons.org/courseware/lesson/84161/overview	In Class Activity or Online Discussion: Song of Roland Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. n the Analysis for Song of Roland, we spent quite a lot of time dissecting how the politics of the Frankish government transformed an epic about chivalry and faith into a political statement meant to drive the fervor for a new crusade. However, when it comes to demonizing the enemy, Dr. Shay and Dr. Weil, a well-known critic of the Iliad, identify singular sources for the desire to demonize the other. Dr. Weil notes in her work on the Iliad: With the Hebrews, misfortune was a sure indication of sin and hence a legitimate object of contempt; to them, a vanquished enemy was abhorrent to God himself and condemned to expiate all sorts of crimes - this is a view that makes cruelty permissible and indeed indispensable. For both Shay and Weil, monotheism primed these cultures to the need to demonize others and maintain a war-time position that “insists on turning every story into a war of good and evil and a drama of blame and punishment” (Shay 118). I want to introduce another idea. Later in the semester, we will talk more extensively about a concept called Orientalism. Here is a brief introduction: We can see how propaganda plays a significant role in manipulating the narrative. However, we have also seen how the demonizing of the enemy can lead to the "betrayal of what is right" for the warrior, especially if that discrepancy between the propagandist literature and the truth is exposed. Do you agree that it is a shared attribute of monotheistic cultures that leads to demonization, or does it have more to do with the imperialist agenda?	oercommons	2025-03-18T00:34:15.837036	07/23/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84161/overview", "title": "In Class Activity or Online Discussion: Song of Roland Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/78995/overview	Ways to Introduce/Integrate Quotations Overview A guide to quotation introduction, including introductory phrases, signal verbs, and integrating source material as part of your own sentence, with a focus on punctuation, capitalization, and citation. Ways to Introduce/Integrate Quotations OVERVIEW When you quote another writer's words, it's best to introduce or contextualize the quote or to in some way integrate his or her words into your own unique sentence. It will almost always be better to familiarize your readers with the source author and title as well as any information they need to understand the author’s point. Don't forget to include the necessary info (author's last name, if not used in the quote’s introduction, and page number) in your citation, according to MLA format. Shown below are some possible ways to introduce quotations. Introducing a quote with a complete sentence and a colon Don’t start a sentence with quotation marks. This appears as if you haven’t led in to your quote, even if you feel the previous sentence helps set it up. If you use a full sentence to lead in to a quotation, use a colon to indicate that it is setting up or introducing the following quotation. What follows must be a complete thought or sentence, even if you are only using part of the quoted sentence. Examples: - In his exploration of racism as an experience felt deeply in the body both emotionally and physically, journalist and MacArthur Fellow Te-Nehisi Coates argues that all discussion of racism hides the plain fact that it is a violent, physical phenomenon: “[A]ll our phrasing...serves to obscure that racism is a visceral experience, that it dislodges brains, blocks airways, rips muscle, extracts organs, cracks bones, breaks teeth” (10). Note that the first letter after the quotation marks should be upper case. According to MLA guidelines, if you change the case of a letter from the original or alter the form of a word or add a word or words, you must indicate this with brackets [ ]. Any words omitted from the middle of a quotation must be indicated with ellipses (…). - While it is important and useful to logically analyze the presence of racism in society in order to refute those who deny its existence and debate how best to fight it, it should never be forgotten that this is an intensely personal and traumatic topic: “You must always remember that the sociology, the history, the economics, the graphs, the charts, the regressions all land, with great violence, upon the body” (Coates 10). Note that the introductory sentence did not mention the author, so the author's last name had to be placed in the citation. It will always be worthwhile to use the author's name when you lead in to a quote, but if you just introduced the author for a previous quote and have not incorporated support from a different source since, citing an author this way may be sufficient. Introducing a quote with a phrase and a comma To quote an author or an authority, you can use an introductory phrase naming the source, followed by a comma. What follows must be a complete thought or sentence, even if you are only using part of the original sentence. Examples: - According to Coates, “[F]or us and only us--...the other side of free will and free spirits [is] an assault upon our bodies” (26). - In Coates’s words, “ . . . - In Coates’s view, “ . . . - By Coates’s reckoning, “ . . . - From Coates’s perspective, “ . . . Another way to introduce a critic's words is to use a descriptive verb phrase, using a reporting verb or a signal verb followed by a comma. What follows must be a complete thought or sentence, even if you are only using part of the original sentence. Note that these must always be in present tense. Also, avoid using “says” unless the words were originally spoken aloud, for instance, during an interview. Examples: - Coates states, “[W]hat matters is our condition, what matters is the system that makes your body breakable” (23). - Coates remarks, “ . . . - Coates writes, “ . . . - Coates notes, “ . . . - Coates comments, “ . . . - Coates observes, “ . . . - Coates concludes, “ . . . - Coates reports, “ . . . - Coates maintains, “ . . . - Coates adds, “ . . . - Coates argues, “ . . . Note that you should not write “Coates quotes” unless the author was quoting someone else, in which case, you need to identify the person being quoted, or simply introduce the quote as theirs and indicate that it’s an indirect quote in the citation. Indirect quotations When you like a quote that is used in a source and want to incorporate it in your own writing, you need to make clear that you read the quote in a certain source, that the author of your source was quoting someone else. Examples: - Coates quotes human rights activist Malcolm X, who describes the black American experience as one of perpetual captivity, stating, “If you're black, you were born in jail” (36). - Human rights activist Malcolm X describes the black American experience as one of perpetual captivity, stating, “If you're black, you were born in jail” (qtd. in Coates 36). Remember that if part of your quote contains the words of the author and another part contains the author’s quotation of someone else’s words, you must use nested single quotations to indicate what was in quotes in the original source. Example: - According to Coates, “The question is not whether Lincoln truly meant ‘government of the people’ but what our country has, throughout its history, taken the political term ‘people’ to actually mean” (6). Integrating portions of a quote into your own unique sentences You can also begin a sentence with your own words, then complete it with quoted words. Even a short phrase or a single word from a source can be integrated into your sentences. Examples: - Coates asserts that black people must struggle not only to survive in a society that makes them vulnerable and places them at a disadvantage, but that they must also determine how they “should live within a black body,” telling his son that he “must find some way to live within all of it” (12). - It is important to note when discussing racism as a visceral experience, that the word “visceral” also denotes an elemental feeling or emotion, which in the case of racism is a deep-seated fear, fear of violence and death, “the sheer terror of disembodiment” (Coates 12). Note that if your lead-in to the quotation ends in “that” or “as,” it is probably more of a quote integration. Because of this, you should not follow it with a comma, and the first letter of the quotation should be lower case. Examples: - Coates emphasizes that “[o]ur world is physical" (33). - Coates contends that “[t]his was a war for the possession of his body” (18). - Coates describes our society as a “system that makes your body breakable” (18). - Coates characterizes this fear as arising from the “vulnerability of the black teenage bodies” which causes them to feel “naked before the elements of the world” (15, 17). AVOID MIXED CONSTRUCTION (what’s your subject? Is it an object too?) When introducing a source or an author using both an introductory prepositional phrase (“In the book… by Ta-Nehisi Coates…”) followed by a reporting verb, be certain that you have a subject for the reporting verb. The objects of the preceding prepositional phrases (“…the article …Ta-Nehisi Coates) cannot be the subject if they are part of those prepositional phrases. Examples: INCORRECT: In the book “Between the World and Me” by Ta-Nehisi Coates argues that people of color experience racism viscerally, in both its physical and emotional sense. POSSIBLE CORRECTION #1: In the book “Between the World and Me” by Ta-Nehisi Coates, he argues that people of color experience racism viscerally, in both its physical and emotional sense. POSSIBLE CORRECTION #2: In the book “Between the World and Me,” Ta-Nehisi Coates argues that people of color experience racism viscerally, in both its physical and emotional sense.	oercommons	2025-03-18T00:34:15.867835	Lecture	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78995/overview", "title": "Ways to Introduce/Integrate Quotations", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/90899/overview	Dance Overview Differences between salsa and bachata Dance In the world today there is a lot of attention to dance many people love to do it. Some do it professionally some do it for fun and socializing. For socializing and having fun the best dances are social latin dances. One of them is salsa and the other is bachata. These dances are similar in some ways but there are many ways they are different as well. I will talk about the differences now and let you choose which one fits you better. The differences between bachata and salsa are really big! If you’ve heard Latin music before you know the difference right away. The timing is the same in both dances, but salsa music tends to be faster y picante (spicy), bachata is slower and kind of suave (smooth), it’s a romantic dance. The basic steps for each of them are completely different. In salsa you have a straight line for the basic steps while in bachata you have latteral movements. Unlike salsa, in bachata dance there are no turns, instead, you bring your partner in close the whole time. Now it is your turn you know some of the major differences between two dances select one of them.	oercommons	2025-03-18T00:34:15.879844	03/11/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/90899/overview", "title": "Dance", "author": "Halit akdoğan" }
https://oercommons.org/courseware/lesson/84164/overview	In Class Activity or Online Discussion: One Thousand and One Nights Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. In the analysis for One Thousand and One Nights, we spent quite some time discussing the problematic and orientalist treatment of the text by Western "authors" such as Galland. For this chapter, however, our main focus is on treating and representing women and a different kind of subjection. Specifically, we will discuss the dynamic between Shahrayar and Scheherazade. As noted, there is a clear double standard in Shahrayar's violent and negative response to his wife's infidelity. Shahrayar was clearly not faithful with multiple official concubines, yet he was still deeply jealous and violent in his reaction to his wife partaking in the same behavior. Here is a primer on envy: As noted in the video, envy can be sparked because the event, e.g., the Queen committing infidelity, signals a loss in social statuses, like Briseis being taken from Achilles in Chapter Two. Achilles saw Briseis as nothing more than an object that signaled his standing, however, and this is not an acceptable view of women. Shahrayar is also guilty of this objectification of women due to his jealousy; this is also reflected in many of the stories Scheherazade orates, including the story of the demon who keeps a woman in a box to control her and keep her "pure" (note this has the exact opposite effect!). Similar to the aforementioned loss of honor, in our modern societal understanding (where we do not fight each other to the death for honor and standing), it is common knowledge that a sense of insecurity creates envy or jealousy. However, love is not jealous nor possessive, as many secular and religious texts convey. Here is Chantelle Anderson, a Vanderbilt basketball player speaking to the const of insecurity: With this in mind, what does Scheherazade teach Shahrayar and her audience (us!) about the nature of love and compassion and the dangers of an insecure, jealous mind? As a bonus:	oercommons	2025-03-18T00:34:15.893093	07/23/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84164/overview", "title": "In Class Activity or Online Discussion: One Thousand and One Nights Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/89855/overview	Federalism Overview A video on Tulsa, Oklahoma Massacre that provides information on the topic and additional resources to learn more about the subject. There is also a discussion question on how local, state, and federal branches interact in order to govern. Federalism: Tulsa Massacre Federalism: Tulsa Massacre The Tulsa Massacre, 100 years later, is a good moment to review how local, state, and federal government interacts with one another. Just as there is still more evidence emerging about the local, state, and possible federal government involvement in eliminating a large neighborhood of African Americans, it is vital to understand how these branches of government can come together to help "correct a wrong." As this happened a 100 years ago, the trauma and effects still exist; therefore, attempting to correct the past is a necessary component to move forward in an integrated society. Consider The Following: How has the federal government become a necessary advocate for Black, Latino, Asian, and Native American populations to ensure they receive equal rights within society?	oercommons	2025-03-18T00:34:15.906074	Dr. Elizabeth Walker	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/89855/overview", "title": "Federalism", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/104287/overview	Shared Perspective: Family Strengths - "15 Positives" Overview Perspective, or how one looks at a situation or makes an assessment, is more or less based on his, her or their experiential knowledge to date. Shared perspectives can open up possibilities and expand one's awareness and understanding. This is the essence of critical thinking! When students' perspectives are shared, and questions are allowed to challenge the biases or judgments that form their opinions, there are opportunities and possibilities to change, enhance, support the perspectives that are meaningful and positive. Assessing Family Strengths - Critical Thinking exercise This collaborative exercise in sharing perspectives is ideally suited to pairing students in teams of 2 or 3 members each. Sttudying the image and discussing their observations. Creating a listing of 15 "positives" or outcomes, and possibilities of the family strengths perceived and represented in the image. Instructor creates full class discussion by asking each team to give one example from their observation list. Perspective, or how one looks at a situation or makes an assessment, is more or less based on his, her or their experiential knowledge to date. Shared perspectives can open up possibilities and expand one's awareness and understanding. And is definitely an exercise in critical thinking! Assignment Prompts: 1. Take a long look at this picture depicting a group living setting. What do you "see" as you study the drawing that shows family strengths and positives in process? What you "see" with your vision, or line of sight, is tangible and multidimensional. What you "see" conceptually, is abstract and limitless. One's perspective comes from both concrete and abstract thinking. 2. An example of looking at this setting with a positive perspective: "Basic needs for survival are being met: examples of food (pizza), clothing (all are dressed), and shelter (housing)" Or: "Basic needs of food, clothing, shelter are necessary for survival"; all three elements are present in this setting. 3. Make a list of 15 POSITIVES/STRENGTHS that are shown or observed as meaningful and significant to family life and relationships. Look for conceptual strengths, like "togetherness", "adult supervision", "self-care, relaxing", child using his "imagination", "consumerism/thriving", "sense of home", "comforts of living", "safe", "sense of order, organized," "cleanliness", etc... Perspective Note: Be aware of any biases, implicit or explicit, that might "cloud" your observations. Such judgmental thinking can lead to negative perspective, and is not allowing critical thinking to take place:-)	oercommons	2025-03-18T00:34:15.925223	Assessment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/104287/overview", "title": "Shared Perspective: Family Strengths - \"15 Positives\"", "author": "Sociology" }
https://oercommons.org/courseware/lesson/98280/overview	Cushy Fanily https://www.facebook.com/SeamlessMoments https://www.flickr.com/photos/bubblyphotographer/2811035067/ Deja_Rowe_Photography_Assignment Overview This resource has been created to explain the difference between natural and studio lighting. It is also an activity that allows students to explore taking images and designing a story that goes with their image. Looking Through the Lens Photography is more than aiming your lens at an object and clicking a button. Photography goes beyond what the eyes can see, it explores, creates, and designs the imagination in its rarest form. What comes from photography can be an image that expresses an emotion, a desire, and even a fantasy. What is Natural Light? Natural light comes from the sun, and is something that can be manipulated by objects such as mirrors, reflectors, and other outside objects, but above all, natural light is outside. There are many types of natural light shades, and it can become very challenging to shoot within these shades. The different shades of natural light are: - Cold Blue - Bright White - Warm Golden Each of these shades depends on the time of the day. For example, cold blue occurs before the sun rises and after the sun sets. Next is bright white, this type of light is when it is in the middle of the day and the sun is "shining bright". Last, is warm golden and this is during the time when the sun sets. What is Studio Light? Studio light is light(s) that comes from inside a location such as a "studio". There are many reasons people use "light modifiers" for their images. Lighting an image can create different shades, and brighten a specific target area. A typical studio has three specific lights that capture the main key point of an object. When using a cell phone, many people use their flash when in a dark area, or take the flash off when they are in a location with too much light. There are many apps that can be used to enhance the lighting used in images as well. Thus proving that light can manipulate an image in many ways. Let's See Your Skills! For this activity, please use two photos to show the difference between natural light and studio light, and please be creative. It's important that your chosen two photos tell a story, show an expression or create a thought of some sort. You can use two photos that are already on your phone, use your phone to capture the pictures, or, if you have one, use a professional camera. As for studio light, this can be any area illuminated with light other than the sun or being outside. Next, I want you to write a 200-word paragraph expressing the meaning, background, or story of the two photos you have taken.	oercommons	2025-03-18T00:34:15.948896	10/27/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/98280/overview", "title": "Deja_Rowe_Photography_Assignment", "author": "Deja Rowe" }
https://oercommons.org/courseware/lesson/69287/overview	Home Bookshelves Early Childhood Education Book: Child Growth and Development (Paris, Ricardo, Rymond and Johnson) Overview This is a complete textbook available OER written by members of my professional association. I am Julie Powers. I am a professor of Early Childhood Education at University of Hawaii Maui College and am using an OER text in a course for the first time this fall	oercommons	2025-03-18T00:34:15.961436	07/02/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/69287/overview", "title": "Home Bookshelves Early Childhood Education Book: Child Growth and Development (Paris, Ricardo, Rymond and Johnson)", "author": "Julie Powers" }
https://oercommons.org/courseware/lesson/125322/overview	World Religions: Hinduism Overview Upon completion of this Unit, you should be able to do the following: 1) Explain key concepts in analysis of religions including hermeneutics and syncretism. 2) Interpret key religious texts including portions of the Rig Veda and the Mahabharata. 3) Distinguish among principal gods in Hindu texts. 4) Explain key concepts including karma and samsara. 5) Identify elements of syncretism with Hinduism. Indian Sub-Continent Origins Audio Reading: e8b4d484-a863-465f-b706-a9604ac7b4d8.mp3 There are 4 traditions called Dharmic Religions: Hinduism, Buddhism, Jainism and Sikhism. Most people have heard of Hinduism and Buddhism. They may not, however, have heard of Jainism and Sikhism, which are also religions common to India and the subcontinent. “Dharma is a concept of social order and duty that sustains the whole universe. A person’s placement in a caste (varna) and birth group (jati) is one element of dharma.”[1] Although in many ways these traditions are similar in beliefs, there are surprising differences between them as well, and the source of each of the other three traditions is Hinduism. Because Buddhism has spread so widely to East Asia, it is covered in the section of this book that deals with traditions from that part of the world, even though it is one of the four Dharmic traditions and did, in fact, originate in the Indian sub-continent. But the Jains and Sikhs are still primarily located in the Indian subcontinent, and it is these, along with Hinduism, that we will consider in this unit. Hinduism developed out of the beliefs brought to India by Aryan invaders from Central Asia in the 2nd millennium BCE. The earliest written formulation of these beliefs and religious practices is found in the Vedas, collections of hymns and rules for the performance of rituals. Hinduism later absorbed many different philosophies and practices. The three main deities, called the Trimurti, are Brahma, Shiva and Vishnu. They represent the universal concepts of creation, destruction and preservation. Hindus believe in dharma, a universal law that defines the right conduct in life, and karma, the power of actions to determine the form of one’s future rebirth. The ultimate goal in life is to break the endless cycle of incarnations (saṃsāra) and achieve mokṣa, union with the Divine. Both Jainism and Sikhism were born out of Hinduism and include in their ideas a rejection of the Vedas, the main scriptures of the Hindu faith. Jainism was founded by Vardhamana Jnatiputra or Nataputta Mahavira (599-527 BC), called Jina (Spiritual Conqueror). The Jains believe that there is no real god, and that everything has always been and always will be, without a beginning and an end. No one really knows how many Jains there are in the world, since many Jains identify themselves as Hindu. For Sikhs, Guru Nanak founded Sikhism in the late 15th century CE based on universal love. Sikhism has ten gurus, or people who created the texts and beliefs of the religion. Their beliefs are codified in the writings called the final guru, the Guru Granth Sahib. Sikhism is based in the Punjab region of India. Sikhs believe in one God, also sometimes referred to as Allah, just as the divine is referred to in Islam. Hinduism Overview Audio Reading: 8fff4709-d62a-4f8c-b187-68814d6ec1cf.mp3 Basic Demographics on Hinduism - Hinduism is the 3rd largest religion in the world in terms of adherents with 1.08 billion people or 15% of the global population practicing some form of Hinduism. - Nearly 80% of Hindus live in India, yet India has been a secular state since 1976. Although there are more Hindus in India, Nepal is the country with the highest population of Hindus at around 89% of the Nepalese population. - Here in America Hinduism is the 4th largest religious group in the nation with around 2.4 million Hindus practicing in the states. This constitutes just around 1% of the total U.S. population. What is Hinduism? - The term "Hinduism" is one that is primarily used by Westerners out of convenience; in reality "Hinduism" is a wide-ranging family of diverse practices, beliefs, and rituals. - The commonality between different forms of "Hinduisms" is simply the fact that they occur on the Indian subcontinent. The Persians were the first to describe the peoples in this area as "Hindu" from the name of the Indus River; the term came to denote a non-Muslim member of the Indian population. - Many Hindus actually prefer to describe their religion as the Sanatana Dharma, or the "Eternal Teaching" -- this suggests a common, connecting theme across the various forms that Hinduism can take. Eastern Religions and Western Categories - Religious Studies as it occurs today is a relatively modern field, but people have studied religion for a very, very long time. They mostly studied their own religions though, so comparative religious studies is quite new. - Furthermore, here in America we're used to the separation of Church and State. While this has clear benefits from a democratic standpoint, it creates a conceptually divided worldview that non-Western peoples traditionally didn't content with. - As we've seen, there's been a long history of Western-bias with Abrahamic faiths like Judaism, Christianity, and to a lesser extent Islam becoming the archetypical models of religion. Eastern faiths like Hinduism, Buddhism, Daoism, and Confucianism don't really translate to these models, so there's a tendency for this kind of Western-bias to prevent us from understanding these Eastern traditions. - In summary, the diversity that is inherent in Hindu thought and practice clashes with the Western tendency to summarize and reduce concepts... Hinduism rebels against categorization. Hinduism Audio Reading:127c357c-2bf7-4014-a29a-54da8f8e23eb.mp3 Hinduism is also known as ‘sanatana dharma‘ to Hindus. Considered the oldest organized religion in the world, Hinduism originated in the Indus River Valley about 4,000 years ago in what is now northwest India and Pakistan. With about 1.2 billion followers, about 15% of the world’s population, Hinduism is the third largest of the world’s religions. Hindus believe in a divine power that can manifest as different entities or avatars. Hindu practice has many seemingly independent centers of tradition, often with distinctive sacred texts, deities, myths, rituals, saintly figures, codes of conduct, festivals and so on, but on closer scrutiny these different centers can be seen to link up with each other. This also explains how, while other faiths and civilizations have come and gone, Hinduism continues to thrive and put out new shoots and roots, even when old ones have died away. Diversity is accepted in Hindu traditions, as it considers each path one of value. Three main incarnations of the divine, called the Trimurti—Brahma, Vishnu, and Shiva—are sometimes compared to the manifestations of the divine in the Christian Trinity. They are considered the deities of creation, preservation and destruction. They are a part of Brahman–the One Ultimate Reality. Although there are many deities beyond these three, and many images of those deities, in various shrines, temples and holy places, there are no images of Brahman. That One Ultimate Reality is unknowable and beyond human comprehension. But all deities are a part of that One Ultimate Reality. And human goals are to become united with that One–to achieve moksha. History Hinduism developed within a group of tribes who referred to themselves as Aryans. There are disputes concerning where they originated; some scholarship says that they were already present in western India, others that they came into the area from Central Asia, or even that they came from further west, including eastern Europe. It is known that the Aryans began to assert their presence in the northwest of the Indian subcontinent at about the beginning of the second millennium BCE, interacting with the Indus civilization that already existed there. The Indus civilization is so named because it seems to have spread out from settlements on the Indus river. They called the Indus river ‘Sindhu’, and it is from this term that ‘Hindu’ comes. Hinduism thus signifies the Aryans’ culture and religious traditions as they developed over time, incorporating elements from other cultures that the Aryans encountered along the way. The religious tradition that emerged early on (almost before anything that looks like modern Hinduism) had a variety of gods and was centered on priests performing sacrifices using fire and sacred chants. This is much like traditions in many places around the continent. The Indus river valley people create sacred texts, collectively called the Vedas, that contain hymns and rituals from ancient India and are mostly written in Sanskrit. The term Vedas means ‘knowledge’. The Vedas were believed to have arisen from the infallible ‘hearing’ (śruti), by ancient seers, of the sacred deposit of words whose recitation and contemplation bring stability and wellbeing to both the natural and human worlds. The Vedas are believed to have developed over a span of 2000 years. The hymns in particular were largely directed at transcendent powers, most of whom were called devas and devīs (misleadingly translated as ‘gods’ and ‘goddesses’). These powers, individually or in groups, were thought to exercise control over the world through cosmic forces. In this early phase of the Veda, there is reference to a One (ekam) that undergirds all being. During later periods of this earliest pre-Hindu tradition, questioning and changes in spiritual philosophy produced the Upanishads, an addition to the Vedas. These are also written in Sanskrit and contain some of the central philosophical concepts and ideas of the Hinduism we now know. These works record insights into external and internal spiritual reality (Brahman and Atman) that can be directly experienced. Hindus generally believe in a set of principles called dharma, which refer to one’s duty in the world that corresponds with “right” actions. Hindus also believe in karma, or the notion that spiritual ramifications of one’s actions are balanced cyclically in this life or a future life (reincarnation). Introduction to Hinduism: Discovering Sacred Texts in the British Library, PBS Learning This excellent introduction to Hinduism is found at the really impressive British Library website exploring Sacred Texts of the world. Start here: https://www.youtube.com/watch?v=1AxUtOLG9gc&ab_channel=BritishLibrary After this, watch this simple introduction to Hindu Concepts from PBS Learning Media: Audio Reading:687dd0c2-827c-44a3-a589-2e75ecdcda65.mp3 Two other dharma-texts of a different order, the Mahabharata (‘The Great Tale of the Bharatas’) and the Ramayana (‘The Coming of Rama) came later. Both compositions were originally compiled in Sanskrit verse over several hundreds of years, beginning from about the middle of the first millennium BCE. The Mahabharata narrates the story of the rivalry between two groups of cousin warriors, the Pandavas and the Kauravas. With the aid of hundreds of supporting characters and intriguing sub-plots, the story contains teaching about the nature of dharma. Embedded in book 6 of the Mahabharata is perhaps the most famous devotional sacred text of Hinduism, the 700 verse Bhagavad Gita, or ‘Song of (Krishna as) God’. The Gita, as it is often called, mainly contains teachings by Krishna, as Supreme Being, to his friend and disciple Arjuna about how to attain union with him in his divine state. The Ramayana recounts the adventures of the exiled king Rama and his various companions as they make their way to the island-kingdom of Lanka – off the southern tip of India – to rescue Rama’s wife Sita, who had been abducted by Ravana, the ten-headed ogre-king of Lanka. For a great many Hindus, the Ramayana, and devotion to the avatar (the chief representation of the Supreme Being in human form) Rama offers an accessible path to salvation. The mysticism and abstractness of materials in the Vedas is balanced with practical religious elements that form the everyday spirituality of most Hindus. This practical approach described in the Gita states that one should first work to meet one’s social obligations in life. Then the Gita recommends four paths, or yogas, that take into account one’s caste and personality type. The paths of knowledge (jnana), action (karma), devotion (bhakti), or meditation (raja) may be practiced. Other yogas combine elements of these four. Yoga is considered a form of spiritual work in Hinduism. Key Terms: The term Brahman stands for a monistic outlook that sees one invisible and subtle essence or source of all reality—human, divine, and cosmic. All is ultimately one. (Monism is the metaphysical and theological view that all is one, that there are no fundamental divisions between anything, and that a unified set of laws underlie all of nature. The universe, at the deepest level of analysis, is then one thing or composed of one fundamental kind of stuff.) Brahman is the term used to describe “god” as this Oneness of the universe. Supreme Universal Spirit might serve as a better or more broad way to express this concept of Brahman. (do not confuse Brahma from the Trimurti with Brahman. They are completely different!) Atman is the innermost spirit within all human beings, which ultimately is identical with Brahman. Sometimes we talk about the soul in about the same way. It refers to the real self beyond ego or false self. Maya reflects a sense of magic and mystery and accounts for the perception of different forms or multiplicity in the world. Maya hides or veils the underlying unity of all things. For more than two thousand years in Indian society there has been an organization of the society in the form of the Caste system, although this phrase is a 19th century term. Organization of Indian society had its own structure that, with the coming of the British in the colonial era, took on a much more rigid approach. Varna is a term that literally means type, order, or class and it groups people into classes, a structure that was first used in Vedic times. The four classes were the Brahmins (priestly people), the Kshatriyas (rulers, administrators and warriors), the Vaishyas (artisans, merchants, tradesmen and farmers), and Shudras (laboring classes). It had an additional category, identifying people beyond societal status, considered the untouchables. Jati is a term used in India to refer to a person’s lineage and kinship group. Indians identify themselves by the community they belong to and these jati are sub-groups of specific castes. The status of the jati one is born into is still a factor in marriage selection, even though the strict isolation of caste in India is softening. Each jati, or subgroup of a caste level, has a set of jobs common to their position, but this can change with effort on the part of the community. Jatis are much less obvious in their caste associations than was previously thought. The Indian Constitution outlawed the concept of Untouchability in 1947 upon receiving Indian independence from Britain, and the group called Dalit (once considered the untouchables) are working even now towards their civil rights. The Indian Government has established special quotas in schools and Parliament to aid the lowest jatis. Caste discrimination is not permitted in gaining employment and access to educational and other opportunities. But this does not mean that caste is illegal or has faded away. Caste groups as political pressure groups work very well in a democratic system. Caste may provide psychological support that people seem to need. Economists and political scientists are finding that caste is no real barrier to economic development or political democracy.[1] Key Takeaway: The Dalit movement in the 20th century Take some time to read this interview about the Dalits in modern India. Michael Collins is a 2020 Kluge Fellow from the University of Gottingen. Collins is working on a project titled “From Boycotts to Ballots: Democracy and Social Minorities in Modern India.” Boris Granovskiy, who recently detailed at the Kluge Center, interviewed Collins on his work. The 20th Century Transformation of the Dalit Movement in India Audio Reading: cf93dd18-af1f-41ca-abf2-d903f0e0ef56.mp3 Karma and rebirth/reincarnation are important aspects of the Hindu worldview. Justice is built into the very fabric of reality. The moral consequences of one’s actions will be experienced in this life or the next. So a belief in reincarnation is central to Hindu belief. One moves up or down the caste ladder depending on the caliber of one’s life just lived. Moksha represents the idea of final liberation or freedom from all limitations, especially the round of death and rebirth. Moksha entails going beyond egoism and identifying with the unity and sacredness that everything shares. After enough lifetimes, and learning achieved, one eventually leaves the cycle of rebirth and is liberated. There are 4 goals in life: According to Hinduism, the meaning (purpose) of life is four-fold: to achieve Dharma, Artha, Kama, and Moksha. The first, dharma, means to act morally and ethically throughout one’s life. However, dharma also has a secondary aspect; since Hindus believe that they are born in debt to the gods and people, dharma calls for Hindus to remember these debts. These include debts to the Gods for various blessings, debts to parents and teachers, debts to guests, debts to other human beings, and debts to all other living beings. The second meaning of life according to Hinduism is Artha, which refers to the pursuit of wealth and prosperity in one’s life. Importantly, one must stay within the bounds of dharma while pursuing this wealth and prosperity (i.e. one must not step outside moral and ethical grounds in order to do so). So it is considered good to prosper, but not at the expense of others. The third purpose of a Hindu’s life is to seek Kama. In simple terms, Kama can be defined as obtaining enjoyment from life. Again, this is not to be done at the expense of others, but it is considered a good thing in life to have joy and pleasure. The fourth and final meaning of life according to Hinduism is Moksha, enlightenment. By far the most difficult meaning of life to achieve, Moksha may take an individual just one lifetime to accomplish (rarely) or it may take several. However, it is considered the most important meaning of life and offers such rewards as liberation from reincarnation, self-realization, enlightenment, or unity with God. Often, in human lives, people focus on this goal as elders. As a young person, the other goals may be more important, or more demanding. There are stages to human living, too, according to Hinduism: Ashrama, also spelled asrama, Sanskrit āśrama, in Hinduism, is any of the four stages of life through which a Hindu ideally will pass. The stages are those of: (1) the student (Brahamacari), marked by chastity, devotion, and obedience to one’s teacher, (2) the householder (Grihastha), requiring marriage, the begetting of children, sustaining one’s family and helping support priests and holy men, and fulfillment of duties toward gods and ancestors, (3) the forest dweller (Vanaprastha), beginning after the birth of grandchildren and consisting of withdrawal from concern with material things, pursuit of solitude, and ascetic and yogic practices, and (4) the homeless renouncer (Sannyasi), involving renouncing all one’s possessions to wander from place to place begging for food, concerned only with union with brahman (the Absolute). Traditionally, moksha (liberation from rebirth) should be pursued only during the last two stages of a person’s life. Exercise: Flashcards One fun way to get a handle on difficult or new terms is through flashcards. Try these, just for fun The Divine The multiple gods and goddesses of Hinduism are a distinctive feature of the religion. However, Professor Julius Lipner[2] explains that Hinduism cannot be considered polytheistic and discusses the way in which Hindu culture and sacred texts conceptualize the deities, as well as their role in devotional faith. (the full texts, of which this material is only excerpts, can be found at The Hindu Sacred Image and Iconography, Hindu Deities ) “One of the most striking features of Hinduism is the seemingly endless array of images of gods and goddesses, most with animal associates, that inhabit the colorful temples, and wayside shrines and homes of its adherents. Because of this, Hinduism has been called an idolatrous and polytheistic religion. Hinduism can be likened to an enormous banyan tree extending itself through many centers of belief and practice which can be seen to link up with each other in various ways, like a great network that is one, yet many. The concepts of deity, worship and pilgrimage in Hinduism are a prime example of this ‘polycentric’ phenomenon. Deities are a key feature of Hindu sacred texts. The Vedic texts describe many so-called gods and goddesses (devas and devīs) who personify various cosmic powers through fire, wind, sun, dawn, darkness, earth and so on. There is no firm evidence that these Vedic deities were worshipped by images; rather, they were summoned through the sacrificial ritual (yajña), with the deity Agni (fire) generally acting as intermediary, to bestow various boons to their supplicants on earth in exchange for homage and the ritual offering. Some Vedic texts speak of a One that seemed to undergird the plurality of these devas and devīs as their support and origin. In time, in the Upanishads, this One (Brahman) was envisaged as either the transcendent, supra-personal source of all change and differentiation in our world which would eventually dissolve back into the One, or as the supreme, personal Lord who was the mainstay and goal of all finite being. In both conceptions, we have the basis for subsequent notions of a transcendent reality that is accessible to humans by meditation and/or prayer and worship. Exercise: watch this short video about Hindu deities: https://www.youtube.com/watch?v=V_NJAJGCKD8 Avatars It is in the Bhagavad Gita that we first find sustained textual evidence of developed thinking about devotional faith in a personal God, named Krishna. In this text, Krishna teaches his friend and disciple, Arjuna, about his divine nature and relationship with the world, and how the devoted soul can find liberation (moksha) from the sorrows and limitations of life through loving communion with him. Here, also for the first time in Hinduism, we encounter the doctrine of the avatāra (also known as avatar), which teaches that the Supreme Being descends periodically into the world in embodied form for, according to the Gita, ‘re-establishing dharma, protecting the virtuous and destroying the wicked.’ The doctrine of multiple avatars with their specific objectives was to develop subsequently over the centuries in various sacred texts. Places of worship The first archaeological evidence we have of standing temple construction and its implication of image-worship of the deity occurs in about the 3rd century BCE – of a Vishnu temple (in eastern Rajasthan) and of a Shiva temple not too far away. Presumably, since these were constructions of mud, timber, brick, stone etc., the process of temple-building had begun appreciably earlier, though we cannot say exactly where or when. We can also assume from textual and archaeological evidence that image-worship in Hinduism was present by about the 6th to the 5th century BCE. Companions Most deities have an animal associate (vāhana) which helps identify the deity and express the latter’s specific powers; this was achieved too by an artistic device that attributed multiple body-parts, such as hands and heads, adorned by weapons and other objects, to the image. There are many stories, especially in the Purāṇas, which describe the origin and role of the vāhana and the weapons and other attributes associated with the image. Worship Other than by forms of temple worship, which include both personal prayer and various rituals conducted by priests, the deity may be worshipped at home too, in a format called puja. In its simplest form, puja usually consists of making an offering of flowers or fruit to an image of a god at a home shrine. It can also happen by way of meditation (dhyāna). Dhyāna can include highly specialized kinds of visualization of the deity invoked, in which the deity is often envisaged as communicating with the worshipper. Another form of worshipping the deity in Hinduism is through pilgrimage (yātrā). Pilgrimage is a way of creating a sacred landscape, of indicating that the whole world, including the pilgrim, belongs to the deity and is under its rulership. Through every pilgrimage, Hindus encounter a tīrtha, a sacred ford or crossing-point between heaven and earth, by which they may come to terms with this world of sorrows and arrive at the threshold of liberation. Over time, a great many tīrthas have developed across the Hindu sacred landscape.” Bhakti Dr Rishi Handa[3] looks at bhakti in Hinduism, exploring its common modes, the Hindu concept of enlightenment and how to achieve it, the importance of the Divine Name and the veneration of forms of the deities. “If any aspect of religiosity can be said to pervade India, it is bhakti. In a land whose culture is filled with a plethora of devīs (goddesses) and devas (gods), it is the foremost way by which Hindus express and experience the Transcendent. Bhakti is best rendered in English as ‘loving devotion’, but it is much more than that. While common objects of bhakti can be one’s guru (teacher) and one’s country, this bhāva (emotion or feeling) is typically directed to īśvara (the divine, ‘God’). Bhakti can be articulated through gratitude, honoring of the deities, engaging in formal ritual service to a deity, hymn-singing, reading devotional scriptures, and constantly remembering the name of one’s deity. This list is certainly not exhaustive. The nine modes of bhakti According to a number of Hindu texts, there are nine ways of expressing bhakti. These differ depending on the text. According to two of the key Purāṇas of Hinduism, the Bhāgavata Purāṇa centred on Krishna (also spelt Kṛṣṇa), and the Viṣṇu Purāṇa (focused on Vishnu, also spelt Viṣṇu), the nine ways are: - Shravana: Hearing the Lord’s virtues, glories and stories. - Kīrtana: Singing the Lord’s glories in the form of hymns. - Smarana: Remembering the Lord at all times. - Pādasevana: Serving the Lord’s Feet. - Archanā: Honouring the Lord. - Vandanā: Prayer and prostration unto the Lord. - Dāsya bhakti: Being a servant of the Lord. - Sākhya bhakti: Friendship with the Lord. - Ātma-nivedana: Self-surrender to the Lord. A little summary… You might be feeling a little overwhelmed by all of this detail and history. Try a summary from Crash Course: https://www.youtube.com/watch?v=0tpVZrsvK-k Hinduism History Audio Reading:e305df8d-73b0-4c04-b58b-8256b6b47b47.mp3 Early India (2,600 B.C.E. - 1,900 B.C.E.) The Harrapan Civilization & the Roots of the Indus River Valley - Around 4 millennia ago one of the most advanced human civilizations was the Harrapan Civilization which thrived in the Indus River Valley from 2,600 B.C.E. until 1,900 B.C.E. - Based on archaeological findings from sites like Harappa and Mohenjo Daro we see advanced architectural design, an emphasis on cleanliness via bathing, primitive sewage systems, and early animalistic religious worship. This isn't Hinduism, but this may have contributed to early influences on what would later become Hinduism. - Early theories suggested that there was a land invasion from the north that wiped out the Harappan civilization, but more recent scholarship suggests that drought, soil exhaustion, extensive farming, flooding, and the changing course of the Indus River may have contributed to their relocation. The Early Vedic Period (1,900 B.C.E. - 1,000 B.C.E.) The Rishi and the Vedas - Thousands of years ago, forest-wandering sages known as rishi received divine revelatoins they memorized, recited, and passed down through the generations. - At some point between 1,500 B.C.E. and 500 B.C.E. these were written down in Sanskrit. They are known as the Vedas and by tradition they are as old as time. - There were four collections of Vedas, with the Rg Veda being the oldest and most authoritative. The other three are the Yajur Veda, the Sama Veda, and the Atharva Veda. - The Vedas are mostly instructive ritual texts that emphasized the importance of ritual bathing, offerings, sacrifices, and hymns of praise to the gods or devas. The Brahmins and the Caste System - The need for constant cleanliness and ritual purity demanded a group of ritual experts or priests who were responsible for maintaining the integrity of the entire cosmic order through the conduct of proper yajna fire rituals. - The rest of the human social order followed from this central need to have ritual experts at the top. The Rg Veda describes this social order in the analogy of the "Hymn of Man" where the cosmic person Purusha was divided into the various social castes. “A Thousand heads hath Purusha, a thousand eyes, a thousand feet. On every side pervading earth he fills a space ten fingers wide. This Purusha is all that yet hath been and all that is to be; The Lord of immortality which waxes greater still by food… When Gods prepared the sacrifice with Purusha as their offering, its oil was spring, the holy gift was autumn; summer was the wood. The balmed as victim on the grass Purusha born in earliest time. With him the Deities and all Sadhyas and rishi sacrificed. From that great general sacrifice the dripping fat was gathered up. He formed the creatures of the air, and animals both wild and tame. From that great general sacrifice Ricas and Sama-hymns were born: Therefrom were spells and charms produced; the Yajus had its birth from it. From it were horses born, and from it all cattle with two rows of teeth: From it were generated cattle, from it the goats and sheep were born. When they divided Purusha how many portions did they make? What do they call his mouth, his arms? What do they call his thighs and feet? What do they call his thighs and feet? The Brahmin was his mouth, of both his arms was the Ksatriya made. His thighs became the Vaisya, from his feet the Sudra was produced. The Moon was gendered from his mind, and from his eye the Sun had birth; Indra and Agni from his mouth were born, and Vayu from his breath. Forth from his navel came mid-air; the sky was fashioned from his head; Earth from his feet, and from his ear the regions. Thus formed the worlds.” - "The Hymn of Man" - The Head: Brahmins (Priests and Ritual Experts) - The Arms: Kshatriyas (Rulers and Warriors) - The Legs: Vaishyas (Merchants, Farmers, and Artisans) - The Feet: Shudras (Laborers) Read Burke "Vedic Creation Hymn" Audio Reading: 1bb5c1d0-3e54-40bc-b7ff-cc38752ef331.mp3 - Society was built around and relied on the Brahmin's ritual activities. Caste was something that you were born into, and so the entire system relied on an inherent and all-pervasive sense of duty or dharma which meant recognizing the importance of the role you play in society. - From this worldview perspective, the Brahmin were performing rituals to ensure rains came when they needed to, wars could be avoided, harvests were abundant -- there was the sense that there was a correlation between the proper ritual activity of the Brahmins and abundance in the world: this is the concept of sympathetic resonance and the macrocosm-microcosm connection that we'll explore in other places throughout this course. - The Vedas mention only around 33 gods or devas. Some of the most important of these Vedic devas include: - Indra, the King of the Devas - Agni, the Deva of Fire - Soma, the Deva of the Moon - Ushas, the Devi of the Dawn (Devi is a female Deva) The Late Vedic Period (1,000 B.C.E. - 600 B.C.E.) The Upanishads and the Development of Vedanta Philosophy - Eventually a later collection of texts emerged from the forest-wandering rishi. Where the Vedas included ritual instructions and guidelines, these later Upanishads instead contained mystical insights that revealed the knowledge of metaphysical principles, human salvation, and the truth of ultimate reality itself. - Both the Vedas and the Upanishads belong to a category of literature known as shruti or "heard/revealed" texts as they were given to and recited by the rishi sages. These are believed to be of divine origin from the devas themselves and are contrasted with later texts which were remembered by humans and passed down. - It is in the Upanishads where the system of birth, life, death, and rebirth known to the Hindus as Samsara is introduced. The karma accumulated from one's actions and their consequences propels the jiva-atman ("individual soul") though the endless cycle of Samsara. - In light of the endless cycle of Samsara, the Upanishads do introduce a soteriological goal (a goal relating to salvation) called moksha which promises "to blow out" the cycle of birth-life-death-rebirth. - Those rituals that the Brahmin priests focus on are of secondary importance in the Upanishads: moksha is the supreme goal. The means of attaining the supreme goal is to snuff out the barrier preventing you from realizing the goal -- the Upanishads suggest that the barrier is nothing more than our own ignorance in thinking that we are separate from everything around us. - According to the Upanishads, all things are of the one universal cosmic principle or "world soul" Brahman (note the difference between this and Brahmin priests!). Brahman is the impersonal cosmic principle through which all things are -- including you and me! That "individual soul" or jiva-atman has a piece of the eternal Brahman called the atman; the supreme goal of moksha is achieved when we personally overcome the ignorance that we are separate from Brahman, other people, the world we live in, etc. - Feeling overwhelmed or confused? That's okay -- many students find these concepts very difficult to understand. What is essential here is the recognition that moksha or liberation involves a transformation of self-identity, perspective, and consciousness. Easier said than done -- how does one achieve this goal? - The orthodox answer is to follow your dharma and only your dharma, even if it means doing something you don't like for the rest of your life. If you do well then you may be born into a higher caste in your next life... eventually you might become a male Brahmin and then have the opportunity to finally attain moksha! As you can imagine, this can take a long, long time. Read Burke "The Isha Upanishad" Audio Reading:f0a52a64-d8b8-4a84-b63c-50a0f33d383c.mp3 and Burke "The Chandogya Upanishad" Audio Reading:926d52c8-ee8d-4639-a20d-c9e14ac9c83e.mp3 before proceeding. The Pre-Classical Period (600 B.C.E. - 200 C.E.) Orthodoxy and Heterodoxy: The Shramana Movement - During this time new urban settlements began to develop along the Ganges River plain. - As the Upanishads introduced the importance of personally realizing Brahman there were a number of renouncers and asetics called shramana who retreated from worldly life to attain spiritual salvation from Samsara. - Many of these shramana rejected the ritual emphasis of the Vedas, the need for animal sacrifices, the authority of Brahmin priests, and the greater implications of the Hindu caste system itself. Instead of following one's dharma to potentially achieve a favorable rebirth in a higher caste, emphasis was placed on developing methods to achieve moksha in the present lifetime -- this was often through ascetic practices like fasting, meditation, sleeping on beds of nails, and other unusual forms of intentional suffering and self-denial. - During this time orthodox Vedic rituals saw a decrease as more and more individuals were drawn to heterodox practices and philosophies such as Ajivikism (Determinism), Lokayata (Materialism), and new religious movements such as Jainism and Buddhism that we'll explore after Hinduism. The Classical Period (200 C.E. - 600 C.E.) The Indian Epics - As more people became drawn to the heterodox ideologies and religions such as Jainism and Buddhism, a new genre of Hindu literature became composed. - The Vedas and the Upanishads were "heard/revealed" shruti texts; this later genre of texts are not divinely revealed but are remembered and passed down by humans. These are "remembered" smriti texts. - Though the older shutri texts were held as more authoritative, the smriti texts humanize divine figures and are thereby more beloved by Hindu adherents. By making the devas relatable, the smriti texts established the groundwork for what most people would consider modern popular Hindu belief and practice. - There are two great Indian Epics that began as oral recitations before later being written down: the Ramayana and the Mahabharata. The Ramayana - The earliest intact copy of the Ramayana comes from a palm-leaf manuscript dating back to the 11th century C.E. but the story is likely much older. - This story follows the exiled prince Rama whose wife Sita is stolen by the Demon-King of Lanka: Ravana. - With the help of Rama's brother Vibhishana and the monkey god Hanuman they are able to slay Ravana and save Sita who remained devoted to Rama despite accusations and speculations. At the center of the story we find idealized, yet still relatable characters that act as beacons of moral excellence: Rama is the ideal hero/husband/king; Sita is the ideal wife/nurturer/queen; and Hanuman the ideal friend/servant/guardian. The Mahabharata - The Mahabharata is the world's longest poem with nearly 1.8 million words! The age of it is uncertain, but scholars believe the events it describes may have occurred around 3,000 B.C.E. - The text describes an ancient Kurukshetra War that took place between two halves of a family. Torn in this conflict is the prince Arjuna whose caste position as a kshatriya warrior demands that he follow his dharma and fight his own family. - One of the most beloved and famous parts of the Mahabharata is the 18th chapter known as the Bhagavad Gita. This chapter is a dialogue between the troubled prince Arjuna and his charioteer who he is seeking advice from. Luckily for Arjuna his charioteer is none other than Krishna, the divine avatar of the Supreme Deva Vishnu. - Krishna consoles Arjuna by reminding him that his dharma supersedes his reservations and that it is only his limited perceptions that cause him to suffer. Though Krishna emphasizes that it is better to do one's own dharma poorly than to do another person's dharma well, Krisha at the same time articulates that every person has a unique path to finding the divine -- we'll examine this in more detail when we discuss yoga. *Read Burke "Bhagavad Gita" Audio Reading: 8e7340d9-02a2-41cf-9b0d-b75474216dcd.mp3 The Trimurti and the Puranas - The Ramayana and Mahabharata popularized Krishna and Rama, both of which are avatars of Vishnu. The worship of Vishnu the Enforcer becomes widespread during the Classical Period, as does the worship of two other devas: Brahma the Creator, and Vishnu the Destroyer. - These three deities are collectively known as the trimurti or "three forms" as they are described to be the three primary manifestations and activities of Brahman the "world soul": create-maintain-transform. - Each of these three devas has six great collections of poetic myths known as Puranas which again likely began as an older oral tradition, but was first written some time during the 16th century C.E. - The ideal means to achieve the goal of moksha shifted once again in reaction to the popularization of these devas -- people came to genuinely connect with their ishta deva or "preferred deity" so much so that loving devotion towards the deity in all of its forms lead to what is known as bhakti "devotion" -- we'll talk more about bhakti in the Medieval Period. Tantras and the Mother Goddess - Smriti texts like the Ramayana, the Mahabharata, and the Puranas made the gods and their families human-like, which made devotion and love towards them easy. As later Puranas developed, some placed an emphasis on feminine aspects of the divine. - These texts became known as Tantra texts; Tantra is quite a loaded and mis-understood word in the West with many associating it with taboo and sexual content. While these can be interpretations of Tantra, this is largely a western bias. - Tantra texts emphasize the cultivation of raw feminine power called Shakti. This is the power that all male devas use... but Tantra texts state that this power actually comes from their female wives and consorts: the gods are powerless without their goddesses! - Moreover, these texts state that all of the many female devis are in actuality different forms of the one, eternal Divine Mother known principally as Devi. - Eventually the worship of the Mother Goddess Devi came to replace the latent powers of Brahma the Creator -- today Brahma only has around four temples recognized in all of India. It turns out there isn't much for the creator to do once the creation has been made... The Medieval Period (600 C.E. - 1,526 C.E.) The Bhakti Movement - Over the next several centuries there is a gradual de-emphasis on caste, the need for the traditional Brahmin yajna fire rituals, and the need to practice those ascetic practices the shramanas so enjoyed. - The popularity of the smriti texts captured the hearts of the population such that by the 15th century Hinduism would be primarily characterized by bhakti devotionalism. - Emotional, passionate displays of devotion to a representation of the divine is the hallmark of bhakti yoga. This can include dressing statue murti icons in clothes and flowers, moving them out of the sun and into shade, cleaning the statue or bathing in milk, yogurt, or clarified butter (ghee), offering foodstuff to the deity and then consuming the ritually blessed food (prasada), staring into the eyes of the murti icon with the hopes of attaining the blessing of darshan where they become one with their ishta deva, etc. The point is that there is a personal relationship with the divine which takes a preferred form -- for this reason many unfamiliar with Hinduism believe them to worship idols when really a subtle difference is taking place. - Bhaktas don't believe that their ishta deva is trapped inside of the murti, they treat the murti as an icon that transmits the presence of the divine to them. In this way they are able to fulfill the basic human need for relationship by treating the murti as a symbolic representative for their divine ideal. This is similar to the Orthodox Christian practice of Icons which we'll talk about later in the semester. The Mughal Dynasty (1,526 C.E. - 1,858 C.E.) - In 1,526 C.E. the Central Asian conqueror and descendent of Genghis Khan by the name of Babur (ruled from 1,526 C.E. - 1,530 C.E.) descended from the north into India and began a conquest that would bring iconoclastic Muslim influences into India. - Over several centuries both Hinduism and Buddhism experienced a sharp decline as both of these religions were seen as idolatrous by the Islamic invaders. We will discuss in-more detail why Islam has such a strict stance on depicting divine images when we finish the semester with Islam. Suffice to say for now that having religious images of any form in the Islamic faith is an extreme mortal sin called shirk or "idolatry". - Although there were some peaceful Mughal rulers, there were many intolerant Mughal rulers that violently persecuted Hindus who would face frequent raids, forced conversion, and constant threats of execution. The historical religious tension and animosity between these two groups of people continues largely to this day. - Amidst these conflicts between Hindus and Muslims, a new religion emerged in the 15th century called Sikhism which sought to create a balance between these two traditions. Sikhism is today the fifth largest world religion after Buddhism in terms of adherents. Though it is not included as a part of this course's curriculum, there will be a bonus module on Sikhism available at the same time we discuss Islam that you are free to explore further if you want to learn more about this fascinating religious tradition. Colonization and the Modern Era (1,858 C.E. - Today) - As the Mughal Empire experienced a gradual decline the East India Company was steadily gaining influence and power on the Indian subcontinent through trade and later military power when power was transferred to the British Crown in 1,858 C.E. - Although the caste system was not strictly enforced, the British colonizers used the caste system as described in the legal Manusmriti or "Code of Manu" text to enforce social structure with the Brahmin priests again at the top of the caste system. - The Manusmriti describes those four castes we discussed earlier as taken from the Rg Veda's "Hymn of Man," but there is an additional fifth caste, a caste-less caste of untouchables called Dalits who were fit for dealing with animal skins and hides, human excrement, the cremation of the dead, and other societal functions that need done but place one in a state of ritual impurity. Some believe that this consistent state of ritual contamination prevents a Dalit from attaining the good karma they need to achieve a favorable rebirth, thus many believe to be a Dalit is to be eternally condemned to being without a caste. - There were a number of rising Indian nationalist movements that resisted the foreign exploitation of the British colonists with the most successful being Mohandas Ghandi (1,869 C.E. - 1,948 C.E.), who is also known as "Mahatma" or "Great-Soul". - Through hunger strikes, making his own clothing, grassroots activism, leading a salt march in resistance of increased British taxation, and advocating a strict policy of non-violence or ahimsa Ghandi was able to unite the Indian population to peacefully resist British rule. - Ghandi also called for an abolishment of caste discrimination and advocated for fair treatment of untouchable Dalits, calling them Harijan meaning "child of/beloved of God." Today the term has evolved into something of a slur against Dalits. - Although himself a polarizing Hindu nationalist figure, Ghandi was sympathetic to Muslim communities and protested to end religious violence before his own assassination in 1,948 C.E. at the hands of a Hindu fundamentalist who disagreed with Ghandi's views. - In 1,947 C.E. India officially declared independence from India as a secular state. Recently there has been increased political force from extreme Hindu nationalist groups that want to see India declared as a Hindu nation rather than a secular state. - Although the discrimination of Dalits was officially illegal as of 1,950 C.E., it is not uncommon to hear cases of discrimination, persecution, and violence to the Dalits. Many face discrimination in terms of access to housing, jobs, education, and some public services. Hinduism Beliefs and Practices Audio Reading: 6f85da25-6f4b-4374-98aa-3b69f089d5d8.mp3 Core Beliefs The Sacred - The Sanatana Dharma tradition includes a diverse family of practices collectively identified as "Hinduism" for the sake of convenience. - Most popular depictions of Hinduism convey the sense that there are millions of gods and goddesses worshipped around the Indian subcontinent -- and this is not inaccurate! The Vedas count the number of devas and devis at 330 million! On the surface Hinduism appears to be a polytheistic religion. - And yet, despite the appearance of many, many deities, the Upanishads describe these as all being of the same fundamental "world soul" Brahman which we ourselves possess a piece of as the atman or "soul/self." The belief described here is what we would call monism which is the belief that all things are interconnected pieces of a unitary whole. - Even with millions of gods and philosophical doctrines describing their true identity as the Brahman, the "Bhakti Movement" saw many practitioners adopt preferential deities (ishta-deva). Inspired by the widespread stories of the deities in the Hindu Epics (The Ramayana and The Mahabharata) and the Puranas. The exclusive worship of one form of the divine above all others is also found within the Hindu tradition and is called monolatry. In some cases the devotion to a particular murti (deity form) becomes so strong that some bhakta devotees assert that their ishta-deva is the Supreme Lord ishvara in its most pure form, thereby speaking of a sort of monotheism by summarizing all of the other deities are various forms of their true, beloved God. - (As a refresher, because I know these terms are difficult: Brahman - the "world soul" that is present in all things; brahmin - the caste of Hindu priests and ritual experts; Brahma - the creator god that was once a popular member of the trimurti along with Shiva and Vishnu before his worship declined due to the passive role of the creator god after the creation.) - To summarize this section... Hinduism is complicated and nuanced. Can you see why Western scholars of religion struggle so much with this tradition? It simply eludes traditional categories. For this reason, to properly study the Sanatana Dharma tradition requires that we proceed with an open mind and recognize the many, many doors that Hindus have available to them when it comes to religious belief and practice. (This is also what makes Hinduism a great starting point for our class!) The Afterlife - As we saw earlier, The Upanishads introduced the concept of samsara, which maintains that all beings exist in a cycle of birth-life-death-rebirth that is propelled by the karma (both actions and consequences of those actions) accumulated throughout existence. - Hindu afterlife beliefs are complex and require proper traditional funerary rites in order to prepare the atman for rebirth. This includes ritually bathing the body before it is cremated in an open-air crematorium. The ashes are then typically scattered in the sea or a river, the Ganges River being the most auspicious. - Many believe that if the proper rituals are performed the deceased exists for one year as a preta, or a hungry ghost. During this time the deceased will be ravenous but unable to satiate their hungers and thirsts; the deceased's family can help alleviate these pains by making food offerings in remembrance to their deceased loved ones. After the year or so the preta is reborn depending on their karma. If proper funerary precautions are not taken, it is believed that the deceased has the capacity to return as a vengeful spirit. The Problems - Whenever I teach this class there is inevitably one or two students who think the cycle of samsara is really a cool idea. Samsara is not "cool," it is the problem for human beings according to the Hindu worldview. - The Germans have an interesting word called weltschmerz "world-weariness," which is apt to really capture the psychology of the Hindu worldview. Imagine a sense of deja vu but with the perception that you might have already lived countless lives before. Life is grand, but it is also a lot of work. If you get the sense that this might go on and on, the need to resolve you karma to get out of samsara can become quite pressing... especially if you were born in a lower caste or if circumstances gave you a particularly difficult life. - We've also seen the problem of ignorance in both The Upanishads and in the Bhagavad Gita as a central obstacle to realizing the fundamental reality of interbeing; the truth that atman is Brahman and all things are one. - There is also another element we haven't discussed before: Kali Yuga. The Kali Yuga is the last of four ages, each shorter than the one that came before. In the first age truth was abundant and people could easily come to the realization of moksha, liberation from Samsara. As time went on truth become more obscure and conflict more abundant. The Hindus believe that we currently live in this final age of decline, the Kali Yuga. Eventually our world will come to an end, this time by fire. But fret not. This cycle has happened before and following the destruction a new golden age will dawn and the world will be made anew. The Solutions - To re-cap the problems: cyclical existence in Samsara is a problem. The ignorance that keeps us separate from our true selves and one another is a problem. The persistent decline of ethics and truth in our current age that will inevitably culminate in a cataclysm of fire before the world is reborn in the ashes like a beautiful phoenix -- that... that is a problem! I mean is there really anything we can do about any of that? - Here's what the Hindus say to do: focus on four goals... one of which is a supreme goal, but nevertheless aim for these four: - Artha - Worldly Success: Wealth, Career, Status - Kama - Pleasure: Love, Creativity, Sexual Fulfilment - Dharma - Duty: Caste Role, Relational Obligations, Sense of Destiny/Purpose - Moksha - Liberation: Freedom from ignorance, the Cessation of Samsara, the Realization of Union with Brahman - Artha, Kama, and Dharma are all important goals to make life more comfortable, to find your pleasures, and to assume your responsibilities, but moksha is really the supreme goal. So how do we get there? It's finally time we talk about yoga. The Three Paths of Yoga - Despite our assumptions that yoga is downward facing dogs and cat-cow poses, if we look to the origins of yoga we can overcome the Western cultural appropriation of yoga. Yoga literally means "yoke" or "union" -- it is really the same word as the Latin root religare, the root of the word "religion". Yoga isn't really exercises (I mean it can be): it is an umbrella-term used to describe groups of practices with the intention to attain that supreme goal of moksha! - From the Bhagavad Gita of The Mahabharata, Krishna explains to Prince Arjuna that there are thee paths that lead to the supreme goal of moksha. In this way the eternal Sanatana Dharma is accessible to a diverse array of people. - There is no right or wrong path here: they are all of equal esteem and value. What matters most is that each person determine which of these paths is most suitable for them. Oftentimes many Hindus will incorporate practices from all three of these paths into their lives, yet other times some may be specifically drawn to one. - At the core of it all, these three paths of Karma Yoga, Jnana Yoga, and Bhakti Yoga infer and lead to the development of one another -- such is the beauty of the three paths (trimarga). Karma Yoga - The Path of Selfless Action - The practice of Karma Yoga has its early roots in The Vedas, as it is principally concerned with dharma. - Proper conduct in accordance with one's caste and stage of life (more on that later) is a proper display of dharma. For Brahmin priests this means conducting yajna fire rituals and sacrifices, for a Kshatriya like Prince Arjuna it meant fighting despite the fact that his opponents were his own family members. - As the name implies, karma is also important. The word karma is popularized in the West as "what goes around comes around," but karma literally means "action" as well as the consequences that follow from the action. Karma is absolute, meaning that there is no action without consequences. - Essential to the Path of Karma Yoga is the selfless detachment from the rewards and consequences of one's actions. This is authentic action, to act without regard for the outcome but from a spontaneous place of being. Free from regard of consequences, the Karma Yogi offers the merit (karma) gained from righteous activity to the divine. - Moksha comes through detachment of self-interest and generous compassionate service to others. Jnana Yoga - The Path of Self-Knowledge - Karma Yoga is concerned with external action. In contrast, Jnana Yoga (pronounced "Ya-na") instead emphasizes the wisdom gained through deep introspection. - The Jnana Yogi delves deep into study of The Upanishads and uses various forms of meditation in order to transcend the limited perspective of an independent being separate from the world around them. This path cultivates the values of calmness, restraint, concentration, and faith. - Jnana Yoga is often regarded as the slowest of these three paths, as it takes a dedicated and gradual inquiry into one's own self-nature to overcome ignorance and discover the realization of Brahman the "world soul" as the one true Self. - Moksha comes though mindfully peeling away layers ignorance to come to the realization of one's true being. Bhakti Yoga - The Path of Loving Devotion - If Karma Yoga concerns the body and actions and Jnana Yoga concerns the mind and thoughts, by analogy we could say that Bhakti Yoga concerns the heart and feelings. - As we've discussed earlier, Bhakti Yoga rose as a reaction to the widespread popularity of the Hindu Epics and the Puranas. People began to have personal feelings toward the devas depicted in the texts; so much so that there was a longing for relationship with their preferred form of the divine, their ishta-deva. - Bhakti Yoga is loving devotion to the favored form of the divine for the bhakta ("Bhakti Yogi"). Often times families will have a preferred deity as well as a spiritual teacher or guru which for many is interpreted as an incarnation of the divine (well, we all are, but the guru is especially profound for their realization and teachings). - Bhaktas will often go to temples and conduct worship or puja at home before an icon (murti) of their ishta-deva. Often burned offerings of flowers, grains, incense, seeds, clarified butter (ghee) and more are presented along with food that is placed on the altar before being consumed by the bhaktas - this is called prasada and the food is spiritually charged by the deity. - Unlike the yajna fire sacrifices which may only be performed by brahmin priests, any caste is able to participate in daily puja. Forms of puja worship vary, but it is only done after ritually bathing and typically hymns invoking the name of the ishta-deva are offered. - Through the development of a personal relationship with the divine which is symbolized though the murti icon, the bhakta is emotionally committed to their ishta-deva and care for the religious icon as though it were a honored guest. It is common to dress, bathe, and consider the comfort of the icon as though it were alive. The peak experience of Bhakti Yoga is called darsan (prounced "dar-shan") and it happens at a magical moment when the bhakta gazes into the eyes of the icon, but the eyes looking back at the devotee are not those of a dead statue -- looking back at the bhakta are the divine eyes of their ishta-deva. - Moksha comes through the profound committed love between the bhakta and their ishta-deva, a love that may culminate in the religious experience of darsan where the bhakta becomes one with the beloved. The Three Great Forms of Bhaktism - Although each of the three yoga paths we described earlier are equally effective and respectable, it is Bhakti Yoga which has the largest following. By the 15th century C.E. the "bhakti movement" reached its peak, resulting in the emergence of the three largest forms of Bhaktism on the Indian Subcontinent. - As stated earlier, the worship of the Deva of Creation, Brahma declined as people were less-motivated to worship the creator after the creation had happened. Brahma has cycles of active creation that are mixed with long cycles of inactive rest (unmanifested potential). Worship of the Mother Goddess Devi replaced Brahma worship thanks to the popularity of Tantra texts. - It is the worship of Devi the Mother Goddess along with Vishnu the Enforcer and Shiva the Destroyer that constitute the three major forms of Bhaktism (contemporary "Hinduism") in India. Vaishnavism - Worship of Vishnu as Ishvara - Each of these different bhakti denominations share a lot of commonalities in terms of their practices, although there are minute differences (and always exceptions to these rules). Remember that each of these believe that their preferred deity (ishta-deva) is really the supreme form (ishvara) of the formless "world soul" Brahman from which all forms emerge. I know this is heavy material, but bear with it! - Vaishnavism is the largest denomination of Bhaktism in the world. It is most-common in Northern India where Vaishanavites almost exclusively worship Vishnu the Enforcer or one of the Ten Avatars (Dashavatara) mentioned in the Epics and the Vishnu Puranas including Rama (with the bow) and Krishna (with the flute). - Vishnu is the great Hindu hero god, he is the patron of selfless karma yogis, the guardian of men, the great preserver of time, space, and cosmic order (also known as dharma!). He's also blue typically... so there's that. His consort-wife is Lakshmi, the devi of wealth and good fortune; in the south of India Lakshmi (a.k.a. "Sri") is so widely worshipped alongside Vishnu that this particular form of Vaishnavism is known as Sri-Vaishnavism. - Was it mentioned that Brahma the creator god rests on a lotus that extends from Vishnu's navel? No? Must have slipped my mind. The decline of Brahma-worship might have also been attributed to this idea that Vishnu is the supreme lord (ishvara) and Brahma is only the creator of the material world -- Brahma is in-fact a creation of Vishnu... actually everything is a creation of Vishnu's cosmic dream. Woah. - For Vaishavism a self-surrender to Vishnu as the supreme sustainer of all creation is the primary means to moksha. This is obviously an expression of bhakti yoga, but it involves all three of the yoga paths, especially karma yoga for its selfless service. Shaivism - Worship of Shiva as Ishvara - Shaivism is the second-largest denomination of Bhaktism in the world. It is most-commonly found in the Southern parts of India and centers around the worship of Shiva (also sometimes called Rudra) as ishvara. Shiva may have some obscure avatars, but some Shaivites believe that Shiva cannot have any avatars as Shiva is himself beyond birth and death itself - most of the stories about Shiva from the Shiva Puranas have Shiva as... Shiva. Shiva is most frequently depicted as either purple or charcoal black. - Vaishavites will make the claim that Vishnu is the supreme source and sustainer of all creation, but they maintain a central distinction between Vishnu and all other beings. Contrary to this, many Shaivites embrace a more monist viewpoint where Shiva is not the source of all creation, but is the very foundation of reality itself. According to this viewpoint reality is not some cosmic dream of the supreme god Vishnu; instead Shiva is before, within, and beyond all things as the supreme divine principle beyond the illusion of ignorance. - Shiva occupies the world of contradictions: he is a god of creation and a god of destruction; he is both a celibate yogi and a householder with a family; he is a masculine god and yet his power comes from feminine energy. For the Shaivites Shiva is beyond comprehension; Shaivites must go beyond concepts to find Shiva. - Shiva puja worship is usually directed to a lingam. A lingam is a symbolic representation of Shiva's formless nature as well as the creative and destructive power embodied within Shiva. A lingam is the tall, phallic structure which is typically situated in its feminine counterpart dish, the yoni. Together these symbols represent the cosmic interplay as well as the co-relationship of Shiva and his consort Shakti. - Shiva has a number of consorts including Sati, Parvati, Durga, and Kali among others. Although it might seem that Shiva is quite the "player," in reality these are different masks worn by the Divine Mother Goddess Devi. The term Shakti refers to the divine power of Devi in an impersonalized form as energy -- it is this energy that is the key to Shiva's power. - Naturally, this is a form of bhakti yoga, but there is a strong element of jnana yoga present here as well. Shaivites regularly participate in a number of ascetic practices that generate heat in the body known as tapas. Through these self-mortifying practices heat is built up which is believed to burn away negative karma. Some practices included sleeping on beds of nails, standing on one's head for long periods of time, starvation, participating in societal taboos as the extremist Aghori Shaivite sect. Modern yoga practice also works on the buildup of tapas in the body. - For Shaivism moksha comes with the discovery of Shiva in all things, including within oneself. This demands a radical abandonment of concepts, conventions, and judgements to discover the supreme reality beyond all forms that is Shiva. Shaktism - Worship of Devi as Ishvara - Shaktism centers on the worship of the ubiquitous Mother Goddess Devi though her impersonal energetic aspect of Shakti, which assumes many forms as all of the female devi counterparts to male devas. This includes Sati, Parvati, Durga, and Kali as mentioned previously, but also Vishnu's consort Lakshmi and Brahma's consort Sarasvati among many, many others! The Tantra texts popularized Shakti worship, though the mythology itself was inspired by the Shiva Puranas. - Shakta practices include elements of karma yoga, jnana yoga, and bhakti yoga. Like Shaivites, Shaktas believe that the cosmos is the physical body of the Mother Goddess, thus the supreme goal is to experience union with the Divine Mother, who for them is Brahman. Loving devotion and surrender to the Divine mother is a common feature of Mother Goddess worship in India Shaktism also has the practice of kundalini yoga. - It is believed that within each person there exist latent feminine Shakti energy coiled like a serpent at the base of the spine. Through an array of practices, it is believed one can awaken this energy and cause it to climb the spinal column (shushumna) through the major energy centers (chakras). It is at the brow (ajna chakra) where this Shakti energy unites with her consort Shiva, resulting in a great awakening. By uniting masculine and feminine energies one overcomes the inherent problem of dualism and realizes that the Mother Goddess is all things. Chakras have become popularized in the West, but they started from Tantra texts with ideas that predate even these! - As we'll see next, pilgrimage is a major element of Bhakta practice regardless of denomination. For the Shaktas there are many, many pilgrimage sites called "Seats of Shakti" (Shakta Peethas). There are a few different legends as to how these came about, but the most popular one concerns the grief of the god Shiva for his wife Sati who self-immolated herself in defiance of her father. Heartbroken, Shiva carried Sati's lifeless body around the Indian subcontinent. He cut her body into numerous pieces, and buried it all over India so people may pay homage to the Divine Mother. - For Shaktism moksha comes from a number of practices to realize the unity of all creation as children of the Mother Goddess who assumes various forms through the impersonal Shakti energy latent within each of us -- we can awaken this energy within ourselves and realize this truth firsthand. The Hindu Life Traditional Life Stages - We spoke about how caste plays a role in determining what your dharma is, but what about your age. For males of higher castes, life takes on four distinct stages or phases -- each stage of life has different goals and obligations. The ages displayed next to the life stage is the typical age, but not the rule. Also as modern life goes on, fewer and fewer contemporary people in India are following this path. - Brahmacharya - Student: Age 8, 11, or 12 until the age of 24 - Grihastha - Householder: Ages 24 - 48 - Vanaprastha - Retiree: Ages 48 - 72 - Sannyasa - Renouncer: Around age 72 or even sooner Major Pilgrimage Sites - Pilgrimage is seen as one of the ways that devotees might generate meritorious karma to aid in a favorable rebirth; thus pilgrimage sites of places where great gurus or saints lived and died are popular destinations among those mentioned in myths and legends. Some pilgrims make extra dedications to get even more good merit by making prostrations on their way to the pilgrimage site; these dedicated pilgrims are called dandauti. Below are just some of the many sacred sites for Hindus. The Char Dham - These are four sacred sites established in the 8th century CE -- it is believed that all Hindus who are able to should make the trek to the sacred sites of Puri in the East, Rameswaram in the South, Dwaraka in the West, and Badrinath in the North at least once in their life if they're able. - Three of the four are devoted to Vishnu, but the Rameswaram in the city of Varanasi is devoted to Shiva. Varanasi - The Rameswaram is one of the major stops, but the entire city of Varanasi along the Ganges River is dedicated to Shiva and is a major pilgrimage site for Shaivites. - The Vishwanath Temple is one of twelve sacred shrines like the Rameswaram called jyotirlingas where Shiva was said to appear as a massive blazing column of light according to the Shiva Puranas. The Vishwanath Temple alone regularly receives 1.5 million Shaivite pilgrims annually who come to bathe and pray. Shakti Peethas - There are 51, 52, 64, or 108 "Seats of Shakti" depending on who you're asking. These are those locations where Shiva buried Sati's body; although there are different legends too. Sati was the daughter of King Daksha and had married Shiva against her father’s wishes. Daksha held a great yajna and invited all of the devas but Shiva. Enraged by her father’s actions Sati self-immolated in anger, praying for rebirth to a father who could respect Shiva. - There is a ritual from Tantra texts that describe having an adherent write different letters on different parts of their body that correlate to the Sati's body. This nyasa ritual is just another way the Shakta seeks to embody the divine principle of Shakti energy. Major Holidays and Festivals The Kumbh Mela - The Kumbh Mela is a major pilgrimage festival that takes place every three years at one of four different sites that cycles every twelve years. The Kumbh Mela comes from a story in The Puranas which describes the devas fighting over a pitcher (kumbh) filled with immortality; in the fight the pitcher was shattered and the nectar was scattered. - The location of the four riverside cities where the Kumbh Mela is held corresponds to where the drops landed: Nashik, Ujjain, Haridwar, and Allahabad -- it is the Kumbh Mela every twelve years in Allahabad that is the largest and most auspicious as the "Great" or Maha Kumbh Mela which attracted over 100 million people in 2013. The next Maha Kumbh Mela is in January of 2025, so you better get your plane tickets now! - The Kumbh Melas are opportunities to meet others, learn from gurus, practice charity, bathe in sacred waters to wash away negative karma for oneself and for one's ancestors alike, and to generally receive entertainment over the course of several days. Diwali - Diwali is the Festival of Lights. it celebrates the Hindu New Year, lasting five days with the main celebrations taking place on the third day. The next Diwali is this October 31st, 2024 but it changes each year as the Hindu calendar is a lunar calendar. - Diwali celebrates the return of the exiled Prince Rama as described in the Epic Ramayana. Some others say that Diwali celebrates another of Vishnu's avatars, Krishna, who killed the demon Narakasura. The cause for celebration may vary, but the central theme is the same: the acknowledgement of light and knowledge triumphing over darkness and ignorance. - Festivities for Diwali include cleaning the home and the lighting of lamps which guide Lakshmi the devi of wealth and Ganesha the deva of success to bring prosperity for the new year. The Indian subcontinent positively glows from outer space on this magical night. Maha Shivaratri - "Maha" means great in Sanskrit, as you might have guessed from the Maha Kumbh Mela. Maha Shivarati is the "Night of Great Vigil" which is most important among Shaivites. The next Maha Shivarati will be on March 8th, 2025. - Prayers are directed towards Shiva on this night to honor him before the new moon. The roots of this celebration comes from The Puranas and by some accounts celebrates the divine dance of Shiva in his form as Nataraja, the "Cosmic Dancer" who creates, preserves, and destroys with his dance. - Dancing, meditation, chanting, and offerings of divine food (prasada) are all included to commemorate Shiva's triumph against darkness. Holi - Holi is the Festival of Colors, marking the beginning of spring. The festival is dedicated to love, meeting new people, forgiving others, social unity, and joyous celebration. The next Holi celebration is March 14th, 2025. - Dyes and colorful powders (gulal) are thrown and painted on participants -- members of all Hindu religious groups find some significance linked to their ishta-deva during Holi. - Holi is unique as this is the one time of the year where all castes may come together and co-mingle -- the colorful powders obscure social identities and so for this special day all people may come together and celebrate as a united humanity. Navatrati - Navatrati is a nine-night festival that is celebrated across the entire Indian subcontinent. This is a time for stories from the various Puranas and the Ramayana to be shared and dramatically reinacted. Some devotees will use this time to feast while others will instead fast. The next Navatrati starts on October 3rd, 2024. - The actual cause for celebration various throughout India. Some attribute the celebration to the overcoming of Prince Rama over Ravana, the Demon King of Lanka. Others attribute the celebration instead to the Divine Mother Durga's overcoming of the buffalo demon Mahishasura. Regardless of the exact reason, the theme for the season is a celebration of good triumphing over evil. - At the end of the festival peace and knowledge are celebrated in the form of adorations to Saraswati, the goddess of music, art, and learning (and consort of Brahma the Creator God). This often takes place during the day that follows the ninth-night which is celebrated as Dussehra. Unit 2 Playlist Audio Reading: 2e4e8614-bd06-4e22-8246-25a429f7891c.mp3 To begin...looking at a few different ideas...Here is the Hymn to Indra Audio Reading:84d399af-f215-4be6-8fc4-7658b407c2bb.mp3 from the Four Vedas. Don't worry about the definition of every word; that will only frustrate you. The key issue is what power and accomplishments can be credited to Indra, which are what? Now look at the Hymn I. Agni, Audio Reading:b59db48e-d68f-4aeb-bea2-9202769a4493.mp3 as in the Hymn to Indra, Audio Reading:ef31f700-4adc-4c76-ac25-668e7821807a.mp3 don't worry about every last word. Also, translators have the annoying habit of thinking that every divine being should be addressed in the language of the King James Bible. Try to look for the key powers of Agni. What are they? Here is a little bit more to explore Vedic Creation Hymn, Audio Reading:ec1fd8b5-c70b-4ac4-8cca-fb61ebc9e5eb.mp3 The Isha Upanishad, Audio Reading: b16a8c3f-1a52-46c4-874f-143481597942.mp3 Chandogya Upanishad (Ch. 6, Khandas: 1, 12, 13), Audio Reading: 901b7626-85be-43d4-b7b0-3662b1c7b02f.mp3 Bhagavad Gita (Chapter 2, Verses 4-30) Audio Reading: 88672f53-d5a6-4025-8512-1f1a09d32287.mp3 Another good way to understand the development of Hinduism is through the Mahabharata; it explores Hinduism between 400 bce and 200 ce and is regarded by Hindus as both a text about dharma (Hindu moral law) and a history (itihasa, literally “that's what happened”). The Caste System in Visual Form Audio Reading: e5989ed2-ad56-4caf-8ef4-efa4e30275ee.mp3 ...check it out. Finally, watch this:	oercommons	2025-03-18T00:34:16.038497	02/18/2025	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/125322/overview", "title": "World Religions: Hinduism", "author": "Maya Fisher" }
https://oercommons.org/courseware/lesson/78659/overview	lego person visual lego person visual The Lego Man Challenge The Lego Person Challenge Lesson Plan for The Lego Person Challenge Overview The activity to be completed in class is referred to as the “Lego Person Challenge.” It is a game in which the class is divided into separate groups to compete against the other teams to complete the challenge (to recreate a Lego model) as fast as possible. The challenge is designed (through gamification) to allow for all four of Bartle's player types to have a chance to demonstrate their traits and capabilities. The different components of the activity highlite different individual aspects of the participants, and allow for dynamic learning. This activity can only be completed in person, as intragroup communication and physical actions are integral. Gamification - Part 1 Lego Person Challenge When dividing students into teams, try and ensure that each group has one peer that is able to model communication and expecations. Description: The Lego Person Challenge is an interactive and collaborative team based activity. In groups of 5 or more, students must recreate the demonstration model from the pieces provided. The first team to successfuly recreate their model out of the blocks wins. The instructor will keep track of all times to completion. Audience: This activity is most effective for secondary school students. Objectives: • Allow students to delegate tasks and responsibilities. • Use effective communication between group members. • Complete tasks of the challenge using collaboration between peers. Media: • Computer or other display for PowerPoint and infographic. Printouts can be used as well. • Computer or display with internet access. Activities: Students will listen to the instructions on how to complete the Lego Person Challenge. Delegate tasks and responsibilities to peers and fellow group members. Each member performs their role and contributes to their group to complete the activity. Gather students after groups have finished and give summary. Assessment: Take note of worthy participants and their actions throughout the activity. Note any individual actions and give praise during summary. Follow Up: Gamification part 2 is a progressive activity and video on inclusivity and teamwork. Gamification - Part 2 Lego Person Challenge Continued Description: A follow up to the interactive and collaborative team based activity. In the same groups as the prior activity, students must recreate the demonstration model from the pieces provided. The first team to successfuly recreate their model out of the blocks wins. Each team will record their own times, as well as the instructor. Audience: This activity is most effective for secondary school students. Objectives: • Allow students to delegate tasks and responsibilities. • Use effective communication between group members. • Complete tasks of the challenge using collaboration between peers. Media: • Computer or other display for PowerPoint and infographic. Printouts can be used as well. • Computer or display with internet access. Activities: Students will listen to the instructions on how to complete the progressed version of the Lego Person Challenge. Delegate tasks and responsibilities to peers and fellow group members. Each member performs their role and contributes to their group to complete the activity. Gather students after groups have finished and give summary. Assessment: Take note of worthy participants and their actions throughout the activity. Note any individual actions and give praise during summary. Follow Up: Gamification part 3 is a lecture on inclusivity and teamwork.	oercommons	2025-03-18T00:34:16.070175	Interactive	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78659/overview", "title": "Lesson Plan for The Lego Person Challenge", "author": "Game" }
https://oercommons.org/courseware/lesson/105709/overview	8th Grade Registration for the 2021-2022 School Year https:kidshealth.org https://www.maxipixel.net/Ed-Education-Write-Creativity-Creative-5862245 https://www.pennfoster.edu https://www.theadvocate.org HIGH SCHOOL Overview Students are encouraged to be actively involved in selecting their high school courses especially electives. Thus, it is highly recommended for them to be knowledgeable of their high school curriculum, promotion policy, and graduation requirements. Registration Reiterate the importance of developing and/or enhancing effective study habits. Encourage students to become familiar with their school's course catalog. Inform students of the administrative staff. High school maybe challenging for students even a culture shock. Friends change, instructional time is extended, and credits are earned. Since academics drive postsecondary plans and students' success, students need to be informed about the school's curriculum and be involved in their course selection. This classroom guidance activity is the first to many for students to have a successful high school career. We will focus on the registration process and course descriptions.	oercommons	2025-03-18T00:34:16.091356	06/22/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/105709/overview", "title": "HIGH SCHOOL", "author": "Millicent Jackson" }
https://oercommons.org/courseware/lesson/80384/overview	Continental Drift Actvity Solutions Continental Drift worksheet plate movement Geography Grade 10 : Continental Drift Overview This resource contains notes and activities about continetal drift lesson for grade 10 geography learners. Introduction and lesson objectives Table of content Section 1: Introduction and lesson objectives Section 2: Video explaining continental drift theory Section 3: Powerpoint about continental dirft and Online Quizz Section 4: Video explaining evidence to support continental drift theroy and Worksheet on continental drift Section 5: Solutions Objectives: After this lesson, students will be able to: 1. Describe Wegener's theory of continental drift 2. Summarize evidence that supports Wegener's theory Video explaining Continental Drift Theory Follow the following instructions: Please watch the video that is explaining about continental drift by clicking the word "video" below : Video : https://www.oercommons.org/courseware/related-resource/76206/download Do the onilne quizz that follows after watching and reading the PowerPoint presentation about continental drift. Online Quizz Watch the video and write the activity under the file written "continental drift worksheet" ; https://www.oercommons.org/courseware/related-resource/76194/download Check the file written for solutions to the activity : https://www.oercommons.org/courseware/related-resource/76195/download PowerPoint about evidence to support continental drift theory Please go through the attched powerpoint lesson about continental drift : https://www.oercommons.org/courseware/related-resource/76207/download Do the quizz that is found under section 2 Video explaining the evidence to support continental drift theory and Worksheet Please watch the video about continental drift theory by clicking the following link: https://www.youtube.com/watch?v=MLTev3VK_oo Please do the activity attached : https://www.oercommons.org/courseware/related-resource/76208/download Solutions are found in section 5 : https://www.oercommons.org/courseware/related-resource/76210/download Solutions of the activity Check the attached solutions for the activity you wrote under section 4 : https://www.oercommons.org/courseware/related-resource/76210/download	oercommons	2025-03-18T00:34:16.114963	Vincent Kundisani Nemadimahulu	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80384/overview", "title": "Geography Grade 10 : Continental Drift", "author": "Lesson" }
https://oercommons.org/courseware/lesson/75709/overview	CVC Middle School Video Tour Quiz Worksheet Capitol Video Tour for Middle School Students Overview This 3-room video tour of the U.S. Capitol, featuring the Crypt, Rotunda, and National Statuary Hall. This 3-room video tour of the U.S. Capitol, featuring the Crypt, Rotunda, and National Statuary Hall, focuses on information relevant to students taking middle school level U.S. history and civics courses.. Includes Follow along worksheet and quiz.	oercommons	2025-03-18T00:34:16.132746	OER LIBRARIAN	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/75709/overview", "title": "Capitol Video Tour for Middle School Students", "author": "Lesson" }
https://oercommons.org/courseware/lesson/76236/overview	Guess the Jobs Overview Guessing Game! DIscover the Job Tony Gómez Rico Here you have a Guessing game for 1st and 2nd course of secondary school students of English as a Foreign Language. It is a Power Point Presentation where our students have to read sentences one by one in order to find our which ocuppaction is hidden behind the picture. The goal is to guess the job before the sentences run out. You can modify or add more slides in order to edit the Game to the contents of your lesson. Hope you like it.	oercommons	2025-03-18T00:34:16.149736	01/10/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/76236/overview", "title": "Guess the Jobs", "author": "Tony Gómez Rico" }
https://oercommons.org/courseware/lesson/81195/overview	P4C ACTIVITY PLAN Overview Bazen P4C olarak kısaltılan Çocuklar için Felsefe, çocuklara akıl yürütme ve tartışma becerileri öğretmeyi amaçlayan bir harekettir. Bazen "Gençler için Felsefe" veya "Çocuklar için Felsefe" olarak adlandırılan ilgili yöntemler de vardır. Öğrenme Çukurundan Hayata /From The Learning Pit To Life Project Activity Plan https://docs.google.com/document/d/1RX-yAfgbAe6EFSHyUy28WGmShZ4ykIwO/edit ACTIVITY NAME: \| Goldilocks and three bears \| MONTH OF ACHIEVEMENT: \| June \| CLASS: \| 5-6 AGE \| RECOMMENDED TIME: \| 30-45 minutes \| ART THEME: \| Goldilocks and Three Bears Book \| \| STUDENT BENEFITS: \| COGNITIVE AREA: K1: the object pays attention to the situation, the situation. G1, G2, G3 K6: Groups objects or entities according to their properties. G3 LANGUAGE DEVELOPMENT: K5 Understands the meaning of what they listen and watch G1, G2, G3, G4, G5 K8: Expresses what he listens in various ways. G1, G2, G3, G4 SOCIAL EMOTIONAL FIELD: K3: Expresses himself in creative ways. G1, G3 K14: Realizes the value of works of art. G1, G2, G3 K15: He trusts himself. G2, G3 \| \| LEARNING AND TEACHING METHODS AND TECHNIQUES: \| Question and Answer, Station Technique, Voice Reading Technique, Speaking Ring, Vision Development \| EDUCATIONAL TECHNOLOGIES USED TOOLS, MATERIALS AND RESOURCES \| Beans, corn, rice, pet bottles, decoration materials \| \| ASSOCIATION BETWEEN DISCIPLINES: \| Turkish Language Activity: The books of Goldilocks and Three Bears is read. Children are asked questions about the book. They are allowed to think about events from a philosophical perspective. Music and dans activity: The children dance to the Gummy Bear song. \| LEARNING AND TEACHING PROCESS (DETAILED DESCRIPTION OF THE WORK DONE) \| The song "Gummy Bear" is sung as the icebreaker activity. After telling children that we will listen to a new story, the story is told. \| PARENT PARTICIPATION STUDY: \| During the distance education process, children who are at home are asked to dance with the song in the given section. In addition, integration studies are sent, applications are requested. \| \| EVALUATION OF THE ACTIVITY IN TERMS OF THE TEACHER: \| During the investigation, the children were given the importance of "asking for permission to have something". I think the activities are carried out according to their purpose and gains are achieved. \| EVALUATION OF THE ACTIVITY FOR THE STUDENT: \| The children understood the importance of not using someone else's belongings for children without permission. \| \| PERSONAL OBSERVATIONS RELATED TO THE ACTIVITY: \| The children stated that trespassing in someone else's home and touching their belongings without permission are not the right behavior. They said that a life in which everything belongs to one person is not good. They stated that they will share if everything belongs to them. \|	oercommons	2025-03-18T00:34:16.173004	Lesson Plan	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/81195/overview", "title": "P4C ACTIVITY PLAN", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/83012/overview	Introduction to Nanotechnology Overview This lesson uses an article from Science News for Students as a learning tool for introducing nanotechnology and incorporates a close reading activity. Learning Objectives Students will learn about what nanotechnology is and use their creativity to guess what might come in the future. Materials Internet Access or Printed Copies Article: Cool Jobs: Big future for super small science from student.societyforscience.org available at the following link: https://student.societyforscience.org/article/cool-jobs-big-future-super-small-science Procedures Engage: 10 facts about nanotechnology: https://www.youtube.com/watch?v=C7BjkXF2bxU Study: Article: https://student.societyforscience.org/article/cool-jobs-big-future-super-small-science 1. Students will highlight the vocab words in the first part of the article. Students work with a partner and either draw a picture or come up with an example to help explain the word. 2. Take turns reading aloud section one of the article. The teacher needs to make sure the students understand what it is speaking about 3. Break the students up into 3 groups. Each group is going to read one section, create a visual aid and present what they read to the rest of the class. Activate: 4. Each group should brainstorm how they think the materials they learned about might be used in the application. Students will make a commercial for their “product.” Differentiation: Students must be in mixed groups so the lower readers can get help from those with higher language ability. Student choice in how they will advertise their project: pamphlet, TV commercial, presentation, etc. Student choice in their visual aid. Credits This learning module was created by Jacquelynor Tschudy , a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:34:16.188308	07/01/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/83012/overview", "title": "Introduction to Nanotechnology", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/80642/overview	https://search.creativecommons.org/photos/d605e37b-8d72-41e6-8de5-876492ca7921 Next Vista Middle School Book Buffet Overview This is a resource for middle school teachers/librarians to use to give students a sampling of a variety of different types of books. Select a Great Book from Our Book Buffet What does every middle school student fear? Boring books! What should every middle school student have to do? Read great books! Let's work together to help ensure that selecting a great book is not only painless.......but can be pretty darn fun. Learning Goals: The middle school student will sample a variety of genres in the book buffet activity. The middle school student will come away with at least one book they want to check out. Steps to complete the goals: 1. Watch "The Book" from Next Vista. (A video done by students from the perspective of a book.) 2. Discussion of the differnet types of genres/types of books highlighted in this particular book buffet (Can change depending on student interest, but this one has mysteries, fantasy, realistic fiction, science fiction, non-fiction and award winning books). 3. Give each student a plate and tell them which table to go to first. 3. Go to the area where the tables have been set up before the students arrived. Each table will have 1 genre/book type. There should be more books on the table than students to ensure student choice. Students should be evenly divided amongst the 6 tables. They will rotate to ensure they get to visit and sample books at each table. They move as a group, though it is not really a group activity. Group students so they can successfully navigate each table. 4. Depending on the time in the class, students can spend from 5 - 8 minutes at each table. After finding their first table, allow a minute of discussion and exploration. Then students will read silently. If they are not enjoying their selection, they can change books at the same table. They should write down the name of at least one title at the table they may be interested in reading after the activity. After the alloted time, the teacher or librarian calls time and instructs the students where to rotate to next. 5. The same format is followed at each table during each rotation - allow students to talk during the rotation time and when selecting books. After that time, the teacher/librarian keeps track of time and announces the rotation time and where to go. If students are engaging enough, the teacher/librarian can join different groups and read as well. Keep going until the students have visited each table. 6. Assessment - Students will check out a book they discovered during the book buffet.	oercommons	2025-03-18T00:34:16.208360	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80642/overview", "title": "Middle School Book Buffet", "author": "Languages" }
https://oercommons.org/courseware/lesson/75545/overview	Statue of Freedom and Philip Reid Overview Atop the Dome of the U.S. Capitol stands a statue more than 19 feet tall, cast in bronze. Her name is Freedom. American artist Thomas Crawford sculpted Freedom from plaster at his studio in Rome, Italy. Crawford created three designs. The statue was shipped across the ocean in five pieces and assembled by an Italian craftsman for temporary display on the Capitol grounds. Then the pieces were to be taken apart and cast into bronze.The U.S. government hired Clark Mills, who owned a foundry in Washington, D.C., to make the bronze castings. A foundry is a factory where metal is melted for casting. However, the artist who assembled Freedom covered the seams between the five pieces in plaster, hiding them from view. He refused to take his work apart unless he received a pay raise. Only one man knew what to do. His name was Philip Reid. Worksheet explaining Philip Reid's role in creating the statue of freedom.	oercommons	2025-03-18T00:34:16.226114	12/09/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/75545/overview", "title": "Statue of Freedom and Philip Reid", "author": "OER LIBRARIAN" }
https://oercommons.org/courseware/lesson/76492/overview	Lesson Plan Template Overview This is a template for participants in the Middle School Career Exploration Pilot Project to use in the construct of lessons, or to share existing lessons, with the broader network of Pilot Project partners. Please download the Lesson Plan Template to your computer. Feel free to title as you wish. Email your completed document to Jim Taylor at the address below. Please email Jim with any questions as you begin working through the process of using OOL/OER and building lesson plans for the Middle School Career Exploration Pilot Project. Thank you! jim.taylor@state.or.us	oercommons	2025-03-18T00:34:16.242918	01/20/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/76492/overview", "title": "Lesson Plan Template", "author": "Jim Taylor" }
https://oercommons.org/courseware/lesson/110817/overview	Indiana State Health Standard, 5.5.1 - Identify personal health decisions and influences. Overview A lesson plan for the Indiana State Health Standard, 5.5.1 - Identify personal health decisions and influences. Essential Question(s) What factors and influences play a role in shaping individual health decisions, and how do these choices contribute to personal well-being? How do personal values, societal norms, and external influences collectively impact the decision-making process regarding individual health, and what implications do these choices have on overall well-being? Learning Objective Statements Upon achieving this learning objective, students will be able to proficiently recognize and categorize their personal health decisions, as well as identify the diverse array of influences that contribute to the shaping of these decisions. Additionally, students will demonstrate an understanding of the interconnectedness between personal choices and external factors, developing a comprehensive awareness of the multifaceted nature of individual health decision-making. Assessments FORMATIVE: Reflection Journals: Have students maintain a reflection journal where they document their daily health decisions and reflect on the influences that played a role in those choices. This ongoing journal can provide insights into their awareness and understanding of personal health decisions and influences. Case Studies: Present case studies depicting individuals facing health decisions. Ask students to analyze and identify the personal health decisions made, as well as the influences involved. This can promote critical thinking and application of knowledge. SUMMATIVE: Collaborative Project: Assign a group project where students collaborate to investigate a specific health decision and its influences. The project might include a written report, a presentation, or a multimedia component. Multiple-Choice Exam: Create a comprehensive exam with multiple-choice questions that assess students' knowledge of personal health decisions and influences. Ensure questions cover a range of scenarios and factors. Essential Vocabulary Words and Phrases of Focus for this Lesson Decision-Making Influences Personal Health Reflection Awareness Materials & Resources Notebooks/Writing Journals, Pens, pencils, markers, computer/tablet, presentation software (Google Slides, PowerPoint), online database for research, scenarios for case studies \| Hook Ever wondered how the decisions you make impact your health? Get ready to uncover the secrets behind personal well-being! Join us as we explore the influences that shape your health journey. From what you eat to how you move, every choice matters. Let's kickstart a conversation about your health and discover the key to making decisions that keep you feeling your best. Are you ready to take control? Let's dive into the world of personal health choices together! Teaching strategies Community Projects: Engage students in community projects related to health promotion. Encourage them to identify local health issues, make decisions on potential solutions, and analyze the influences impacting community health. Group Discussions: Facilitate group discussions on various health topics. Encourage students to share their perspectives on personal health decisions and influences, fostering a collaborative learning environment. Reflection Journals: Have students maintain reflection journals to record their daily health decisions and influences. Interactive Activities: Allow students to experience firsthand the influences affecting their choices and discuss the outcomes. Instructional Agenda Opening Activity (15 minutes): Icebreaker or discussion prompt to engage students and introduce the concept of personal health decisions. Examples of everyday health decisions to spark initial thoughts. Mini-Lecture (20 minutes): Overview of the standard and its importance. Definition of personal health decisions and influences. Group Activity (25 minutes): Divide students into small groups. Provide case studies or scenarios for each group to analyze and identify the personal health decisions and influences involved. Group Discussion (15 minutes): Groups share their findings and insights with the class. Facilitate a whole-class discussion to identify common themes and differences in perspectives. Instructor Section Scaffolding for Gap Repair and Extended Learning Opportunities SPED: Tailor materials and activities to accommodate various learning styles and abilities within the special education group. Use visual aids such as charts, diagrams, and graphic organizers to help students understand and organize information. Incorporate hands-on and experiential activities to engage students with different learning preferences. ELL: Integrate visuals, charts, and diagrams to support understanding, particularly for ELL students with limited English proficiency. Incorporate culturally relevant examples that ELL students can relate to. Incorporate culturally relevant scenarios and examples to make the content more relatable. High Ability: Provide high-level case studies that require students to apply critical thinking skills and draw connections between multiple influencing factors. Guide high-ability students in reflecting critically on their own personal health decisions, considering long-term consequences and potential improvements.	oercommons	2025-03-18T00:34:16.264965	12/06/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/110817/overview", "title": "Indiana State Health Standard, 5.5.1 - Identify personal health decisions and influences.", "author": "Wyatt Vanderbur" }
https://oercommons.org/courseware/lesson/110014/overview	Moon Phases Overview Moon phases model using creme filled cookies. Students will model each of the moon phases to understand how each of the moon phases look in the night sky. Moon Phases Model Materials needed: - 8 creme filled cookies - Napkin or surface to lay cookies on - Plastic spoon Procedure: 1. Break each of the cookies in half to separate the two cookies from each other 2. Scrape away some of the creme filling to illustrate each of the 8 moon phases. 3. Arrange the cookies in order starting with a new moon to illustrate the moon phases cycle. 4. Draw and label each of the moon phases on the paper provided by the teacher.	oercommons	2025-03-18T00:34:16.277950	11/08/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/110014/overview", "title": "Moon Phases", "author": "David Augustine" }
https://oercommons.org/courseware/lesson/80250/overview	Education Standards Act 1, Scene 2 - Video Summary Act 3 Scene 1 - Video summary Act 3 Scene 2 - Video summary Act 3 Scene 3 - Video summary Act 4, Scene 1 - Video Summary Act 4, Scene 2 - Video Summary Act 5, Scene 1 & Epilogue - Video Summary Assessment - TEMPEST ESSAY TOPICS The Tempest - Act 1 The Tempest - Act 2 The Tempest - Act 3 PPT The Tempest - Act 4 and 5 PPT The Tempest - Additional Activities and Resources (External Sources) The Tempest by William Shakespeare _ Act 2, Scene 1 The Tempest by William Shakespeare _ Act 2, Scene 2 The Tempest - Introduction Overview The Tempest (side by side transcript) The Tempest - William Shakespeare (Gr. 12) Overview This is a teacher and students' resource pack for Shakespeare's The Tempest. The resource is for the F.E.T phase, grade 10-12. It contains summary notes and resources for constructive engagement by both students and teachers. Introduction This OER is meant to be an easily accessible resource for Grade 12 students who are studying Shakespeare's The Tempest. It contains resources that students may refer to for assistance to better understand the play. This section provides background information/overview of the play and explains why we learn English, especially why we should study Shakespeare. Click here for the table of contents, for easy navigation of the content: Table of content: - Section 1 - Introduction and Overview: - PPT with overview and characters - The Tempest side by side transcript - Overview video - Section 2 - Act 1, Summary and Resources: - Act 1 Scene 1 Video - Act 1 Scene 2 Video - PPT with Act 1 notes - Section 3 - Act 2, Summary and Resources: - Act 2 Scene 1 Video - Act 2 Scene 2 Video - PPT with Act 2 notes - Section 4 - Act 3, Summary and Resources: - Act 3 Scene 1 Video - Act 3 Scene 2 Video - Act 3 Scene 3 Video - PPT with Act 3 notes - Section 5 - Act 4 and 5, Summary and Resources: - Act 4 and 5 Videos - PPT with Act notes Act 1 Act 1 Scene 1: A violent storm rages around a small ship at sea. The master of the ship calls for his boatswain to rouse the mariners to action and prevent the ship from being run aground by the tempest. Chaos ensues. Click here for act 1-scene 1 summary from Sparknotes. Act 1 Scene 2: Prospero and Miranda stand on the shore of the island, having just witnessed the shipwreck. Miranda entreats her father to see that no one on board comes to any harm. Prospero assures her that no one was harmed and tells her that it’s time she learned who she is and where she comes from. Miranda seems curious, noting that Prospero has often started to tell her about herself but always stopped. However, once Prospero begins telling his tale, he asks her three times if she is listening to him. Click here for act 1-scene 2 summary from Sparknotes. Act 2 Act 2, Scene 1: While Ferdinand is falling in love with Miranda, Alonso, Sebastian, Antonio, Gonzalo, and other shipwrecked lords search for him on another part of the island. Alonso is quite despondent and unreceptive to the good-natured Gonzalo’s attempts to cheer him up. Gonzalo meets resistance from Antonio and Sebastian as well. These two childishly mock Gonzalo’s suggestion that the island is a good place to be and that they are all lucky to have survived. Alonso finally brings the repartee to a halt when he bursts out at Gonzalo and openly expresses regret at having married away his daughter in Tunis. Francisco, a minor lord, pipes up at this point that he saw Ferdinand swimming valiantly after the wreck, but this does not comfort Alonso. Sebastian and Antonio continue to provide little help. Sebastian tells his brother that he is indeed to blame for Ferdinand’s death—if he had not married his daughter to an African (rather than a European), none of this would have happened. Click for the complete act2-scene 1 summary from Sparknotes. Act 2, Scene 2: Caliban enters with a load of wood, and thunder sounds in the background. Caliban curses and describes the torments that Prospero’s spirits subject him to: they pinch, bite, and prick him, especially when he curses. As he is thinking of these spirits, Caliban sees Trinculo and imagines him to be one of the spirits. Hoping to avoid pinching, he lies down and covers himself with his cloak. Trinculo hears the thunder and looks about for some cover from the storm. The only thing he sees is the cloak-covered Caliban on the ground. He is not so much repulsed by Caliban as curious. He cannot decide whether Caliban is a “man or a fish” (II.ii.24). He thinks of a time when he travelled to England and witnessed freak shows there. Caliban, he thinks, would bring him a lot of money in England. Thunder sounds again and Trinculo decides that the best shelter nearby is beneath Caliban’s cloak, and so he joins the man-monster there Click here for the complete act 1-scene 2 summary from Sparknotes. Act 3 Act 3, Scene 1: Back at Prospero’s cell, Ferdinand takes over Caliban’s duties and carries wood for Prospero. Unlike Caliban, however, Ferdinand has no desire to curse. Instead, he enjoys his labours because they serve the woman he loves, Miranda. As Ferdinand works and thinks of Miranda, she enters, and after her, unseen by either lover, Prospero enters. Miranda tells Ferdinand to take a break from his work, or to let her work for him, thinking that her father is away. Ferdinand refuses to let her work for him but does rest from his work and asks Miranda her name. She tells him, and he is pleased: “Miranda” comes from the same Latin word that gives English the word “admiration.” Ferdinand’s speech plays on the etymology: “Admired Miranda! / Indeed the top of admiration, worth / What’s dearest to the world!” (Act 3, scene 1 - lines37–39). Click here for complete act 3-scene 1 summary from Sparknotes. Act 3, Scene 2: Caliban, Trinculo, and Stephano continue to drink and wander about the island. Stephano now refers to Caliban as “servant monster” and repeatedly orders him to drink. Caliban seems happy to obey. The men begin to quarrel, mostly in jest, in their drunkenness. Stephano has now assumed the title of Lord of the Island and he promises to hang Trinculo if Trinculo should mock his servant monster. Ariel, invisible, enters just as Caliban is telling the men that he is “subject to a tyrant, a sorcerer, that by his cunning hath cheated me of the island” (Act 3, scene 2 – line 40-41). Ariel begins to stir up trouble, calling out, “Thou liest” (Act 3, scene 2 – line 42). Caliban cannot see Ariel and thinks that Trinculo said this. He threatens Trinculo, and Stephano tells Trinculo not to interrupt Caliban anymore. Trinculo protests that he said nothing. Drunkenly, they continue talking, and Caliban tells them of his desire to get revenge against Prospero. Ariel continues to interrupt now and then with the words, “Thou liest.” Ariel’s ventriloquizing ultimately results in Stephano hitting Trinculo. Click here for complete act 3-scene 2 summary from Sparknotes. Act 3, Scene 3: Alonso, Sebastian, Antonio, Gonzalo, and their companion lords become exhausted, and Alonso gives up all hope of finding his son. Antonio, still hoping to kill Alonso, whispers to Sebastian that Alonso’s exhaustion and desperation will provide them with the perfect opportunity to kill the king later that evening. Click here for complete act 3-scene 3 summary from Sparknotes. Act 4, and Act 5 Act 4, Scene 1: Prospero gives his blessing to Ferdinand and Miranda, warning Ferdinand only that he take care not to break Miranda’s “virgin-knot” before the wedding has been solemnized (Act 4, scene 1 – lines 15–17). Ferdinand promises to comply. Prospero then calls in Ariel and asks him to summon spirits to perform a masque for Ferdinand and Miranda. Soon, three spirits appear in the shapes of the mythological figures of Juno (queen of the gods), Iris (Juno’s messenger and the goddess of the rainbow), and Ceres (goddess of agriculture). This trio performs a masque celebrating the lovers’ engagement. Click here for complete act 4-scene 1 summary from Sparknotes. Act 5, Scene 1: Ariel tells Prospero that the day has reached its “sixth hour” (6 p.m.), when Ariel is allowed to stop working. Prospero acknowledges Ariel’s request and asks how the king and his followers are faring. Ariel tells him that they are currently imprisoned, as Prospero ordered, in a grove. Alonso, Antonio, and Sebastian are mad with fear; and Gonzalo, Ariel says, cries constantly. Prospero tells Ariel to go release the men, and now alone on stage, delivers his famous soliloquy in which he gives up magic. He says he will perform his last task and then break his staff and drown his magic book. Click here for complete act 5-scene 1 summary from Sparknotes.	oercommons	2025-03-18T00:34:16.343890	Reading	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80250/overview", "title": "The Tempest - William Shakespeare (Gr. 12)", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/83511/overview	Leigh-Ann Cruz IUPUI NEST PPT.pptx Nanomedicine: Gas Biosensors for Disease Diagnostics Overview Nanotechnology is the study of technology at the nanoscale(1-100 nm) used to create functional materials, devices, and systems through understanding and control of matter at these dimensions. Nanomedicine is now being used to treat and diagnose diseases; we will be constructing gas biosensors to test for the change in resistance to the presence of acetone and isopropyl alcohol. Standards NGSS Standards: HS-ETS1-1.Analyze a major global challenge to specifyqualitative and quantitative criteria and constraintsfor solutions thataccount for societal needs and wants. HS-ETS1-2.Design a solution to a complex real-worldproblem by breaking it down into smaller, more manageableproblems thatcan be solved through engineering. HS-PS2-6.Communicate scientific and technical informationabout why the molecular-level structure is importantin thefunctioning of designed materials. HS-PS3-5.Develop and use a model of two objects interactingthrough electric or magnetic fields to illustratethe forces betweenobjects and the changes in energy of the objects dueto the interaction. IDOE Science Standards: SEPS.4 Analyzing and interpreting data SEPS.5 Using mathematics and computational thinking Learning Objectives - Describe ways nanotechnology is expected to influencesociety. - List key areas of research in the nanotechnology fieldand real-world applications. - Explain the length scale of nanotechnology relativeto traditional length scales. - Convert measurements to different units. - Explain how nanoscience works as it pertains to real-worldapplications. - Identify key applications and potential applicationsfor specific nanotechnologies. Background Teacher Information/Concepts: Nanotechnology is the study of technology at the nanoscale(1-100 nm) used to create functional materials, devices, and systems through understanding and control of matter at these dimensions. Nanomedicine is now being used to treat and diagnose diseases; we will be constructing gas biosensors to test for the change in resistance to the presence of acetone and isopropyl alcohol. Prior Student Knowledge and Possible Preconceptions/Misconceptions: - The nanoscale is small (but exactly how small is nano?) - Electricity is the movement of electrons (how exactly do the electrons move?) Materials - Scour Pads - Multimeters - Alligator Test Clips and Leads - Copper Etchant Solution (Ferric Chloride) - Gloss Photo Paper - Crystallizing Dish - Acetone - Laminating Machine - Tweezers - Hot Plate Procedure See lesson plan and resources attached in the materials section. Vocabulary: - nano - nanometer - nanotechnology - photolithography - biosensor - electricity - voltage - current - resistance Adapted from the IDOE Hook/Set the Stage-Nano Nature Quiz: Students will guess at what objects are photographed at the nano scale-What is Nano? Video Procedure: Day 1 - Intro to Nanomedicine and Biosensors 15 min - [Warm-Up]a) Edmodo Self-Quiz: Nano Nature ID Quizb) What is Nano? Video (https://www.youtube.com/watch?v=Dxq-ffp3jqA) 15 min - [Intro to Nano Discussion]-Size of Nano-History of Nano (Gold used in stained glass, buckyball,etc.)-Definition of Nanotechnology-Properties of atoms/chemical rxns at nano-scale-Nanomaterials-Nanoapplications → Spiral into Nanomedicine 10 min - [Nanomedicine Discussion]-Guiding Questions:-Why is nanotechnology important in the realm of medicine?-What are examples of nanotechnology in medicine?-What are examples of how a specific disease can bemonitored or detected?-Spiral into Biosensors (act like dog noses that sniffout disease) 10 min - [Dogs Diagnose Disease Videos]-Ted-Ed: How Dogs Smell Video (https://www.youtube.com/watch?v=p7fXa2Occ_U)-Ovarian Cancer Sniffing Dogs(https://www.webmd.com/cancer/cutting-edge-16/video-early-cancer-detection-robin-roberts) 20 min - [Electricity Refresher + Intro to PhotolithographyNotes]-Voltage, Current, and Resistance Diagram -Helpful Videos-What is Electricity?https://www.youtube.com/watch?time_continue=1&v=oB1v-wh7EGU -Voltage, Current, and Resistance Basicshttps://www.youtube.com/watch?v=m75jvmtVyVY -Voltage, Current, and Resistancehttps://www.youtube.com/watch?v=nBi662ZRfTA -High surface to volume ratio of nanotechnology applies to intercalating sensor design and interactions of carbon nanotubes -Photolithography Videohttps://www.youtube.com/watch?v=oBKhN4n-EGI-We will use thermolithography (using thermal heat to transfer a Mask onto the copper substrate) to create a Copper-clad Biosensor Chip to detect acetone (found in the breath of type 1 diabetics) and isopropyl alcohol (found in the breath of those with COPD and liver disease) 15 min - [Biosensor Chip Design] Design BiosensorChip and explain why you think this design will be effective Homework - Take Pre-Lab Self-Quiz on Edmodo Day 2 - Copper Thermolithography + Gas Biosensor Lab 10 min - [Warm-Up] Pre-Lab Questions 45 min - [Thermolithography]-Transfer Mask-Etching (~30 min) 30 min - [Gas Biosensor Testing and Post-Lab Questions]-Measure percent change in resistance of acetone and isopropyl alcohol compared to control (ambient air) Extra Down Time/Homework - [Intro to InformercialPresentation] -Create a novel (feasible) biosensor and film an infomercial to inform, educate, and sell your product Credits This learning module was created by Leigh-Ann Cruz, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:34:16.371807	07/13/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/83511/overview", "title": "Nanomedicine: Gas Biosensors for Disease Diagnostics", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/86866/overview	Safety and Health Awareness in the Workplace. Overview The "digital learning object" is designed to provide employees with knowledge of warehouse safety and health regulations. It is essential to know the dangers in the work environment every time the employee clocks into work and be aware of what they can do to make the job areas safer for themselves and coworkers. The safety of workers is the most binding obligation that any warehouse — or business, for that matter — can offer. Workers have a right to a safe working environment. \|	oercommons	2025-03-18T00:34:16.385454	10/19/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/86866/overview", "title": "Safety and Health Awareness in the Workplace.", "author": "Wilbert Williams" }
https://oercommons.org/courseware/lesson/76785/overview	Powered Industrial Truck Class Overview We will be using three primary resources. - We will use the Occupational Safety and Health Administration (Federal Requirements) to navigate and search for PIT (Powered Industrial Trucks) requirements. - We will use the https://www.dir.ca.gov/dosh/ State of California Department of Industrial Relations - since this is a California based course. - We will use a short safety videos from You Tube that ilustrates the safe operation of PIT. Basic Principles of Powered Industrial Trucks Powered Industrial Trucks (Forklift) Only trained and competent operators shall be permitted to operate a powered industrial truck. All powered industrial truck operators must be trained and certified by their organizations. [29 CFR 1910.178(l)] - Training Requirements: - What does the OSHA standard require? The standard requires employers to develop and implement a training program based on the general principles of safe truck operation, the types of vehicle(s) being used in the workplace, the hazards of the workplace created by the use of the vehicle(s), and the general safety requirements of the OSHA standard. Trained operators must know how to do the job properly and do it safely as demonstrated by workplace evaluation. Formal (lecture, video, etc.) and practical (demonstration and practical exercises) training must be provided. Employers must also certify that each operator has received the training and evaluate each operator at least once every three years. Prior to operating the truck in the workplace, the employer must evaluate the operator's performance and determine the operator to be competent to operate a powered industrial truck safely. Refresher training is needed whenever an operator demonstrates a deficiency in the safe operation of the truck. Training shall consist of a combination of formal instruction (e.g., lecture, discussion, interactive computer learning, video tape, written material), practical training (demonstrations performed by the trainer and practical exercises performed by the trainee), and evaluation of the operator's performance in the workplace. [29 CFR 1910.178(l)(2)(ii)] and [CCR T-8 Section §3668] - Training Program Content Powered industrial truck operators shall receive initial training in the following topics, except in topics which the employer can demonstrate are not applicable to safe operation of the truck in the employer's workplace. [29 CFR 1910.178(l)(3)] and [CCR T-8 Section §3668 (b)] - Truck-related Topics - Operating instructions, warnings, and precautions for the types of truck the operator will be authorized to operate. - Differences between the truck and the automobile. - Truck controls and instrumentation: where they are located, what they do, and how they work. - Engine or motor operation. - Steering and maneuvering. - Visibility (including restrictions due to loading). - Fork and attachment adaptation, operation, and use limitations. - Vehicle capacity. - Vehicle stability. - Any vehicle inspection and maintenance that the operator will be required to perform. - Refueling and/or charging and recharging of batteries. - Operating limitations. - Workplace-related Topics - Surface conditions where the vehicle will be operated. - Composition of loads to be carried and load stability. - Load manipulation, stacking, and unstacking. - Pedestrian traffic in areas where the vehicle will be operated. - Narrow aisles and other restricted places where the vehicle will be operated. - Hazardous (classified) locations where the vehicle will be operated. - Ramps and other sloped surfaces that could affect the vehicle's stability. - Closed environments and other areas where insufficient ventilation or poor vehicle maintenance could cause a buildup of carbon monoxide or diesel exhaust. - Other unique or potentially hazardous environmental conditions in the workplace that could affect safe operation. If an operator was previously trained in one of these topics, and the training is appropriate to the truck and working conditions encountered, additional training on that topic is not required if the operator has been evaluated and found competent to operate the truck safely. Trainees may operate a powered industrial truck only: - Under the direct supervision of persons who have the knowledge, training, and experience to train operators and evaluate their competence. - Where such operation does not endanger the trainee or other employees. - Refresher Training - Refresher training and evaluation: [29 CFR 1910.178(l)(4)] Refresher training, including an evaluation of the effectiveness of that training, shall be conducted to ensure that the operator has the knowledge and skills needed to operate the powered industrial truck safely. Refresher training in relevant topics shall be provided to the operator when: - The operator has been observed to operate the vehicle in an unsafe manner. - The operator has been involved in an accident or near-miss incident. - The operator has received an evaluation that reveals that the operator is not operating the truck safely. - The operator is assigned to drive a different type of truck. - A condition in the workplace changes in a manner that could affect safe operation of the truck. Each operator's performance must be evaluated at least once every three years. - Certification Employers must certify that each operator has been trained and evaluated in accordance with the OSHA standard. [29 CFR 1910.178(l)(6)] The certification must include: - Operator name. - Training date. - Evaluation date. - Name of person(s) performing the training or evaluation.	oercommons	2025-03-18T00:34:16.432325	01/29/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/76785/overview", "title": "Powered Industrial Truck Class", "author": "Arturo Trejo" }
https://oercommons.org/courseware/lesson/83021/overview	Intro to Cell Structure, Function, Organelles, and Macromolecules Overview This lesson focuses on the cell and comparison to the school building. Learning Objectives Students learn that cells are composed of smaller subunits called subcellular organelles, which form distinct compartments within the cell with specific functions. Students learn organelles are composed of macromolecules that provide structure and function based on Nanoscale properties. Standards NGSS HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms Procedure Bellwork prompt: Describe a school in writing. - What is it made of, or composed of? What is its structure? - Organization? - Devices? - Materials? - Finally, draw a model that incorporates all your ideas. How does a school relate to an animal body or plant? Discuss together. - Students draw models of cells based on their pre-existing knowledge. - Connect dimensions of cells back to their recorded height dimensions Lecture, Video and Activity Introduction to Cell Biology, Organelles, and MacroMolecules Plastic Baggie Activity, Cell parts (Link TBD); Worksheet Credits This learning module was created by Erik P, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:34:16.447780	07/01/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/83021/overview", "title": "Intro to Cell Structure, Function, Organelles, and Macromolecules", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/80837/overview	Ladder To Independence Overview It is important for students to understand the steps leading up to the war with Great Britain. This interactive video and assignment helps students understand all that took place in our fight for independence. Steps to Independence from Britain Ladder to Independence Learning Objectives: I can explain the steps that led to America gaining its independence from Great Britain It is important to understand that our independence from Great Britian did not happen over night. War wasn't just declared, but instead was a process. The war was long and hard. This project has students understanding the events that led to the war, the imortant battles, and end of the war. Watch the following interactive video first: Complete the following webquest assignment: Click HERE for assignment	oercommons	2025-03-18T00:34:16.461560	Homework/Assignment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80837/overview", "title": "Ladder To Independence", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/63798/overview	Fractions on Number Lines - v1 - mikkadamia Fractions on a Number Line Overview Placing fractions and mixed numbers on number lines. Fractions on Number Lines (0-1) Watch this video. It will briefly review fractions and introduce you to placing them on a number line. Activity 1 Notice that different fractions (like different numbers) fall onto a number line at different places, showing that one fraction is greater than the other. You’ll recall from a previous lesson that numbers that are greater than a certain number are to the right of it, and those that are lesser are to the left. 4/5 is greater than 1/3 because it falls to the right of 1/3 on the number line. Just like 5 is greater than 3 because it falls to the right of 3 on the number line. Activity 1: Tell a story (video, pictures, written) in which fraction are placed in order from least to greatest and/ or greatest to least. Fractions on Number Lines (Mixed Numbers) In the video you watched at the beginning of this lesson, it showed positive fractions as greater than 0 but less than 1. But what if we add a whole number in front the fraction? Such as 3 3/4? We know that 3 is greater than 1, so 3 3/4 can not fall on the number line between 0 and 1. Where does it go? Let’s take the whole number first - 3. We know where 3 falls on the number line, between 2 and 4. 0—1—2—3—4—5—6 When 3 3/4 is said aloud. It is said, “three and three fourths.” We can recall that the word “and” in math means add. We can also recall that when adding on a number line, we move to the right. So, from our position on the number line we are going to move 3/4 to the right. This will place us closer to 4 than to 3. (Notice in 3 to 4 number line found in resources.) Activity 2 Activity 2: Create at least five mixed numbers using a creative method of your choice (make a model). Once you have created your five mixed numbers, place them on a number line. Be as creative as you can. Fractions on Number Lines - Conclusion Today we learned about placing fraction on number lines. Whether they we by themselves or combined with whole numbers to make mixed numbers. All numbers have a place on a number line!	oercommons	2025-03-18T00:34:16.482780	03/07/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/63798/overview", "title": "Fractions on a Number Line", "author": "Gilbert Payne" }
https://oercommons.org/courseware/lesson/79517/overview	Ionic or Covalent? Overview This is an interactive created with H5P to provide practice identifying compounds as either ionic or covalent. Identify compounds as Ionic or Covalent Click on the link below to open an activity where you will place chemical compounds in the correct bonding category.	oercommons	2025-03-18T00:34:16.497338	04/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/79517/overview", "title": "Ionic or Covalent?", "author": "Tiffany Swenson" }
https://oercommons.org/courseware/lesson/88824/overview	'Glory' by Common & John Legend padlet board ppt question game the race about race game Talking about racism Overview This lesson plan is designed for a 90-minutes-long class with a social struggle issue: racism. Objectives are in alignment with Colombian policies for teaching English as a foreign language and the ICT National Standards for teachers. Presentation of the plan lesson LESSON PLAN FORM Class/grade: 11th \| \| Date: \| Time & Length of class: 1 hour, 30 minutes. \| \| \| Lesson objectives (At the end of the class Students will be able to): \| Resources and materials ICE BREAKER Lyrics training exercise ‘Glory by Common and John Legend’ PRE ACTIVITY Powerpoint game Racism.ppt (to download) WHILE ACTIVITY POST ACTIVITY Padlet board: Racism \| Skills Focus: Listening, reading, writing, and speaking. \| Language Focus: Discussion and interaction about racism. \| Ice breaker activity Time \| Stage of lesson \| Procedure: Teacher and student activity \| Interaction \| 10 min. \| Ice breaker \| The ST will explain how the lyrics training app works, then will indicate the Ss to play the song Glory to provoke thoughts about racism in the students. Skill focus: Listening \| ST- Ss \| pre-activity Time \| Stage of lesson \| Procedure: Teacher and student activity \| Interaction \| 10 min. \| Pre-act \| Later, the ST introduces the topic of racism a PowerPoint game about general notions about racism. The ST will show the game and will ask the Ss to vote to choose the option they believe is correct. Skill focus: Speaking \| ST- Ss Ss- ST Ss-Ss \| While-activity Time \| Stage of lesson \| Procedure: Teacher and student activity \| Interaction \| 30 min. \| While-act \| The ST will break down the class into four groups to play a board game in Genially called ‘the race about race’. Ss will choose a leader for each group who will throw the dice and move their piece on the board. They will find some question boxes. Those questions can be answered by one integrant of the group, or the whole group. The ST will intervene in case of doubts or need for clarification. This activity aims to analyze the ways racism is part of our lives even when it’s subtle. Skill Focus: Speaking. \| ST- Ss Ss- ST Ss-Ss \| 15 min. \| The ST will share an Educaplay activity with the Ss. They will read a short paragraph about actions taken by some companies in the Colombian territory to combat stereotypes. After completing the exercise, Ss can share their comment on the reading. Skill Focus: Reading. \| ST- Ss Ss- Ss \| Post-activity Time \| Stage of lesson \| Procedure: Teacher and student activity \| Interaction \| 20 min. \| Post-act \| Finally, after talking about international and national racism, Ss are going to learn what to do when they are facing racist action, and what the consequences of doing them are. To make this activity possible. First, the ST will ask Ss to write on a padlet board, what they possibly can do or what they think is the correct way to deal with racism. Then, the ST will give feedback according to the United Nations Human Rights about the actions we can take to fight this issue, thus, finishing up the lesson. Skill focus: Writing \| ST- Ss Ss- ST ST-Ss \|	oercommons	2025-03-18T00:34:16.560273	Ana Angeles	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88824/overview", "title": "Talking about racism", "author": "Juan Pava" }
https://oercommons.org/courseware/lesson/119961/overview	Senate Procedures & The Civil Rights Act of 1964 Student Facing Presentation Senate Procedures & The Civil Rights Act of 1964 Overview Through the study of primary sources, students will gain insight into the Senate procedures of filibuster and cloture. They will do so by studying an historic example - the passage of the Civil Rights Act of 1964. Senate Procedures & The Civil Rights Act of 1964 Students will gain an understanding of Senate procedures of filibuster and cloture through studying the passage of the Civil Rights ACt of 1964.	oercommons	2025-03-18T00:34:16.577645	Eric Denyer	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/119961/overview", "title": "Senate Procedures & The Civil Rights Act of 1964", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/92558/overview	Causes of global warming Overview causes of global warming causes of global warming causes of global warming	oercommons	2025-03-18T00:34:16.598610	Gamze KILIÇ	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92558/overview", "title": "Causes of global warming", "author": "Assessment" }
https://oercommons.org/courseware/lesson/102550/overview	OPEN EDUCATIONAL RESOURCE (OER) Overview This includes the brief introduction to OPEN EDUCATION RESOURCE (OER) OPEN EDUCATIONAL RESOURCE (OER) 1. WHAT IS OER? Open educational resources (OER) are publicly accessible, freely editable, and redistributable educational materials. Any educational material, from syllabus to whole courses, may be included. It is not possible to classify a material as an OER if it is not free or freely licensed. An open license is one that allows the public to access, utilize, repurpose, adapt, and redistribute educational resources while also respecting the copyright owner's intellectual property rights.The first worldwide legal instrument to include the field of freely licensed educational resources and technology in education is the Recommendation on OER, which was endorsed by the UNESCO General Conference during its 40th session on November 25, 2019. 2. OPEN SOURCE LICENSE I want to first discuss the definition of the phrase "open-source" with you before delving further into this post. Any program supplied by the organization that has a copy of the original source code is accessible for free modification and redistribution. The phrase "open-source license" then appears; it refers to a type of software license that covers the product's source code, design, blueprint, algorithm, etc. Under specific controlled criteria and conditions, it is readily utilized, disseminated, and updated. It is evident that open source includes essential requirements that come under the General Public License(GPL) in addition to providing access to the source code. • The license must be Technology-Natural. • Source code • Free Redistribution • Distribution of license • Derived work • A license must not be specific to the product • No discrimination between the field of endeavor • A license must not restrict other software • The integrity of the author’s source code On the basis of copyright law, contracts & licensing mouse, the licensing spectrum also contains the following licenses: • The GPL, LGPL & Mozilla licenses • Classic proprietary licenses • The Artistic, creative common & QT licenses • The Apache, BSD, MIT & academic free licenses • Microsoft shred source project & sun community source licenses In order to elaborate more, basically, an open-source license is divided into two parts which are: 1. Copyleft Licenses • Common development and distribution license (CDDL) • Mozilla public licenses (MPL) • GPL • Lesser GPL (LGPL) • Affero GPL (AGPL) • Eclipse public license (EPL) 2. Permissive Licenses • Apache 2 • BSD (Berkeley Software Distribution) • MIT 3.WHAT IS OPEN ACCESS PUBLISHING Open access (OA) refers to a set of guiding principles and a variety of methods that allow for the unrestricted online distribution of research products. By using an open license for copyright, restrictions to copying or reusing are likewise diminished or eliminated under various forms of open access publication. Peer-reviewed scientific literature is where the open access movement primarily focuses its attention. This has historically been mostly focused on print-based scholarly journals. Open-access journals are distinguished by funding models that do not require the reader to pay to read the journal's contents, instead relying on author fees or on public funding, subsidies, and sponsorships. In contrast, non-open access journals cover publishing costs through access tolls such as subscriptions, site licenses, or pay-per-view fees. All types of published research output, including academic journal articles that have undergone peer review as well as those that have not, conference papers, theses, book chapters, monographs, research reports, and pictures, are eligible for open access. As the majority of open access journals receive their funding from the publishing fees paid by the authors, OA publishers are driven to boost their revenues by admitting papers of subpar quality and omitting rigorous peer review. Yet, OA publications in the most famous journals now cost more than 5,000 US dollars per paper, making this publishing model expensive for a sizable portion of scholars. The "Open-Access Sequel to Serials Crisis" has been used to describe this surge in publication costs. 4.WHAT IS OPEN ACCESS? "Open access" is free unrestricted online access to scientific and scholarly research. There are two primary vehicles for providing open access: open access journals, and open access archives or repositories. Peter Suber, OSC Director, has written a detailed post on this topic called "How to Make Your Own Work Open Access" for the Harvard Open Access Project. There are 2 primary ways to make your publications open access 1. Publish in open access journals. (See Preprints & Publishing) 2. Deposit your publication in an open access repository, such as DASH, Harvard University Library's open access repository. • Check the journal's copyright policy for self-archiving (use SHERPA/RoMEO) • Identify an appropriate repository available to you (such as DASH) • Deposit your work (or have someone deposit it for you) 5.WHAT IS OPEN DATA? "Open data" is data that can be freely used, reused and redistributed by anyone—subject only, at most, to the requirement to attribute and share-alike (Open Data Handbook). Open scientific data focuses on the primary research data published within or alongside research papers. 6.WHAT IS A CONTENT MANAGEMENT SYSTEM (CMS)? In our increasingly connected world, businesses need to have a strong online presence to reach consumers and sell more.But not everyone has the technical expertise to create and manage pages and content on the internet. This is where a CMS, short for Content Management System, can help many people and companies. Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website.Beyond websites, you can also find content management systems for other functions – like document management. 7.How Does a Content Management System Work? To give you an idea of how a content management system works, we’re going to take a whirlwind tour of the WordPress interface (WordPress is a good example of a content management system).Let’s start with creating a piece of content. Without a content management system, you’d need to write a static HTML file and upload it to your server (sounds complicated, right?).With a content management system like WordPress, you can just write your content in an interface that looks a good bit like Microsoft Word 8.What Makes up a Content Management System? On a more technical level, a content management system is made up of two core parts: • A content management application (CMA) – this is the part that allows you to actually add and manage content on your site (like you saw above). • A content delivery application (CDA) – this is the backend, behind-the-scenes process that takes the content you input in the CMA, stores it properly, and makes it visible to your visitors.	oercommons	2025-03-18T00:34:16.620722	04/03/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102550/overview", "title": "OPEN EDUCATIONAL RESOURCE (OER)", "author": "Vinay A R" }
https://oercommons.org/courseware/lesson/63204/overview	The Federalist Papers - Chapter 6 Overview This is an experiement using Chapter 6 of the Federalist Papers Federalist 6 – Concerning Dangers from Dissensions Between the States To the People of the State of New York: THE three last numbers of this Paper have been dedicated to an enumeration of the dangers to which we should be exposed, in a state of disunion, from the arms and arts of foreign nations. I shall now proceed to delineate dangers of a different and, perhaps, still more alarming kind, those which will in all probability flow from dissensions between the States themselves, and from domestic factions and convulsions. These have been already in some instances slightly anticipated; but they deserve a more particular and more full investigation. A man must be far gone in Utopian speculations, who can seriously doubt that, if these States should either be wholly disunited, or only united in partial confederacies, the subdivisions into which they might be thrown would have frequent and violent contests with each other. To presume a want of motives for such contests, as an argument against their existence, would be to forget that men are ambitious, vindictive, and rapacious. To look for a continuation of harmony between a number of independent, unconnected sovereignties, situated in the same neighborhood, would be to disregard the uniform course of human events, and to set at defiance the accumulated experience of ages. The causes of hostility among nations are innumerable. There are some which have a general and almost constant operation upon the collective bodies of society. Of this description are the love of power, or the desire of preëminence and dominion—the jealousy of power, or the desire of equality and safety. There are others which have a more circumscribed, though an equally operative influence, within their spheres: Such are the rivalships and competitions of commerce between commercial nations. And there are others, not less numerous than either of the former, which take their origin entirely in private passions; in the attachments, enmities, interests, hopes, and fears of leading individuals in the communities of which they are members. Men of this class, whether the favorites of a king or of a people, have in too many instances abused the confidence they possessed; and assuming the pretext of some public motive, have not scrupled to sacrifice the national tranquillity to personal advantage, or personal gratification. The celebrated Pericles, in compliance with the resentment of a prostitute,[1] at the expense of much of the blood and treasure of his countrymen, attacked, vanquished, and destroyed the city of the Samnians. The same man, stimulated by private pique against the Megarensians,[2] another nation of Greece, or to avoid a prosecution with which he was threatened as an accomplice of a supposed theft of the statuary Phidias,[3] or to get rid of the accusations prepared to be brought against him for dissipating the funds of the state in the purchase of popularity,[4] or from a combination of all these causes, was the primitive author of that famous and fatal war, distinguished in the Grecian annals by the name of the Peloponnesian war; which, after various vicissitudes, intermissions, and renewals, terminated in the ruin of the Athenian commonwealth. The ambitious Cardinal, who was Prime Minister to Henry VIII., permitting his vanity to aspire to the Triple Crown,[5] entertained hopes of succeeding in the acquisition of that splendid prize by the influence of the Emperor Charles V. To secure the favor and interest of this enterprising and powerful Monarch, he precipitated England into a war with France, contrary to the plainest dictates of policy, and at the hazard of the safety and independence, as well of the Kingdom over which he presided by his counsels, as of Europe in general. For if there ever was a Sovereign who bid fair to realize the project of universal monarchy, it was the Emperor Charles V., of whose intrigues Wolsey was at once the instrument and the dupe. The influence which the bigotry of one female,[6] the petulance of another,[7] and the cabals of a third,[8] had in the contemporary policy, ferments, and pacifications, of a considerable part of Europe, are topics that have been too often descanted upon not to be generally known. To multiply examples of the agency of personal considerations in the production of great national events, either foreign or domestic, according to their direction, would be an unnecessary waste of time. Those who have but a superficial acquaintance with the sources from which they are to be drawn, will themselves recollect a variety of instances; and those who have a tolerable knowledge of human nature, will not stand in need of such lights, to form their opinion either of the reality or extent of that agency. Perhaps however a reference, tending to illustrate the general principle, may with propriety be made to a case which has lately happened among ourselves. If Shays had not been a desperate debtor, it is much to be doubted whether Massachusetts would have been plunged into a civil war. But notwithstanding the concurring testimony of experience, in this particular, there are still to be found visionary, or designing men, who stand ready to advocate the paradox of perpetual peace between the States, though dismembered and alienated from each other. The genius of republics (say they) is pacific; the spirit of commerce has a tendency to soften the manners of men, and to extinguish those inflammable humors which have so often kindled into wars. Commercial republics, like ours, will never be disposed to waste themselves in ruinous contentions with each other. They will be governed by mutual interest, and will cultivate a spirit of mutual amity and concord. Is it not (we may ask these projectors in politics) the true interest of all nations to cultivate the same benevolent and philosophic spirit? If this be their true interest, have they in fact pursued it? Has it not, on the contrary, invariably been found that momentary passions, and immediate interests, have a more active and imperious control over human conduct than general or remote considerations of policy, utility, or justice? Have republics in practice been less addicted to war than monarchies? Are not the former administered by men as well as the latter? Are there not aversions, predilections, rivalships, and desires of unjust acquisitions, that affect nations as well as kings? Are not popular assemblies frequently subject to the impulses of rage, resentment, jealousy, avarice, and of other irregular and violent propensities? Is it not well known that their determinations are often governed by a few individuals in whom they place confidence, and are of course liable to be tinctured by the passions and views of those individuals? Has commerce hitherto done anything more than change the objects of war? Is not the love of wealth as domineering and enterprising a passion as that of power or glory? Have there not been as many wars founded upon commercial motives, since that has become the prevailing system of nations, as were before occasioned by the cupidity of territory or dominion? Has not the spirit of commerce, in many instances, administered new incentives to the appetite, both for the one and for the other? Let experience, the least fallible guide of human opinions, be appealed to for an answer to these inquiries. Sparta, Athens, Rome, and Carthage, were all Republics; two of them, Athens and Carthage, of the commercial kind. Yet were they as often engaged in wars, offensive and defensive, as the neighboring Monarchies of the same times. Sparta was little better than a well-regulated camp; and Rome was never sated of carnage and conquest. Carthage, though a commercial Republic, was the aggressor in the very war that ended in her destruction. Hannibal had carried her arms into the heart of Italy and to the gates of Rome, before Scipio, in turn, gave him an overthrow in the territories of Carthage, and made a conquest of the Commonwealth. Venice, in later times, figured more than once in wars of ambition; till becoming an object to the other Italian States, Pope Julius II. found means to accomplish that formidable league,[9] which gave a deadly blow to the power and pride of this haughty Republic. The Provinces of Holland, till they were overwhelmed in debts and taxes, took a leading and conspicuous part in the wars of Europe. They had furious contests with England for the dominion of the sea; and were among the most persevering and most implacable of the opponents of Louis XIV. In the Government of Britain the representatives of the people compose one branch of the national legislature. Commerce has been for ages the predominant pursuit of that country. Few nations, nevertheless, have been more frequently engaged in war; and the wars in which that kingdom has been engaged have, in numerous instances, proceeded from the people. There have been, if I may so express it, almost as many popular as royal wars. The cries of the nation and the importunities of their representatives have, upon various occasions, dragged their monarchs into war, or continued them in it, contrary to their inclinations, and, sometimes, contrary to the real interests of the State. In that memorable struggle for superiority between the rival houses of Austria and Bourbon, which so long kept Europe in a flame, it is well known that the antipathies of the English against the French, seconding the ambition, or rather the avarice of a favorite leader,[10] protracted the war beyond the limits marked out by sound policy, and for a considerable time in opposition to the views of the Court. The wars of these two last-mentioned nations have in a great measure grown out of commercial considerations,—the desire of supplanting, and the fear of being supplanted, either in particular branches of traffic, or in the general advantages of trade and navigation. From this summary of what has taken place in other countries, whose situations have borne the nearest resemblance to our own, what reason can we have to confide in those reveries, which would seduce us into an expectation of peace and cordiality between the members of the present confederacy, in a state of separation? Have we not already seen enough of the fallacy and extravagance of those idle theories which have amused us with promises of an exemption from the imperfections, weaknesses, and evils incident to society in every shape? Is it not time to awake from the deceitful dream of a golden age, and to adopt as a practical maxim for the direction of our political conduct that we, as well as the other inhabitants of the globe, are yet remote from the happy empire of perfect wisdom and perfect virtue? Let the point of extreme depression to which our national dignity and credit have sunk; let the inconveniences felt everywhere from a lax and ill administration of Government; let the revolt of a part of the State of North Carolina, the late menacing disturbances in Pennsylvania, and the actual insurrections and rebellions in Massachusetts, declare ! So far is the general sense of mankind from corresponding with the tenets of those who endeavor to lull asleep our apprehensions of discord and hostility between the States, in the event of disunion, that it has from long observation of the progress of society become a sort of axiom in politics, that vicinity, or nearness of situation, constitutes nations natural enemies. An intelligent writer expresses himself on this subject to this effect: "Neighboring nations (says he) are naturally enemies of each other, unless their common weakness forces them to league in a confederative republic, and their constitution prevents the differences that neighborhood occasions, extinguishing that secret jealousy, which disposes all States to aggrandize themselves at the expense of their neighbors."[11] This passage, at the same time, points out the evil and suggests the remedy. PUBLIUS. - ↑ Aspasia, vide Plutarch's Life of Pericles. —Publius. - ↑ Ibid. —Publius. - ↑ Ibid. —Publius. - ↑ Ibid. Phidias was supposed to have stolen some public gold with the connivance of Pericles for the embellishment of the statue of Minerva. —Publius. - ↑ Worn by the Popes.—Publius. - ↑ Madame de Maintenon.—Publius. - ↑ Duchess of Marlborough.—Publius. - ↑ Madame de Pompadour.—Publius. - ↑ The League of Cambray, comprehending the Emperor, the King of France, the King of Aragon, and most of the Italian Princes and States.—Publius. - ↑ The Duke of Marlborough.—Publius. - ↑ Vide Principes des Négociations par l'Abbé de Mably.—Publius.	oercommons	2025-03-18T00:34:16.642398	02/21/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/63204/overview", "title": "The Federalist Papers - Chapter 6", "author": "Mark Graham" }
https://oercommons.org/courseware/lesson/65147/overview	Research Method Overview This image describes the Concept map model on the various steps invloved in the Reserch. Concept Map This is the Concept Map on Research Methodology containing steps involved in the process of Research. This model helps the different stakeholders about the various reserach Methods and Data analysis Techniques used in reserch	oercommons	2025-03-18T00:34:16.655437	04/12/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/65147/overview", "title": "Research Method", "author": "Dr. PARMVIR SINGH" }
https://oercommons.org/courseware/lesson/118759/overview	Teaching Tolerance Anti-bias Framework THE BEST BOOKS FOR KIDS OF ALL AGES The childrens book review The Greatest Showman Cast - This Is Me Tolerance For Kids: How to Foster This Key Life Skill You've Got a Friend in Me-Toy Story Understanding Tolerance: Empathy and Positive Attitude Overview The OER "Understanding Tolerance: Empathy and Positive Attitude" is designed for children aged 4-10 to teach them the importance of tolerance through empathy and maintaining a positive attitude. This resource helps young learners understand and respect differences, fostering a kind and inclusive environment. It includes engaging activities such as storytelling with "The Invisible Boy" by Trudy Ludwig, role-playing scenarios to practice empathy, and creating gratitude journals and positive affirmations to build a positive outlook. Additionally, it provides practical examples and craft projects like a "Tolerance Tree" to encourage daily acts of kindness. The OER also offers printable activity sheets and resources for parents and teachers to support continuous learning at home and in the classroom. The framework is supported by materials from Learning for Justice and Charity For Change, ensuring a comprehensive and research-backed approach to teaching these essential life skills. Building a Foundation of Tolerance Introduction Hey kids! Today, we’re going to learn about a super important topic called tolerance. Tolerance means accepting and respecting everyone’s differences. It’s about being kind and understanding to others, even if they are different from us. Let’s dive into what empathy and a positive attitude mean, and how they can help us be more tolerant. What is Tolerance? Tolerance is like being a superhero friend. Imagine if everyone was the same, it would be so boring! Tolerance makes our world colorful and fun because we get to learn and grow with different kinds of people. It’s about accepting and celebrating these differences. Understanding Empathy Empathy is when we try to understand how others feel. Think about a time when you were sad or happy. Now, imagine how your friend might feel in those moments. When we show empathy, we’re saying, “I care about how you feel.” Example: If your friend falls and hurts their knee, you can show empathy by helping them up and asking if they are okay. You could say, “I’m here for you.” Activities: - Story Time: Let’s read "The Invisible Boy" by Trudy Ludwig. In the story, Brian feels invisible at school. How can we help someone like Brian feel included? - Role-Playing: Pretend to be different characters. One person shares a story about feeling sad or happy, and others show how they would respond with empathy. Developing a Positive Attitude A positive attitude is like a bright sunny day in your mind. It’s all about looking for the good things around you and in other people. Example: If you didn’t win a game, instead of feeling bad, think about how much fun you had playing and learning new skills. Activities: - Gratitude Journal: Every day, draw or write about something that made you happy or something you are thankful for. Maybe it’s a hug from mom or playing with your favorite toy. - Positive Affirmations: Stand in front of a mirror and say, “I am kind,” “I am a good friend,” and “I love to share.” These words help you feel good about yourself and others. Practicing Tolerance in Everyday Life Being tolerant is something we can do every day. It’s in the small things like sharing your toys, listening when someone talks, and being kind. Example: When you see someone playing alone, invite them to join your game. It makes everyone feel included and happy. Activities: - Circle Time Discussion: Let’s talk about a time you were kind to someone or when someone was kind to you. How did it make you feel? - Craft Project: Create a "Tolerance Tree." Each leaf on the tree represents an act of kindness or a time you were tolerant. Write or draw these acts on paper leaves and stick them on the tree. Parents and Teachers Corner For Parents: Encourage open conversations about feelings with your child. Model empathy by showing understanding and respect in your daily interactions. Praise your child when they display tolerant behavior. For Teachers: Incorporate diverse stories and activities in your classroom that highlight the beauty of different cultures and perspectives. Create a classroom environment where every child feels respected and valued. Conclusion Tolerance, empathy, and a positive attitude are the keys to making our world a better place. By understanding and practicing these values every day, we can all become superheroes of kindness and understanding. Remember, every act of kindness makes a big difference!	oercommons	2025-03-18T00:34:16.681548	Module	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/118759/overview", "title": "Understanding Tolerance: Empathy and Positive Attitude", "author": "Lesson" }
https://oercommons.org/courseware/lesson/102312/overview	GROWTH RATE AS A FACTOR DETERMINING THE POPULATION DENSITY Overview This is a powerpoint presentation on "Growth Rate As A Factor Determining The population Density" prepared by Shalini Tudu a PhD Scholar [Zoology]. The contents of the ppt have been referred from various websites and the images have been taken from google. Also at the end of the ppt the references are mentioned in order to thank the respective websites for their contributions. Growth_Rate_By_Shalini_Tudu.ppt Following topics will be dealt under the title "Growth Rate As A Factor Determining The Population Density": - Introduction - Population Growth - Factors Affecting Growth Rate - Growth Rate As A Factor Determining Population Density - Growth Regulation - Types Of Growth Curves - Illustrations - References	oercommons	2025-03-18T00:34:16.699442	03/29/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102312/overview", "title": "GROWTH RATE AS A FACTOR DETERMINING THE POPULATION DENSITY", "author": "Shalini Tudu" }
https://oercommons.org/courseware/lesson/85132/overview	Cheek Cell DNA Extraction Lab Overview Instructions on how to extract DNA from students cheek cells. Includes follow-up questions. DNA:Parts & Processes DNA:Parts & Processes Name_____________________ Date________per____ \| Cheek Cell DNA Extraction Objective To extract and examine your very own DNA! Background DNA (Deoxyribonucleic Acid) is the molecule inside all living organisms that carries that organism’s genetic information. In humans, DNA is found in almost all cells types: skin cells, muscle fibers, reproductive cells, and many others. The exception to this rule is red blood cells. Mature red blood cells have lost their nuclei and therefore do not have DNA. Materials Dixie cup with salt-water solution (500mL/4.5g NaCl) Detergent (soap) solution (50mL/450mL H2O) Plastic bulb pipets or eye droppers Test tube with stopper or cap Test tube rack Wooden skewer or toothpick 95% ethanol Procedure - Into your test tube, add 5 ml detergent solution. - Gently chew on the insides of your cheeks for a moment or two. - Grab a Dixie cup with salt-water solution. - Swish the salt-water solution in your mouth for at least 30 seconds. Swish vigorously, like you would with mouthwash. Do not swallow the salt-water! The more you swish, the better your results will be! - Spit your swished water back into your Dixie cup. - Pour your salt-water/spit into your test tube. - Stopper your test tube and GENTLY rock the tube back and forth for two minutes. Be careful - vigorous shaking will “shear” (rip) the DNA. - Tilt your test tube slightly and GENTLY and SLOWLY pour 5 ml of ethanol down the inner wall of the test tube. - Wait 5-10 minutes. - You should see a layer of white, stringy mucous-like material. This is your DNA! DNA Extraction, Continued…. What’s happening here? Think for a moment about what you did in the procedures, and then read the paragraph below. Each cheek cell is surrounded by a plasma membrane composed of lipids (fats) and proteins. The soap breaks apart the plasma membrane and also the membrane around the nucleus inside each cell. DNA is a polar molecule – it has a slightly negative charge. It dissolves in the salt solution. The fats, carbohydrates, and proteins do not dissolve in the salt-water and settle out of solution. Adding alcohol precipitates the DNA molecules because DNA does not dissolve in alcohol. Therefore, it clumps up into the white stringy material you can see. What you see is DNA from many cells. Each cell in your body contains about 6 feet of DNA that is only about one-millionth of an inch wide! Now answer the questions below: - What does your DNA look like? - Why did you swish your mouth with salt water? - Why did you mix your spit with soap? - Why did you add the alcohol? Please pour the contents of your test tube in the sink and place your test tube in the bleach bucket. Thanks for cleaning up your lab space!	oercommons	2025-03-18T00:34:16.730517	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/85132/overview", "title": "Cheek Cell DNA Extraction Lab", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/102434/overview	Scope of Research Area Overview As the human population of India is growing, demand of food is increasing, but there are very less cultivable lands left. Hence there is an urgent need to improve the livestock productivity in managing breeding, feeding and health. Female offspring are preferred by the herd owners than male offspring. Production of desired sex offspring is the major challenge and primary requirement for profitable and sustainable livestock farming. Desired sexed offspring production offers breeding approach to maximize the animal production by increasing the female animal population. As the human population of India is growing, demand of food is increasing, but there are very less cultivable lands left. Hence there is an urgent need to improve the livestock productivity in managing breeding, feeding and health. Female offspring are preferred by the herd owners than male offspring. Production of desired sex offspring is the major challenge and primary requirement for profitable and sustainable livestock farming. Desired sexed offspring production offers breeding approach to maximize the animal production by increasing the female animal population.	oercommons	2025-03-18T00:34:16.742914	04/01/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102434/overview", "title": "Scope of Research Area", "author": "Anupama Karimpat" }
https://oercommons.org/courseware/lesson/73197/overview	Análisis de Cuentos Overview El presente análisis corresponde al cuento de López Albújar. Cuentos En torno a la ciudad de Huánuco existen tres cerros o jircas: Marabamba, Rondos y Paucarbamba. Una leyenda lugareña, de origen prehispánico, contaba el origen de esos nombres: eran de tres guerreros antiguos, venidos de lejos en busca del amor de una hermosa doncella. El autor recoge esta leyenda y la recrea de manera magistral. El curaca de esa región, llamado Pillco-Rumi, tenía una hermosísima hija única, Cori Huayta (Flor de Oro). El padre no quería que su adorada hija se casara porque para él no existía en su reino un hombre perfecto y capaz de hacerla feliz. Pero al actuar así iba contra las leyes del reino, que obligaban a toda mujer adulta a contraer matrimonio. Varios pretendientes se dispusieron a pelear para conseguir la mano de la bella Cori Huayta, entre ellos tres guerreros famosos: Maray, Runtus y Páucar, venidos de la puna, del mar y de la selva, respectivamente, al frente de numerosos ejércitos. Al verse rodeado, Pillco-Rumi implora desesperadamente la ayuda del dios Pachacámac; este interviene matando a los pretendientes y convirtiéndoles en cerros. Luego, el dios va en busca a Cori-Huayta, a la que toma para sí, fulminándola con un rayo. Es en ese instante en que se escucha la voz del dios que decía «huañucuy» (¡muérete!); los pobladores, asustados, abandonan el lugar y fundan otra población, a la que bautizan Huánuco, en alusión a la voz divina. López Albújar, Enrique. Cuentos andinos. Lima, Peisa, 1986, p. 7.	oercommons	2025-03-18T00:34:16.756490	10/06/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73197/overview", "title": "Análisis de Cuentos", "author": "Ronald Ramos" }
https://oercommons.org/courseware/lesson/114059/overview	Environmental Lesson Plan Overview Overview; Apply technological and writing skills to create a brochure on ways to preserve and protect Belize’s Natural Environment. Creatively develop a brochure in English listing steps a family can implement to reduce pollution in living environment (Democracia and Mahogany Heights) area. Stephen Whyte This lesson will equip young learners at the 8th Grade level with the knowledge and skills needed to effectively create Brochure on the Environment using Technology. This will be achieve by having students applying technology skills, discussion, activities, investigation and research students will be able to: 1. Define the key terms pollution, healthy environment and pollutants. 2. Investigate human activities that can positively impact the environment. 3. Create an electronic brochure about pollution and list at least 3 ways to protect and preserve Belize’s Natural Environment . This idea was created through a professional training called Climate Action and Environmental Literacy in the English Language Classroom: The Climate Action Challenge (Virtual Exchange). This lesson will promote and ensure the students success to identify an environmental problem in their living environment and come up with possible solutions. Thus, applying knowledge learnt and solutions given by other agents in Belize to preserve Belize's environment. The lesson emphasizes the use of both traditional and authentic assessments to evaluate student writing progress in creating a brochure through reading Belize Tourist Board (BTB) information sheet, applying listening skills while watching a video, peer discussion and creating graphic organizers. All these activities promote student achievement by employing the various steps of creating a brochure and peer sharing. ring. Environmental Main idea; This lesson will equip young learners at the 8th Grade level with the knowledge and skills needed to effectively create Brochure on the Environment using Technology. This will be achieve by having students applying technology skills, discussion, activities, investigation and research students will be able to: 1. Define the key terms pollution, healthy environment and pollutants. 2. Investigate human activities that can positively impact the environment. 3. Create an electronic brochure about pollution and list at least 3 ways to protect and preserve Belize’s Natural Environment . This idea was created through a professional training called Climate Action and Environmental Literacy in the English Language Classroom: The Climate Action Challenge (Virtual Exchange). This lesson will promote and ensure the students success to identify an environmental problem in their living environment and come up with possible solutions. Thus, applying knowledge learnt and solutions given by other agents in Belize to preserve Belize's environment. The lesson emphasizes the use of both traditional and authentic assessments to evaluate student writing progress in creating a brochure through reading Belize Tourist Board (BTB) information sheet, applying listening skills while watching a video, peer discussion and creating graphic organizers. All these activities promote student achievement by employing the various steps of creating a brochure and peer sha ring.	oercommons	2025-03-18T00:34:16.776303	Student Guide	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/114059/overview", "title": "Environmental Lesson Plan", "author": "Assessment" }
https://oercommons.org/courseware/lesson/76758/overview	Personal Hygiene Overview In this interactive lesson plan, students will learn some habits of personal hygiene through the used of games, videos, and other sources. Lesson plan Teacher traineers: Natalia Polania Rayo, Neila Rocio Ardila, Daniela Sepulveda, Luisa Quiroga Class/grade: 5th grade Time & Length of class: 2 hours Educational rights in EFL/ESL teaching ● Comprende información general y específica en un texto narrativo corto sobre temas conocidos y de interés. ● Intercambia información sobre hábitos, gustos y preferencias acerca de temas conocidos siguiendo modelos presentados por el docente. National Standard: listening : -Comprendo descripciones cortas y sencillas de objetos y lugares conocidos. Speaking: - Describo características de mí mismo, de otras personas, de animales, de lugares con lenguaje muy sencillo. Reading: -Sigo la secuencia de una historia sencilla, a partir de imágenes y palabras conocidas -Reconozco palabras y frases familiares en contextos inmediatos Writing: -Escribo el nombre de lugares y elementos que reconozco en una ilustración. ICT DESCRIPTORS ICT standards: Colombian teachers ICT competences: Competencia pedagógica- explorador 1-Identifica nuevas estrategias y metodologías mediadas por las TIC, como herramienta para su desempeño profesional. Competencia tecnológica: -explorador-Reconoce un amplio espectro de herramientas tecnológicas y algunas formas de integrarlas a la práctica educativa. Teachers ICT Descriptors: -Identifico las características, usos y oportunidades que ofrecen herramientas tecnológicas y medios audiovisuales, en los procesos educativos. -Elaboro actividades de aprendizaje utilizando aplicativos, contenidos, herramientas informáticas y medios audiovisuales. -Diseño recursos y ambientes de aprendizaje utilizando las TIC Students ICT descriptors: -Identify when having internet issues -Identify symbols images and other codes on internet to access effectively -Know when and how participate in the virtual classroom -Develop the learning activities in the different internet media sources FOR THE LESSON PLAN: Resources and materials: YouTube, PowerPoint, computer, internet connection, and other webpages. Achievement: -Students will describe in written form their personal hygiene routine through simple sentences. Lesson objectives: At the end of the class Students will be able: - Identify the vocabulary (orally and written) of the main parts of the body and the expressions of personal hygiene. - Use simple expressions (orally and written) related to personal hygiene and how to take care of them in an oral sentence. - Know how to write the words related to the personal hygiene vocabulary. - Identify where are the main parts of the body Language Focus: Promoting the care of the body and learning some hygiene habits that are important to children using the words and expressions: Hands, Body, Teeth,Eyes ,Hair,Ears , Nose, face,clean , dirty, legs,soap,wash, I wash my hands, I comb my hair , I brush my teeth, I take a shower, I get dressed, I clean my ears, I wash my face. Foreseeable Problems: - The students would get lost or not understand at first hand the vocabulary of personal hygiene. -The students can have internet issues of connection Planned Solutions: - Visual material should be implemented for explaining. And the teacher should keep it simple for coping with the objectives. -The teacher would provide the instructions again if it's necessary or send the task to complete when the connection is stable. PROCEDURE PRE-ACTIVITY (15-20min) Teacher-students interaction - The teacher starts the class by greeting the students and then doing a warm-up. The warm-up is a PowerPoint game in which first, the teacher reviews the basic parts of the body. For this, the teacher-student shows them images and words about some parts of the body and their pronunciation, and the teacher is going to exemplify with sentences. - In the same PowerPoint presentation, the teacher presents a roulette game in which students are going to answer multiple-choice questions of the vocabulary related to the parts of the body and some healthy habits. WHILE-ACTIVITY (45 min) Teacher-student interaction listening The teacher presents flashcards that contain an image and the written form of a part of the body. The teacher says to students how the word is pronounced and the students have to repeat and at the same time, they are going to point where that part is located. words Then the teacher presents some flashcards of expressions about personal health following the same procedure. Then students will reinforce their vocabulary listening to a song. So the students watch the video and try to sign the song doing the mimics. WHILE-ACTIVITY (45MIN) Reading The students read a story about a girl telling her personal hygiene routine in which they identify some keywords and relate them with the images. POST-ACTIVITY (55MIN) POST-ACTIVITY (55min) Student-Teacher interaction writing After that the students have to complete a crossword with the parts of the body, for that there are going to be some images and clues related with the previous expressions. crossword At this point the teacher is going to set a 5min break to stand up, stretch, and draw upon the commands to order them to move some part of their body in English. After the brief break and the writing activity, the teacher is going to ask some students to say out loud at least one sentence using the previous vocabulary and expressions. And finally, the teacher will assign students to prepare a short written description of how they take care of their body using the words and expressions seen in the class. All their descriptions have to be shared with their classmates through padlet: personal hygiene	oercommons	2025-03-18T00:34:16.812765	01/28/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/76758/overview", "title": "Personal Hygiene", "author": "Natalia Polania" }
https://oercommons.org/courseware/lesson/71512/overview	ENGLISH Overview This document was created to validate the students' knowledge. Academic resource activities	oercommons	2025-03-18T00:34:16.829118	08/22/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71512/overview", "title": "ENGLISH", "author": "Olga Abedrabbo" }
https://oercommons.org/courseware/lesson/71809/overview	GRAMMAR EVALUATION Overview INTRODUCTION In this part the students can practice with some exercises in order to improve their skills. ACTIVITIES STUEDENTS CAN PRACTICE SOME EXERCISES	oercommons	2025-03-18T00:34:16.845399	08/27/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71809/overview", "title": "GRAMMAR EVALUATION", "author": "Paulina Chiluisa" }
https://oercommons.org/courseware/lesson/84432/overview	Education Standards Workplace Skills Collaboration in the High School Classroom Overview This lesson plan was created by Kellee Vornhagen as part of the 2021 Nebraska CTE-Beginning Teachers Institute. The attached lesson plan is designed for students in grades 9-12 as a introduction to a collaboration in the classroom. This lesson plan can also be used in any class requiring group work of any kind. Students will create a list of expectations for collaboration, create a poster and present it to the rest of the class. These will be the norms used for group work for the rest of the term. Introduction Getting students to work together - Collaboration Lesson Setting a Purpose: Every class you will take requires collaboration. Every job you will ever have will require that you work together with other people. Learning Objectives: Students will create list of skills necessary for collaboration in the classroom and in the workforce. Step 1: Anticipatory Set: Step 1: Everybody has experience working in a group. Think of a time when you worked in a group when everything went really well. In contrast, think of a time when you worked in a group and things did not go well. Have a two minute conversation with a shoulder partner. Step 2: After initial discussion, students are given a copy of this infographic and asked to summarize what they see. Goal: Students will see that employers want employees who can work together and communicate. Direction on the board: “Please find the workplace skills document on your desk. With a partner, summarize on the colored sticky note in three sentences what information this document tells us.” Gallery Walk Discussion and Brainstorming Problem: We need to come up with a list of expectations for how group work will look while in this class. Direction: Who would share what your group discovered in the document? Step 3: Gallery Walk Discussion Set up: Have numbered stations around the room. Each station will have a question that the students will discuss while at that station. Students will need a notecard or notesheet to take notes on while they are at each station. Stations will have questions about student experiences with collaboration and group work. Possible questions: What are some benefits of working in a group? Explain What are some challenges you have encountered while working in a group? Is there anything you could have done differently to lessen the challenge? On a scale of 1-5 1 being not at all to 5 being yes absolutely: How comfortable are you working in a group? Please provide detail. What are some ways you have seen people disagree while working in a group? How do you handle conflict? What can classmates do to make other people feel valued? Set-Up: Notecards are on their desks with the station number they start at. Directions: As you look around the room, notice there are numbered stations. When I say go, you and your partner will move to the station you have been assigned. Once you get there eyes on me and quietly wait for further instructions. You will have 1 minute to discuss the information you find there. Use the entire minute to talk. Both partners should speak equally in the discussion. At the end of your 1 minute discussion, you will write one sentence about what you and your partner talked about at your station. When you complete this task, look up at me for further instructions. I will rotate you to your next station. What questions are there? Step 2: Students get into small groups of 2-3 students. I want the groups to be small and spread throughout the room so I am going to have two sets of identical stations - One numbered with odd numbers and one with even numbers. Each station will have a question for the group to discuss. Students will discuss the question at each station for 1-2 minutes and then take notes. Students will move on to the next station on my time. When students get to final station - Directions: This is our last station, when you are done discussing and writing your notes, please return to your seats. Be ready to discuss three things you and your partner talked about. Step 3: Students will return to their seats for a class discussion on the questions that they just discussed in small groups. Directions: Decide which one of you would be willing to share a summary of what you and your partner talked about. (Ask students to share:Who will share what your group talked about?) Question: Describe the process you and your partner used to communicate at each station, don’t tell me what you talked about but tell me how you communicated with each other. How did you ‘listen’ to each other. Is that a rule we could use for our class? Jigsaw Reading Activity Step 4: Hand out infographics/articles to individuals. Teach students the QQC Strategy. As they read the students write questions, quote the article or make comments. Jot down the questions, Quote something specific they found interesting or write a comment or reaction to something they read. Assign students an infographic/article to read related to collaboration/listening skills/ disention/communication etc. Give students time to read, highlight, make notes on their note sheet. Students are looking for skills to enhance collaboration. As they read students should note questions/quotations/comments in the article. Source #1: Warren Buffett Thinks This Leadership Habit Separates the Best From the Rest Source #2: How to Start a Successful Negotiation in 2 Words Source #3: If you answer No to three short questions Source #4: Everyone has a hidden genius Step 5:Jigsaw Activity Put students into groups of 3-4 (different combination that the first set of partners) Each student needs to share what they read about and the notes they took on the document they were assigned. Question: Now that you each have read an article about communication and collaboration, When I say go, you will have 10 minutes to talk with your group to complete 2 tasks. Task 1 - Each group member will summarize the article he/she read. Task 2 - create a list of what you think are important rules for working in a group. You may take your notes on the back of your article. What can I clarify for you? These 2 tasks will be on the whiteboard in case you need a reminder. Check in after 10 minutes Question: Have you ever had a time when someone gave you some really good feedback? Not necessarily that you liked or disliked what they had to say but it was feedback that improved your idea/skill or ability? Question: What are some words or phrases we can use when we disagree or do not understand? Step 6: Class Discussion: What did we find? How does the information in the articles relate to the questions we answered in gallery walk? Poster Assignment Step 7: Poster Assignment - Groups will create a list of skills that will help us work in groups throughout this class. Collaboration Ground Rules. On their poster they will include Titles and Bullet Points only. Any elaboration they want to include in their presentation will need to be written on a notecard. Directions: Now you are going to put together a poster that you will present to the rest of the class about your Collaboration Ground Rules. Each group will need to send one person to get supplies from supply table: Notecard, poster paper, markers. Once you hav eyour supplies lay them on your desks and eyes on me. On your poster include Titles and Bullet Points only. Any elaboration you want to include in your presentation will need to be written on a notecard. How much time do you think you will need to put this together? 10-15 minutes? All group member will participate when you present your poster to the rest of the class. When you are done working on your presentation, Is there anything I can clarify for you? Step 8: Presentations Students will present their Collaboration Ground Rules to the rest of the class. Audience members will be given a notecard, on the notecard audience members will write 1 thing that each group says that they agree with and 1 question. The question can be to get the group to elaborate ideas further or clarify points that are made.	oercommons	2025-03-18T00:34:16.888520	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84432/overview", "title": "Collaboration in the High School Classroom", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/97556/overview	From fab to drab... Overview Adapted by Amanda Hulsey- Image By Paul Signac - First uploaded to de.wikipedia by de:Benutzer:Hans Bug. See MoMA, Public Domain, https://commons.wikimedia.org/w/index.php?curid=489515 Adjusted light and color to dramatically change the concept of the picture.	oercommons	2025-03-18T00:34:16.905386	09/27/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/97556/overview", "title": "From fab to drab...", "author": "Amanda Hulsey" }
https://oercommons.org/courseware/lesson/85924/overview	"The Constitution vs. The Articles of Confederation" Overview To ensure and enhance student understanding of concepts related to the Constitution and Articles of Confederation, specifically students will be able to: - Explain the larger ideas of federalism vs. anti-federalism or states’ rights, and how those ideas feed into people’s overall political beliefs. - Identify and explain the various branches of the federal government, the obstacles that had been faced under the Articles of Confederation, and how this new federalist/republican model of government grew out of those difficulties. - Identify and explain the various powers delegated to the states versus federal government in both documents, what changed, and why. "The Constitution vs. The Articles of Confederation" This lesson uses documents, a chart and discussion questions for students to learn and think about both The Articles of Confederation and The Constitution. Resources linked within the lesson for teachers include readings about both sides and Federalists vs. Anti-Federalists. Objective The following linked Resources are meant more fo teachers to gain background knowledge and additional information before starting the lesson. Articles of Confederation and the Constitution To ensure and enhance student understanding of concepts related to the Constitution and Articles of Confederation, specifically students will be able to: - Explain the larger ideas of federalism vs. anti-federalism or states’ rights, and how those ideas feed into people’s overall political beliefs. - Identify and explain the various branches of the federal government, the obstacles that had been faced under the Articles of Confederation, and how this new federalist/republican model of government grew out of those difficulties. - Identify and explain the various powers delegated to the states versus federal government in both documents, what changed, and why. Activities Compare and contrast the two documents using this CHART and the linked resources below. Similarities? Differences? - Think about the beliefs of our political parties today. Who would be more likely to support the Articles vs. the Constitution and why? - Pick one of the documents and pretend you are either a Federalist or an Anti-Federalist and write a 1-2 paragraph speech to give in support of your position. - Assign half the class to the Constitution and the other half to the Articles and have them debate the following issues: taxes, interstate commerce, role of the executive (should there even be one?), judiciary (should there be federal courts?), and representation at the federal level - A comparative analysis between our Constitution and system of government and another industrialized country. How does, for instance, a parliamentary democracy compare to our republican system? Should we scrap our system and adopt theirs? This could be a writing assignment, a teacher-led discussion, a class debate with more student-to-student interaction, or some combination thereof.	oercommons	2025-03-18T00:34:16.921173	Tom Marabello	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/85924/overview", "title": "\"The Constitution vs. The Articles of Confederation\"", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/70994/overview	Education Standards The Hare and the Hedgehog Reading Passage Why Can't Words End in J? OER Phonics and Orthographic Lesson Featuring -dge Why Can't Words End With J? A Phonics Lesson on -dge Overview Do you need to teach -dge? I, personally, could never find any good resources on teaching this tricky, yet necessary, phonics trigraph. This lesson should take approximately 2-3 sessions. The design is compatible with small group, Station Rotation, or whole class instruction. I've tried to provide enough options to make this lesson adaptable to a blended learning setting, so you can do it F2F or digitally. Why Can't Words End with J? A phonics and orthographic lesson on -dge. Unit of Study: "Why Can't Words End with J?" A Phonics and Orthographic Lesson with -dge. Content: English Language Arts/Literacy Grade Level: 2nd- 3rd Blended Model: F2F and Blended Learning, Station Rotation Standards: Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.3.3f) RL.3.1 -- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 -- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3 -- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.5 -- Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Objective: - The student will be able to apply the knowledge that words in English cannot end in j. - The student will be able to read and write words that end with the trigraph -dge. Delivery: Google Slides: "Why Can't Words End in J?" https://docs.google.com/presentation/d/1xgfCFwajaPXIP86qD6GR8ahcI8aZgX0R_d_4EfSMkWw/edit?usp=sharing The presentation can be delivered either F2F or digitally. Project and present, or upload your own copy to a LMS or Google Classroom. Activities with the Slideshow: Introduce the topic of -dge Word Chaining - Use the Word Chaining table to guide the word chaining activity: If F2F, make sure that each student has the appropriate letter cards. If digital, allow access to the slideshow or make a copy, so students can manipulate the letters through a touch device. - Use the Word Chaining table to guide the word chaining activity: Apply new knowledge by decoding nonsense words. Apply new knowledge by reading new practice sentences. Use visuals of a hare and a hedgehog to activate prior knowledge. This step is especially helpful for CLD learners. Use the Vocabulary Comprehension slide to increate overall vocabulary and understanding. Tier I words may be difficult for CLD learners; therefore, it may be necessary to teach them alongside Tier 2 and Tier 3. Tier 2 words should be explored in depth. Select a few and explore multiple meanings. Tier 3 should just be introduced, without too much depth involved. Spelling Application - The spelling application is a formative assessment to check for understanding on the -dge concept. - This section can be implemented in a Station Rotation model, either guided by teacher or volunteer. The Hare and the Hedgehog - If using a LMS, or Google Classroom, download the PDF form of Lit2Go passage, "The Hare and the Hedgehog." Next, upload it to your assignment. Or, simply provide the link: https://etc.usf.edu/lit2go/68/fairy-tales-and-other-traditional-stories/5088/the-hare-and-the-hedgehog/. - Added activity: Have students highlight the words that have -dge in yellow. Follow up activity: Complete the Compare and Contrast Graphic Organizer. In a F2F setting, this can be printed and written on; in a blended setting, this can be downloaded from Google Classroom and uploaded into Notability.	oercommons	2025-03-18T00:34:16.956126	08/07/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/70994/overview", "title": "Why Can't Words End With J? A Phonics Lesson on -dge", "author": "Loryn Leonard" }
https://oercommons.org/courseware/lesson/65913/overview	Marketing Mix Overview The four Ps classification for developing an effective marketing strategy was first introduced in 1960 by marketing professor and author E. Jerome McCarthy. Depending on the industry and the target of the marketing plan, marketing managers may take various approaches to each of the four Ps. Each element can be examined independently, but in practice, they often are often dependent on one another. Marketing Mix The marketing mix definition is simple. It is about putting the right product or a combination thereof in the place, at the right time, and at the right price. The four Ps classification for developing an effective marketing strategy was first introduced in 1960 by marketing professor and author E. Jerome McCarthy. Depending on the industry and the target of the marketing plan, marketing managers may take various approaches to each of the four Ps. Each element can be examined independently, but in practice, they often are often dependent on one another. Product This represents an item or service designed to satisfy customer needs and wants. To effectively market a product or service, it's important to identify what differentiates it from competing products or services. It's also important to determine if other products or services can be marketed in conjunction with it. Price The sale price of the product reflects what consumers are willing to pay for it. Marketing professionals need to consider costs related to research and development, manufacturing, marketing, and distribution—otherwise known as cost-based pricing. Pricing based primarily on consumers' perceived quality or value is known as value-based pricing. Placement The type of product sold is important to consider when determining areas of distribution. Basic consumer products, such as paper goods, often are readily available in many stores. Premium consumer products, however, typically are available only in select stores. Another consideration is whether to place a product in a physical store, online, or both. Promotion Joint marketing campaigns also are called a promotional mix. Activities might include advertising, sales promotion, personal selling, and public relations. A key consideration should be for the budget assigned to the marketing mix. Marketing professionals carefully construct a message that often incorporates details from the other three Ps when trying to reach their target audience. Determination of the best mediums to communicate the message and decisions about the frequency of the communication also are important. osdlfm(-1,'','BHFwFcketXu6LEtXOogPP5KKACADHypS91gsAABABOAHIAQnIA5sE4AQDoAZM0ggFCIBhEAHCEwYY_KzHzAI','',2262618951,true,'la\x3d0\x26xdi\x3d0\x26',3,'CAASEuRoaMGML8NKi_djreq_-rzfRg','https://pagead2.googlesyndication.com/pcs/activeview?xai\x3dAKAOjsvPCp2xZIvp_IK8jwD8k1heyDJ-RVOiN4gwBag9FlKybsfAt9BQq6zu3lobGwMnkb2f8ufnStzkF-6gnOaq_6ItHraUUfK7LXJQm4kUXzCDx7ECAxyb45ykVt8\x26sai\x3dAMfl-YTYLk-6u9jPfIuSF8u4FpEVNo3HxAnl7qc4oyEZyLZiUGQbjVrKj6r0JOTgf9tRcSW5ihP-LEvRD2gGfjUQYJW8lSfMBsknrQcmOXHzh7rjUx9eEf5pcD81PI3g\x26sig\x3dCg0ArKJSzDpTDT1Yx5ajEAE\x26cid\x3dCAASEuRoaMGML8NKi_djreq_-rzfRg','');googqscp.init([[[[null,500,99,2,9,null,null,null,1]]]]); (function(){/* Copyright The Closure Library Authors. SPDX-License-Identifier: Apache-2.0 */ 'use strict';var l=this\|\|self;function m(a,c){Array.prototype.forEach.call(a,c,void 0)}function n(a,c){return Array.prototype.map.call(a,c,void 0)}function p(a,c){return Array.prototype.reduce.call(a,c,-1)}function q(a){for(var c=[],d=0;da&&75==a.getAttribute("data-jc")?a:document.querySelector('[data-jc="75"]');function u(a,c){if(a)for(const d in a)Object.prototype.hasOwnProperty.call(a,d)&&c.call(void 0,a[d],d,a)}var v=/https?:\/\/[^\/]+/;function w(a){return(a=v.exec(a))&&a[0]\|\|""};const y=/^https?:\/\/(\w\|-)+\.cdn\.ampproject\.(net\|org)(\?\|\/\|$)/; function z(){var a=l;const c=[];let d=null,f,b;do{b=a;try{var e;if(e=!!b&&null!=b.location.href)b:{try{r(b.foo);e=!0;break b}catch(k){}e=!1}var h=e}catch(k){h=!1}if(h){var g=b.location.href;d=b.document&&b.document.referrer\|\|null;f=!0}else g=d,d=null,f=!1;c.push(new A(g\|\|"",b,f));try{a=b.parent}catch(k){a=null}}while(a&&b!=a);for(let k=0,x=c.length-1;k<=x;++k)c[k].depth=x-k;b=l;if(b.location&&b.location.ancestorOrigins&&b.location.ancestorOrigins.length==c.length-1)for(a=1;ab?encodeURIComponent(D(a,c,d,f,b+1)):"...";return encodeURIComponent(String(a))};class F{constructor(a,c){this.a=a;this.depth=c}}var H=()=>{var a=z();const c=Math.max(a.length-1,0);var d=B(a);a=d.c;var f=d.f;const b=d.a,e=[];d=(g,k)=>null==g?k:g;b&&e.push(new F([b.url,b.b?2:0],d(b.depth,1)));f&&f!=b&&e.push(new F([f.url,2],0));a.url&&a!=b&&e.push(new F([a.url,0],d(a.depth,c)));const h=n(e,(g,k)=>e.slice(0,e.length-k));!a.url\|\|(b\|\|f)&&a!=b\|\|(f=w(a.url))&&h.push([new F([f,1],d(a.depth,c))]);h.push([]);return n(h,g=>G(c,g))}; function G(a,c){const d=p(c,(b,e)=>Math.max(b,e.depth)),f=q(d+2);f[0]=a;m(c,b=>f[b.depth+1]=b.a);return f}var I=()=>{const a=H();return n(a,c=>E(c))};function J(a){try{const c=I();c.pop();const d=2083-a.length-5;for(let f=0;f{if(!(.01var url = 'https://googleads.g.doubleclick.net/dbm/ad?dbm_c=AKAmf-CtO_bgaAM6nqXFU7flPsX91A0rYVH8fcS3fr_h3Ov7iysYVM7lYph82p4B7f4YtUbzmQ4bnhOdXE_QpULrRYti1_WrgA&dbm_d=AKAmf-DVnwMoeaM4BpCcz2v5PfBdvX5nGF-DQV56Q_xUQMqZMi0fSbD9KSxydKEryCLM_QygapV_mZ64vk1ID8JASbzp5ZrtiNMSXu23U0ZMW5epOtFx1DWyOW0CJ7glP-ZTjIAJ_s2A1rMXVte-BM7nWH1T8Wt2miAn9nrhqFi-35hXNlbIoM4p-Yjdvb-j5jxpNIMqeDo2oiL4DMlfTsbomZqsX5q6GX1e8yamTg3AvZtRJF9VIqbgq_vgoD3HEkh1XBIG1blhJqUhqQcBx9d5hj26-bG_BWL4T0-yEX62kDwWQLdKL1ePYAeBnxCPNdt01iwM1i2yWuSsmnfo-57TGPBm_munbFRo35SKNTY5lQMff1Tnw0EHmAT2iCglW_Xj2YBgf4vH13Z8JG58a9RFSK2hPXxHR3AecJOUjostQ0lpycg5gq9JtQooZWZ5qBmM6YRp036x4Vipx3Dtw-jo3-O8AsQMIb4teFW_-aggTMixT8mCxfY2PALmvOGMBtjgOmddHaNEyJB96gYuj1pwnUC4qZ94KYbQJH2n8pBLGVtvAsyp7gtb3Q_RtHnrnUxE4o3PjBlVJsjvbd1n5oDuapfOGi_96CwFuy7bJPVgrQ_YUthl4uE64UoANwGCeMDHCckqMv2WuvKwTdExWoUF64lyGQLdMJHvTZWlH9IBMqnK-obpGoq0-u4tPcCbz2YZ2xEeazXeI0Kq2CyYJv0KSvo1Z8l0EnRZb8IZtjsDrRvFdkDHHiQHCTL9jFHnCGobF6IPeqczaexcto__iM5y6LeCU-xGlIKbLsqOfcNu0pZOlVZFUzAcRQOkdT-QzxPnksjHE0HXLOc4tBs4Of2qNqI8FJvHzPs7NQX6xzFKPGbMqHUsB2kZS3cG6H3l7LCJczQJlKZ_Gue0Zr5OAsEFOCA82FWLR4mhO3B-Qu95XLHNo8eJ-zvWhTcO6TDjx13PicT02puMR0_DQdJMRTk16S4gH2bRi3-lKkcGAOm0S_dRGG-pBNZD9h2F8e7f5gfhxbAcPMDq_g6fEJQQh-5-drLc9CTAthgGV7pbnfC90e5qQLIz0XRunji8-VwkesjeuKpR1SLhok9z-wgSktgt4Kx05WqTYrB81P3QQ_4Nj9H6Xv13xCChXNj7t2ONyWtnGQl8EQn6W1kFBgMUuBtfGVUitfrX12K6Alds9DodGNXm4A219bCZ6cNJAPWec5Ahx1_yUBvoCDHwMWJYBR79D75pB3NBILuj6rmGmhDSicFfdumWrs-DaxU70zNTmAIlpnkBxuELzdxBOJjnMVI7O1Aq0-q1Nvc-w9fRCdmlS4CI4LCH6PzeCnnzQFSy6pJSb8FPVnrzhOf14Pftak5r9bkKSIibE2mbR1u7GMbGjxp5SLJcIV5Hgk-SEE_iRq1x3sxlveeq5qaj6RLSqBb9NbfdindoahOyW2MAYNDorgudiLq7k7xR97IrdsudepNGie4k5HVuCsIPbtW-Gioc7CWvY5AO4qTeDEVdNbQeRRnSyCK0Pz0L7zhEBzRlbjg7kwb6Szw6_-h6MU88W7SWBC6gIv4saNo6EXzFx7qgS6-pJkXL7WLJdknM18DLdDxrTYmDFKYZaa8OrhE7oYicgUXJP1CFst6P-6ofG8t0bMR5V6Qh7TwjK0HxqYMse-HmGZqqb8XUC4gFmJIdlZrN5RD8GOfW_dlAPUaDZ1r-KZtPujZundZyNGQdrBNiPQCKk-GhJiFkn8FqMvX8GcUdF8T0fHbE_O_yXlRKGdVgPzOdCfr62e6dl0XV6o-5TsHDqdlaDImCVeHUs2oxyYoodhoo7CTHHwh-hK1iQJpd3WnvY7TKZ0JTpYlmQDO6FclWlHQsCnzYU2Nbo1woOiPDIQ7ypNeXbhekrA1MkGLY0ZxNNXPra2lmyMH09NM83uw9vau7AifLyBdiDHLtMpWfUdyU4tnMrE4-ey3KSb0tVWVOmjDfbUdN8gJvfhBT3NPWAaxeVOA_aaBBtb6V9L5wCjQDxRNopyjGX6U68-kdIlwMu7pEhMf-XlpKA6lqH21zXGZtpiz56SDnOYaY0cTQDJVL3UYnx-TelV9BR91W8rXBbcBbkVYzrqGsXXXhX6iY__aNAxG8hJUa0qR3arJyvZtzkE13hRFAftiZT8Uz90TRx6Lhg9Ymx2z2Lw4UuRDjgpoEHnU-4V2YWA9Zrm0ta9JdASQ1WLScd_sz6wegBxQ7xdO6RvQurPNdD1V236tQ3NnU6dgeo-gdyDKfTc-hLHrbkuWtOCjTPgI4PncHT17D_27ySkAwcNiYhkyBH_eFszWL-V2LA3zjMlSJGDHas9J-o6NudxWIkqrh1qFp_ZMlOveetrDBfm4v9H48ianKbAOAlKdOZo-E9k2C9DnfBfXnMU1aNoTTP420YfkuU3-P0E6M7Y-sdz3YLFxoeGkzCIeB0jX1Blj87ZRRi_SZUCiqi_xhkraXEiqHP45nATqynvyMQHMFq4jxXyFw3xIrZ7XsEUc272UCdfddyAhkpmoKvEVnHzCb3wnWFiEdVodHH1SFEGtm2nuyXZBBcxRXFFRfCE97K6Lfwstbe4EZau5Pg7JgE6rwyZIlJsR2gZslboe8RmGqgSgyUq-lYRxZ9LlG0OBm1_AITnCy1WMVH_h1L-eb5um6zk2WHqbwe630gwdQVhP1MPuOFx1vr7NRb3x6D9I8K85ETUwtliN0kC_iwuaMErkntda9zUktVSrDyMK7_v1k-Y31CBwGLXQJLwBn2pFU&cid=CAASEuRoaMGML8NKi_djreq_-rzfRg';document.write('');	oercommons	2025-03-18T00:34:16.971436	05/02/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/65913/overview", "title": "Marketing Mix", "author": "K B" }
https://oercommons.org/courseware/lesson/70317/overview	Topic: Graphic Novel/Comic Strip \| Objective \| Value children’s literature - Investigate graphic novel books - Choose to read outside of required minutes - Find enjoyment in reading \| \| Materials \| - “The Bad Guys” by Aaron Blabey book series - Paper for comic strips - Colored pencils/crayons for illustrations \| \| Collection of 6+ Texts/Description \| - Bk #2- The Bad Guys in Mission Unpluckable by Aaron Blabey - The “Bad Guys” are back to complete another rescue mission. They must save 10,000 chickens from Sunnyside Chicken Farm. Their battle is not easy though, as they must navigate who the good and bad guys actually are to save the chickens. - Bk #4- The Bad Guys in Attack of the Zittens by Aaron Blabey - Another rescue mission? Yes. This time they must find a way to defend the Earth from the Zittens which are alien kittens. Will they be able to do it? - Bk #5- The Bad Guys in Intergalactic Gas by Aaron Blabey - Will the world end? The Bad Guys are back to try and save the world. Will they steal a rocket? Will they save the world? The adventures that the Bad Guys go through in this book are definitely worth the read. - Bk #6- The Bad Guys in Alien vs Bad Guys by Aaron Blabey - Wait! Where are the Bad Guys going? They are disappearing quickly. Who is taking them? It seems to be a creature with tons of teeth and way too many butts. - Bk #7- The Bad Guys in Do-You-Think-He-Saurus? by Aaron Blabey - Dinosaurs. DINOSAURS! They time traveled and landed in the wrong time. How will they get back? What will happen to them? They must get back home before an evil alien destroys the whole world. - Bk #8- The Bad Guys in Superbad by Aaron Blabey - The Bad Guys now have superpowers. The only thing they know how to do right now is to get their pants to fall off in public. But someone is here to destroy the world and they must find a way to use their powers to stop him. \| \| Plans for Classroom Management 1. Attention Getter (AG)2. Moving Around the Room (M)3. Engagement Strategies (ES)4. Expectations (E)5. Activity Directions \| Attention Getter (AG):- T: * clap clap clap - S: * clap clap clap Moving Around the Room (M):- If you have ever read a graphic novel stand on __ side of the room, stand on the other if you have not - If you like __, you may go get your supplies Engagement Strategies (ES):- Allow students to look through the books - Allow students to tell their connections to other graphic novels they have read - Play music while working on their comic strip - Partner or individual work - Read the story with lots of expressions - Ask questions during the reading Expectations (E):- Sitting quietly and listening during reading time - Raise their hand if they need the teachers’ attention - Laugh, smile, or react with their emotions to the story - Make an appropriate comic strip - Clap after each student shares Activity Directions (AD):- Review graphic novel books and discuss the order they go in - Choose one topic that can be described in 5 boxes or less - Make a plan - Gather materials - Work on the comic strip - Share your work PROCEDURES \| Bulleted Plans- Set - Read literature - Engage in activity (I do, we do, you do) - Book talk other books . \| - Open the book to any page in the book, “The Bad Guys in Mission Unpluckable” - “Today we are going to be reading a book with a lot of comics in it! A comic is a book with a lot of pictures where people are talking back and forth and looks like this!” (Show page) We are going to be reading some of this book to you and we want you to focus on how the pages look!” - Read chapter one from “The Bad Guys in Mission Unpluckable” - Once finished reading, ask students what they noticed about the pages and how they were set up. - T tells ST about the activity they will be doing. - We are going to make our own comic strips today! - Bring more examples to show students. - Have them brainstorm ideas of what they want to write about. - After they think they know what they want to write about, come share with us! - If they are struggling to come up with ideas, T will help students by asking about their day and what stuck out, about something they dream of doing, their future job, if they have ever wanted to be a superhero, etc! - Hand students paper and markers and let them get to work! - Have premade comic strips to fill in or paper. ST choice on how they want to do it - Make sure students know if they need help, T will be walking around! - Stand up, hand up, partner up and share with a partner about what your comic looks like. \| \| \| \| \| \|	oercommons	2025-03-18T00:34:16.997006	Reading	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/70317/overview", "title": "Graphic Novel/Comic Strip: Making Reading Fun", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/113667/overview	Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations Overview The U.S. Department of Education Office of Educational Technology’s new policy report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks. Introduction The U.S. Department of Education (Department) is committed to supporting the use of technology to improve teaching and learning and to support innovation throughout educational systems. This report addresses the clear need for sharing knowledge and developing policies for “Artificial Intelligence,” a rapidly advancing class of foundational capabilities which are increasingly embedded in all types of educational technology systems and are also available to the public. We will consider “educational technology” (edtech) to include both (a) technologies specifically designed for educational use, as well as (b) general technologies that are widely used in educational settings. Recommendations in this report seek to engage teachers, educational leaders, policy makers, researchers, and educational technology innovators and providers as they work together on pressing policy issues that arise as Artificial Intelligence (AI) is used in education. AI can be defined as “automation based on associations.” When computers automate reasoning based on associations in data (or associations deduced from expert knowledge), two shifts fundamental to AI occur and shift computing beyond conventional edtech: (1) from capturing data to detecting patterns in data and (2) from providing access to instructional resources to automating decisions about instruction and other educational processes. Detecting patterns and automating decisions are leaps in the level of responsibilities that can be delegated to a computer system. The process of developing an AI system may lead to bias in how patterns are detected and unfairness in how decisions are automated. Thus, educational systems must govern their use of AI systems. This report describes opportunities for using AI to improve education, recognizes challenges that will arise, and develops recommendations to guide further policy development.	oercommons	2025-03-18T00:34:17.010132	03/02/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/113667/overview", "title": "Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations", "author": "Rebecca Henderson" }
https://oercommons.org/courseware/lesson/101854/overview	Education Standards The Kindergrams Classroom Guide Overview The Kindergrams Classroom Guide, intended for use with the Kindergrams audio files, helps strengthen young children's cultural curiosity and allows them to compare their own customs, traditions, and beliefs to other children and families around the world. Sparking children's cultural curiosity through conversations. When children develop a curiosity around others' customs, identities, and perspectives, they may begin to see themselves as part of a larger, global community. With this goal in mind, 2020-2022 Learning Sciences Exchange Fellows Lilian Anekwe, Emmy O'Dwyer, John Sessler, and Medha Tare created a series of audio files, or Kindergrams, in which children from around the world share their unique cultural experiences. The Kindergrams team also created the accompanying guide, linked below, which educators and caregivers are encouraged to download and use to spark discussions with the global citizens in their lives. To see how Kindergrams came to be, we invite you to watch the team's video, which was presented at the 2022 LSX Summit.	oercommons	2025-03-18T00:34:17.043673	Social Science	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/101854/overview", "title": "The Kindergrams Classroom Guide", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/80411/overview	Grade 10 Information Technology: Algorithms and IPO tables Overview This is an informal educational resource, created for an assignment for an Honours programme module EDUC4032A at the University of the Witwatersrand, Johannesburg, South Africa Introduction and Information Welcome to Information Technology for grade 10! In this unit, we will focus on the fundemental basic of programming - planning. We will look at how to plan a program using flowchart and pseudocode algorithms and also how to fill in Input Process Output tables. You will find the find the table of content below. The following icons will appar throughout the unit, take note of their meaning: Lesson objectives - Before each lesson, lesson objectives will be given. Content - Lesson content is delivered below. Multimedia - This could be any form of media, either a video or PowerPoint to help during your lesson. Activity - Activities are given to you to practice and master the content covered. Table of content Lesson 1: Introduction to algorithms Lesson 2: Flowchart and Pseduocode algorithms Lesson 3: Input Process Output (IPO) tables Quiz and Task To start, click on 'Lesson 1' on the table of contents to take you to the first lesson. Lesson 1 - Introduction to algorithms By the end of this lesson, you should be able to: - Explain what an algorithm is. - Describe the characteristics of an algorithm. ---------------------------------------------------------------------------------------------------------------------------------------------------------------- What is an algorithm? Look at the picture below. Can you explain how you would get from house A (your house) to House B (your best friend's house)? You would have planned an agreed that you could turn left from your house, walk until the fourway stop, turn left and continue walking till you reach your friends house. This required you to explain a logical, step-by-step way to get to house B. This sequential explanation is known as an algorithm. algorithm – an ordered list of steps for carrying out a task or solving a problem. To write a logical step-by-step method to solve the problem is called algorithm, in other words, an algorithm is a procedure for solving problems. Algorithms are used in our everyday lives and we probably don’t even realize it. For example, when we make coffee or when we drive to the supermarket, we follow a set of logical steps to complete the task. This is also an algorithm. While there are no specific rules about how to write an algorithm, once it is complete it should meet the following criteria: - There must be a limited number of steps, the steps must be: - detailed and specific - clear and unambiguous - each step should: - consist of a single task - all repetitions must have clear ending conditions - there must be at least one result (or output). Watch the following video on what an algorithm is. Go to home page Go to lesson 2 Lesson 2 - Flowchart and pseudocode algorithms By the end of this lesson, you should be able to: - Describe the elements of flowchart and pseudocode algorithms. - Draw/ write flowchart and pseudocode algorithms. ---------------------------------------------------------------------------------------------------------------------------------------------------------------- - We know that an algorithm is a sequence of steps that helps us solve a problem or compelete a task. - There is no specific way to create an algorithm but it must meet certain criteria. Do you remeber what they are? Flowchart and pseudocode algorithms In computing, there are two main ways that an algorithm can be represented: Flowchart and pseudocode. The PowerPoint presentation below will further elaborate on this. PowerPoint: Flowchart and pseudocode algorithms Here is an example: Ask the user to enter their age and if they are above 18, they are eligible to get a driver’s license. Display whether the user can get their driver’s license or not. The pseudocode algorithm for this would be BEGIN GET Age IF Age >= 18 THEN DISPLAY ‘You are eligible for a drivers license.’ ELSE DISPLAY ‘ You are too young for a drivers license.’ ENDIF END The flowchart equivalent of the same problem would be Activity: creating flowchart and pseduocode algorithms Draw and write a flowchart and pseudocode algorithm for the following scenario: Display the age of a user, by getting their year of birth. Note: Type out and draw your algorithms on Microsoft Word and submit your document below. Use the link below to submit on Assignments Submit on Google Classroom Assignments Go back to lesson 1 Go to lesson 3 Lesson 3 - Input Process Output (IPO) tables By the end of this lesson, you should be able to: - Explain what an IPO table is. - Discribe the input, process and output in a given scenario. - Fill an IPO table, based on a given scenario. ---------------------------------------------------------------------------------------------------------------------------------------------------------------- Input Process Ouput tables We already know that a computer processes information by means of the IPO cycle, shown below In porgramming, we use IPO tables to list all input and output variables and components that we will use when coding, as well as list all the processing that takes place in the program. The below example will show how an IPO table is constructed. Example The pseudocode below allows the user to enter two numbers and sum of the numbers are displayed. Construct an IPO table to show all the input and output variables and the processing in the program. BEGIN ASK user to enter number GET iNum1 ASK user to enter number GET iNum2 iAns ßiNum1 + iNum2 DISPLAY iAns END Input \| Process \| Output \| The user has given these numbers, hence input iNum1 iNum2 \| The two numbers are added iAns ßiNum1 + iNum2 \| The answer will be displayed in this variable iAns \| Important things to remember - Anything that is recieved from the user is an input and will go in the input column. - All calculations or determinations will go inr the process column. - Anything that needs to be displayed will go in the output column. Go back to lesson 2 Go to Quiz and Activity Quiz and Task You have reached the end of the unit To test your knowledge on the content covered in this unit. Take the quiz below.	oercommons	2025-03-18T00:34:17.081099	05/15/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80411/overview", "title": "Grade 10 Information Technology: Algorithms and IPO tables", "author": "Faghrudean Whittington" }
https://oercommons.org/courseware/lesson/97248/overview	Civil Communication Lesson Plan - Speak the Unspoken Overview This lesson plan is made for two learning objectives: Ss will be able to find reliable resources on the internet (Digital literacy skill) Ss will be able to present a specific and realistic action plan (Speaking skill) Title of Lesson Plan: Speak the Unspoken \| \| Audience (Age, English Level): ages 18-22, A1- B1 \| \| Time/ Duration: 3 credits (150’) \| \| Two Sentence Overview of the Lesson Plan: \| \| Resources Needed: \| \| Learning Objectives: \| \| Warm-Up: Review the previous lesson \| \| Time 10’ 30’ 5’ 15’ 20’ 30’ 20’ 20’ \| Activities/Instructions Warm up 1—Fake news/ videos/ reliability of sources Play a fake video of “Spaghetti-Harvest in Ticino” to raise Ss’ awareness about unreal website sources and teach them to think critically https://www.youtube.com/watch?v=8scpGwbvxvI we need to be critical of the resources we have on the internet CARS model Explain the CARS (Credibility Accuracy Reasonableness Support) model to evaluate the website sources when they do the research. We can also use the other sources (we can see from the link given) After Ss learn the theories, we also learn together by providing case study on the real ‘problematic’ websites. Bridging One of the benefits in understanding using CARS model is doing research in seeking solutions to the problem (bullying issues in particular) from the websites. Warm up 2 Ask the Ss: “Look at the images on the slide. What do you notice in the pictures?” Once students mention bullying, have them discuss with a partner related to their experiences of bullying. Group Assignment—Ask students to discuss and record answers to these questions: Group work Ss work with a group of 4 or 5, with the instruction given, while T can supervise their progress Group Presentation There are two options Feedback session There are two options \| Closing/Debrief \|	oercommons	2025-03-18T00:34:17.126419	Reading Literature	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/97248/overview", "title": "Civil Communication Lesson Plan - Speak the Unspoken", "author": "Languages" }
https://oercommons.org/courseware/lesson/102340/overview	NANOCATALYSIS Overview The topic of my research in Chemistry is Preparation of Heterogenous Catalysts and their applications in various Organic reactions. This is the broad area of my research. I have identified this field of interest on which I would be spending the next 2.5 to 3 years roughly. Nanotechnology is concerned with the exploration of new nano systems in the physical, chemical and the biological world. The fascination with the nanoscale materials arose from the acquisition of new traits at nano scale, and how the changes in size and shape attribute to change in properties. By replacing traditional bulk materials with equivalent nanoparticles (NPs), we can provide environmentally acceptable and cost-effective approaches for transforming basic materials into valuable chemicals and thereby enhance and use them as active and stable heterogeneous catalysts. Through all the literature survey which I have done, I have designed a 3-stepped process for the synthesis of my heterogeneous catalyst. SUMMARY Summary of the Research Topic Bhuwaneshwari. C Junior Research Fellow Nanocatalysis & Drug molecules Laboratory Centre for Nano and Material Sciences JAIN (Deemed-to-be University) Jakkasandra Post, Kanakpura Road Bangalore-562 112. TABLE OF CONTENTS TABLE OF CONTENTS Sl. No. \| Title \| 1 \| Abstract \| 2 \| Introduction \| 3 \| Method \| 4 \| Conclusion \| ABSTRACT OF THE RESEARCH TOPIC Abstract The topic of my research in Chemistry is Preparation of Heterogenous Catalysts and their applications in various Organic reactions. This is the broad area of my research. I have identified this field of interest on which I would be spending the next 2.5 to 3 years roughly. Introduction: Chemical reactions are a part and parcel of chemistry wherein we try to bring about transformations in the chemical structure and nature of various chemical substances. While trying to do so, we come across many challenges and unexpected delays in the reaction processes. So, we use catalysts to enhance the process productivity and ease the process. Catalyst is a chemical substance which alters the rate of the chemical reaction without itself undergoing any change. There are two types of catalysts namely, homogeneous, and heterogeneous catalysts. They are distinguished based on the physical state of the reactants and the catalyst itself. When both the catalyst and the reactants are in the same phase / physical state, they are called as homogeneous catalysts and the process is known as homogeneous catalysis. When both the catalyst and the reactants are in different phase / physical state, they are called as heterogeneous catalysts and the process is known as heterogeneous catalysis. Though homo and heterogeneous catalysts have their own advantages and disadvantages, I am trying to synthesize a heterogeneous catalyst and upgrade its usability. Synthesizing new catalysts is always a hot topic of discussion and has a lot of scope for research in Chemistry. I am trying to center my research and attention on nanotechnology for the synthesis of the catalyst. Nanotechnology is concerned with the exploration of new nano systems in the physical, chemical and the biological world. The fascination with the nanoscale materials arose from the acquisition of new traits at nano scale, and how the changes in size and shape attribute to change in properties. By replacing traditional bulk materials with equivalent nanoparticles (NPs), we can provide environmentally acceptable and cost-effective approaches for transforming basic materials into valuable chemicals and thereby enhance and use them as active and stable heterogeneous catalysts. Through all the literature survey which I have done, I have designed a 3-stepped process for the synthesis of my heterogeneous catalyst. METHOD - STEP 1 Method Step 1: To prepare a phytochemical extract which would be rich in flavonoids, saponins, steroids, terpenoids, glycosides, phenols, tannins, and alkaloids. This extract would form the base for the catalyst. There are various substances which have been used to get the phytochemical extract like banana leaves, sapodilla fruit, coconut shells, Amaranthus and so on. Their literature details have been attached. I will have to think of some unique substance to get the phytochemical extract to increase the novelty of my work. The solvent / solvents in which the extract has to be put and their proportion in volume has to be decided. The duration of the reaction is also to be standardized and optimized. Once the extract is got, I have to check for the presence of various phytochemicals and also the various functional groups present in it by giving my sample extract to different spectroscopic studies. METHOD - STEP 2 Step 2: The preparation of some support to hold the metal catalyst on the surface of the extract and thereby prevent agglomeration of the heterogeneous catalyst is the next step. I have found through various literature survey that different types of substances can be prepared as the support like graphitic carbon, Boron carbon nitride etc. I am trying to zero down on any one of the supports used so far. I wish to make its synthesis easy and effective, in other words as a one pot synthesis. METHOD - STEP 3 Step 3: The next step would be the preparation of the heterogeneous catalyst using the extract and the support. Here I have to add a metal which will act as a catalyst. Innumerable work and papers have been produced in this regard. I have attached a few papers in this regard. Several factors have to be kept in mind regarding their synthesis as their applications play a very important role in deciding the novelty of my paper. I have many d-block transition metals to chose from. But I have some important pointers to concentrate on. I am working on heterogeneous catalysis with Green Chemistry as my basis. All my reactions should be environment friendly, catalyst recyclable and reusable for many cycles. So I have to decide on the metal very diligently because the future of my research, for my next 3 years will revolve around this metal. One the catalyst has been prepared, I will have to give the sample for various spectroscopic studies and check for the usability of the catalyst. Spectroscopic studies give various details regarding the internal morphology, various functional groups present, thermal stability of the catalyst, mass of the sample and so on. On careful examination of all these, I can start working on the application part of my catalyst. There are various applications of the catalysts in Chemistry. I have to work on what reactions work best with my catalyst and also keep a check on the novelty of my work. Many chemical reactions like Suzuki-Miyaura cross coupling reaction, Knoevenagel reaction, Kumada coupling reaction, aromatic aminations, dye degradation reactions, antimicrobial activity and even energy storage capability of the heterogeneous catalyst nanoparticles have to be studied. Once all these have been done, and hopefully it works well as per my plan and design of the research, I will be able to get a firm foot on this initial part of my research which I will have to take it further by working on its future scope and applicability to the society in the best possible way. I wish to design my research further by using 2 or 3 metals as the base which is called as the LDH (layered Double Hydroxide). I plan to synthesize them which have much more diverse applications as electrocatalysts for oxygen evolution reaction and also form high performance supercapacitors. These are the areas which haven’t yet been explored a lot in Heterogeneous catalysts – Green chemistry. I even wish to carry out a comparative study regarding the various combination of metals used as LDH and find which are the best combinations and why and under what conditions. CONCLUSION Conclusion To conclude, I see a lot of scope and novelty in the work which I have designed. However, I am yet to do a lot more literature survey and keep updating my work and knowledge so that I reach the pinnacle of success in my research area on Heterogeneous catalyst nanoparticles and their applications.	oercommons	2025-03-18T00:34:17.166341	03/30/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102340/overview", "title": "NANOCATALYSIS", "author": "Bhuwaneshwari Chandrashekharan" }
https://oercommons.org/courseware/lesson/94526/overview	تقويم الأسنان Overview يهدف الموقع الى تدريب الطالب وتعليمة ويحتوي على تعريف تقويم الأسنان وأهميته ومميزاته وفوائده وأضراره وعيوبه وأنواعه ومراحل ومدة تقويم الأسنان ونصائح للحد من أضرار التقويم تقويم الأسنان مرحباً بكم إعداد/الطالبة دوله محسن الصبري إشراف/أ. د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| ------------------------------------------------ يهدف الموقع إلى تدريب الطالب وتعليمه ويحتوي على تعريف تقويم الاسنان وأهميته ومميزاته ومراحله وانواعه وفوائده وأضراره وعيوبه وكذلك معرفة مدة تقويم الاسنان وماهي الأطعمة المفضلة والممنوعة عند تركيب التقويم وأيضاً نصائح للحد من تقويم الأسنان المواضيع مرحباً بكم إعداد/ الطالبة دوله محسن الصبري إشراف/أ. د/ أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| تعريف تقويم الأسنان اهمية تقويم الأسنان مميزات تقويم الأسنان فوائد تقويم الأسنان عيوب تقويم الأسنان أضرار تقويم الأسنان أنواع تقويم الأسنان أنواع انحراف الأسنان مراحل تقويم الأسنان الأطعمة المفضلة عند تركيب التقويم الأطعمة الممنوعة عند تركيب التقويم نصائح للحد من أضرار التقويم مدة تقويم الأسنان من نحن مرحبا بكم إعداد/الطالبة دوله محسن البصري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| نحن طلبة الدفعة التاسعة قسم تكنولوجيا التعليم والمعلومات المستوى الثالث شعبة الحاسوب كلية التربية جامعة اب تعريف تقويم الأسنان مرحبا بكم إعداد/الطالبة دوله محسن الصبري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :تعريف تقويم الأسنان تقويم الأسنان مُعرّف رسميا من قِبل الجمعية الأمريكية لتقويم الأسنان بــ "مجال طب الأسنان المعني بالإشراف والتوجيه والتصحيح لنمو الهياكل والمكونات العظمية للوجه والأسنان، بما في ذلك تلك الظروف التي تتطلب تحريك الأسنان أو تصحيح العلاقة بين الأسنان وعظام الوجه من تطبيق قوى معينة (أو) تحفيز وتوجيه نمو عظام الوجه والأسنان أهمية تقويم الأسنان مرحبا بكم إعداد/الطالبة دوله محسن الصبري إشراف/ أ.د/ أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :أهمية تقويم الأسنان لاعوجاج الأسنان تأثير على وظائف الفم، من مخاطبة الناس والأكل والابتسامة الجميلة وغيرها، كل هذه الوظائف هي في غاية الأهمية :الأكل إن انطباق الأسنان واصطفافها بشكل سليم يؤثر على القدرة على الأكل وبذلك يؤثر على الصحة العامة فلو كانت الأسنان متزاحمة لما استطعنا مضغ الطعام بشكل جيد وببساطة يتجه الإنسان لأكل المأكولات اللينة سهلة المضغ وهذا سيؤدي إلى سوء التغذية على المدى البعيد، ويزيد من سوء انطباق الأسنان وتفاقم مشاكل اللثة ولذلك ينصح الإنسان بزيارة طبيب أخصائي في تقويم الأسنان :التنفس لصحيح إن استخدام الأطفال للمصاصة لمدة طويلة قد يؤدي إلى ضيق الفك العلوي، مما يسبب تنفس الطفل من فمه بدلاً من أنفه وهذه المشكلة سوف تصحح تلقائيا عند توسيع الفك العلوي باستخدام التقويم :الكلام بشكل جيد سوف يواجه الطفل صعوبة في النطق، وذلك بسبب عدم انطباق الأسنان بالشكل الصحيح وعدم القدرة على النطق الصحيح قد يؤثر على نفسية الطفل، فلن تكون له الجرأة الكافية للمشاركة مع زملائه :الشكل الجميل الأسنان الداكنة نتيجة للصبغات والأسنان المتعرجة والمتكسرة وغيرها هي مشاكل ليس من السهولة تركها والتكيف معها دون تصحيح. على الآباء أن يعلموا أن أبنائهم مهتمين باعوجاج وتزاحم أسنانهم ومنظرها ففي آخر استبيان تم بواسطة المركز العالمي للصحة أظهر أن 50 % من الأولاد والبنات الذين أعمارهم بين 12-17 يرغبون بزيارة طبيب الأسنان بسبب منظر أسنانهم ومنظر أسنان الأطفال قد يؤثر على مستواهم الدراسي، وذلك لخجلهم منها فلا يشاركون ويتجاوبون مع مدرسيهم مما يجعل المدرسين يأخذون فكرة غير جيدة عنهم كعدم الاهتمام أو الغباء مميزات تقويم الأسنان مرحبا بكم إعداد/الطالبة دوله محسن الصبري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :مميزات تقويم الأسنان :أولاً من حيث الجانب الوظيفي فاصطفاف الأسنان بشكل جيد يؤدي إلى قيامها بوظيفتها (مضغ الطعام) على أكمل وجه، كما يلعب اتساقها دورا مهما في نطق الحروف بشكل جيد :ثانياً من حيث الجانب الجمالي فالأسنان المتناسقة والمرتبة أجمل من الأسنان الغير منظمة، فهي تحسن المظهر العام والشكل الخارجي لصاحبها :ثالثاً من حيث الجانب النفسي فالأسنان المتناسقة والمرتبة أجمل من الأسنان الغير منظمة، فهي تحسن المظهر العام والشكل الخارجي لصاحبها فوائد تقويم الأسنان مرحبا بكم إعداد/ الطالبة دوله محسن الصبري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :فوائد تقويم الأسنان يساعد في تحسين مظهر الوجه بشكل عام كما يقوم بحل مشكلة نتوء الفكين يعمل على معالجة النطق يتخلص من مشكلة الأسنان الغارز ويقوم بعلاجها بدون الحاجة إلى تدخل جراحي يساعد على تقوية اللثة والأسنان ويقي من الإصابة بأمراض الفم ويرجع ذلك لأنه يساعد في تقوية المناعة يساعد على تقوية الأنسجة المحيطة بالإنسان :وفيما يلي أهم فوائده للريجيم يحتاج الإنسان إلى وضع نظام غذائي محدد حتى يستطيع توفير ما يحتاج إليه الجسم من أطعمة وعناصر غذائية وبالتالي يتعود الجسم على نظام معين من الغذاء يناسب وضع التقويم يتم تحديد بعض أنواع الأطعمة التي لا تتسبب في ضرر للتقويم وبالتالي فإن صاحب التقويم يمتنع عن تناول العديد من الأطعمة للحفاظ على تقويم الأسنان يبتعد الإنسان عن تناول المشروبات السكرية والحلويات والمشروبات الحمضية وعصائر الفاكهة والكرمل أو الحلبة أو الحلوى الصلبة أو غيرها للحد من تسوس الأسنان وفشل التقويم التغيير الذي يحدث في النظام الغذائي للمريض يجعله يفقد الشهية وبالتالي يفقد الوزن الزائد حيث أنه يبتعد عن جميع المأكولات التي تحتوي على اللزوجة وقد تزيد من وزن الجسم عيوب تقويم الأسنان مرحبا بكم إعداد/ الطالبة دوله محسن الصبري إشراف/أ.د/ أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :عيوب تقويم الأسنان :ارتشاف الجذر السني وهي أكثر مشكلة شائعة عند القيام بتقويم الأسنان وهي نتيجة منطقية للعلاج وقد يسوء حال الأسنان لدرجة فقدانها وذلك في حالة إذا كان الشخص يعاني من مشاكل أخرى مثل التهاب دعائم الأسنان حيث أن الأسنان تفقد الدعم في تلك الحالة ولكن لابد من معرفة عدم وجود دراسات تثبت فقدان الأسنان نتيجة ارتشاف الجذر الناتج عن تقويم الأسنان إلا أنه لا يمكن استبعاد حدوث هذا الضرر وتزيد فرص حدوثه كلما زادت مدة العلاج مثل حالات تقويم الأنياب المطمور :الشعور بعدم الارتياح والألم من الأثار الجانبية الشائعة للمعالجة التقويمية أن هناك حوالي 95% من مرضى تقويم الأسنان يعانون من ألم الأسنان وهناك بعض المرضى لا يتحملون الألم و بالتالي لا يكملون العلاج فالألم الناتج يكون عبارة عن ضغط وشد ويكون أكثر في المنطقة الأمامية منه عن المنطقة الخلفية فيشعر المريض بالألم بعد مرور أربع ساعات من تركيب أسلاك التقويم أو فواصل تقويم الأسنان ويزيد الألم من شدته في اليوم الثاني من بداية المعالجة :حدوث بعض التغيرات في عصب الأسنان تتمثل ردة فعل عصب الأسنان بحدوث التهاب خفيف للعصب وهو لا يعد ذو أهمية على المدى البعيد وفي حالة استخدام قوة كبيرة وغير منتظمة في عملية التقويم فان ذلك ينتج عنه فقدان حيوية لب الأسنان وهذا يعني أن القوة المستخدمة في تقويم الأسنان تكون خفيفة في العادة :تسوس الأسنان يكون تسوس الأسنان وزوال تكلسها بظهور بقع بيضاء على السن وهو ضرر شائع جداً في حالة تقويم الأسنان وهو يعد بداية لحدوث نخر الأسنان ويصاب بتكلس الأسنان حوالي 50% من مرضى تقويم الأسنان فالأسنان الأمامية الأكثر تأثير بزوال التكلس ولكي نحافظ على الأسنان ظهور البقع البيضاء يجب السيطرة على البلاك الموجود على الأسنان عن طريق الاهتمام والعناية بنظافة الأسنان بمعجون أسنان يحتوي على الفلوريد واستخدام مضمضة تحتوي على الفلوريد أيضاً أضرار تقويم الأسنان مرحبا بكم إعداد/ الطالبة دوله محسن الصبري إشراف/أ.د/ أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :أضرار تقويم الأسنان تعد عملية تقويم الأسنان أمنةً بشكل عام إلا أنها قد تكون مصحوبة ببعض المخاطر في بعض الحالات ويمكن الحد ويشار إلى أغلب هذه المخاطر تكون بسبب عدم اتباع نصائح الطبيب المعالج بشكل دقيق كما سيتم ذكره لاحقاً وإما عن بعض المشاكل الصحية السابقة في الفم فهذه المخاطر تكون ناجمة إما عن عدم الاهتمام بنظافة الفم بسبب تقويم الأسنان حيث أن علاجات التقويم الحديثة أكثر دقة وسهولة وتحقق نتائج أسرع من السابق لذلك يجب الحرص على تنظيف الأسنان بعناية خلال فترة تركيب التقويم بسبب إمكانية تجمع الطعام بين أجزاء التقويم وزيادة فرصة تشكل الجير على الأسنان خاصةً في حال تناول السكريات من العصائر والأطعمة بشكل متكرر وفيما يأتي بيان لبعض الأضرار المحتملة لتقويم الأسنان تسوس الأسنان وأمراض اللثة إن تناول الأطعمة الغنيّة بالسكريّات وعدم الاهتمام بنظافة الأسنان بشكلٍ دوريّ يؤدي للإصابة بالتسوس وأمراض اللثة وكما تمّ ذكره فإنّ تقويم الأسنان لا يؤدي بحدّ ذاته إلى ذلك، ولكنه يرفع فرصة الإصابة بها، ولذلك من الضروري الحرص على تنظيف الأسنان بالفرشاة والاهتمام بنظافة الفم بشكلٍ عام خلال فترة تركيبه :بقع دائمة أو زوال كلس الأسنان تُعرَف البقع التي قد تظهر على الأسنان بعد إزالة التقويم بزوال كلس الأسنان وهي عبارة عن بقع بيضاء تظهر على مينا الأسنان، وهي أكثر أضرار تقويم الأسنان شيوعاً، ويسببها الحمض الناتج من الاستقلاب البكتيري لجير الأسنان : ألم الاسنان والانزعاج البسيط قد يشعر الشخص بألم أو انزعاج بسيط بعد تركيب التقويم خصوصًا في بداية العلاج، حيث تبدأ مواقع الأسنان بالتغير ولحاجة الفم للتأقلم مع جهاز التقويم، أو عند إجراء الطبيب تعديلات على جهاز التقويم، وتعتمد شدّة الانزعاج الذي قد يشعر به الشخص على نوع العلاج وقدرة الشخص على تحمّل الألم، و في حال كان ألم الأسنان ناجماً عن ضغط التقويم على الأسنان أو التعديل عليه يمكن اللجوء لاستخدام مسكنات الألم أمّا في حال استمرار الألم لفترة طويلة فتجب استشارة الطبيب مباشرةً :الإصابات المرافقة لجهاز التقويم القابل للإزالة يُنصح بتجنّب استخدام التقويم القابل للإزالة خلال ممارسة بعض الأنشطة والرياضات التي تتضمّن حركات خشنة، حيث إنّه قد يتسبب بإصابات للوجه :قصر جذر السنّ: نتيجة تغيّر موضع السنّ وحركته بعد تركيب التقويم قد يحدث انحلال لجزء من جذر السنّ وقد يؤدي ذلك إلى ضعف في ثبات السنّ وسهولة تحرّكه، ولكن لا يسبب ذلك في أغلب الحالات مشاكل في الأسنان، إلا أنه وفي حالات نادرة جدًا قد يتغيّر لون الأسنان أو قد يلجأ الشخص لمعالجة قناة الجذر :الانتكاس قد يحدث بعض الانتكاس لتعود بعض الأسنان بشكلٍ جزئيّ لشكلها السابق في حال عدم الالتزام بتعليمات الطبيب بعد إزالة التقويم، لذلك يجب الحرص على استخدام جهاز يُعرَف بالمثبّت وهو أداة يتمّ استخدامها بعد إزالة التقويم والحصول على الشكل المطلوب، وقد تكون ثابتة أو قابلة للإزالة وتحافظ على شكل الأسنان وانتظامها، وفي حال عدم الالتزام باستخدام جهاز التثبيت القابل للإزالة قد تبدأ الأسنان بالعودة لشكلها السابق : تكوّن أكياس عند وجود أسنان لم تندفع بشكل كامل من الفك، وقد يؤدي ذلك إلى تضرّر الأسنان المجاورة، أو العظام، أو الأوعية الدمويّة، أو الأعصاب في المنطقة، ولذلك تجب مراقبة هذا النوع من الأسنان عن طريق التصوير بالأشعة السينية أو أشعة إكس :ارتخاء التقويم في بعض الحالات قد يحدث ارتخاء أو كسر في التقويم، ممّا قد يؤدي إلى تهيّج أو جرح في الشفتين، أو اللثة، أو في باطن الخدين، مع الإشارة إلى أنّ هذه الأعراض قد تحدث في بداية تركيب تقويم الأسنان حتى دون ارتخائه، كما قد يتمّ بلع أو استنشاق أجزاء من التقويم في بعض الحالات عند انفصاله عن الأسنان عن طريق الخطأ، لذلك يجب الحرص على الالتزام بتعليمات الطبيب والحرص على إعلام الطبيب على الفور في حال الشعور بأي أعراض غير طبيعيّة، أو ارتخاء التقويم، أو تضرّره وانكساره أنواع تقويم الأسنان مرحبا بكم إعداد/الطالبة دوله محسن الصبري إشراف/أ.د/ أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :أنواع تقويم الأسنان إذا كنت ترغب باللجوء لتقويم الأسنان، أو إذا كنت بصدد تركيب تقويم الأسنان فإليك قائمة بأنواع تقويم الأسنان التي تستطيع الاختيار بينها تبعًا للحالة وبالاتفاق مع طبيب الأسنان :تقويم الأسنان المعدني يعد هذا النوع من أنواع تقويم الأسنان الأكثر شيوعًا، ويكون التقويم هنا مصنوعًا من المعدن بالكامل، ومن بين جميع أنواع تقويم الأسنان فإن التقويم المعدني هو الأقل تكلفة، كما أنه وفي كثير من الأحيان يكون الأسرع والأكثر فعالية :تقويم الأسنان الخزفي يتميز هذا النوع من أنواع تقويم الأسنان بأن حمالات التقويم التي يتم إلصاقها بالسن تكون مصنوعة من مادة خزفية فاتحة اللون حتى تتخذ لون الأسنان وتكون الأسلاك المستخدمة عادة معدنية أو مصنوعة من مادة معينة فاتحة اللون اللون المميز لتقويم الأسنان الخزفي يجعله من أنواع تقويم الأسنان التي لا يتم ملاحظة وجودها على الأسنان بسهولة، ولكن هذا يأتي مع تكلفة، فالتقويم الخزفي باهظ الثمن ويجب تنظيفه بعناية كي لا يتغير لونه الجدير بالذكر هنا أن تقويم الأسنان الخزفي يساعد على تحريك الأسنان بشكل أسرع مما يفعل التقويم الشفاف : تقويم الأسنان الداخلي من أنواع تقويم الأسنان التي قد يفضلها البعض؛ لأنها تكون مخفية تمامًا خلف الأسنان ما يسمى بالتقويم اللساني أو تقويم الأسنان الداخلي، وهنا يتم إلصاق حمالات التقويم بالجانب الداخلي من السن وغير الظاهر للعيان، وكذلك السلك يتم تمريره من خلال هذه الحمالات من الجهة الخلفية للأسنان لكن يأتي هذا النوع مع بعض المساوئ التي عليك أن تعرفها قبل أن تفكر باختياره، إذ يصعب تنظيف تقويم الأسنان الداخلي بشكل كامل، كما أنه باهظ الثمن ولا يناسب جميع الحالات ، وإن ناسب الحالة فإنه قد يحتاج وقتًا أطول لتحقيق النتائج المرجوة :تقويم الأسنان الشفاف يتكون هذا النوع من أنواع تقويم الأسنان من قالب شفاف كامل يتم تصميمه خصيصًا لأسنان المريض، ويتم تغييره كل أسبوعين، وتقريبًا تحتاج رحلة التقويم الكاملة هنا ما يقارب 18 - 30 قالبًا مختلفًا يتم تغييرها كل عدة أسابيع مع تغير المسافات بين الأسنان وتغير الإطباقة مع تحرك الأسنان من مكانها مع أن هذا النوع من أنواع تقويم الأسنان يكون تقريبًا شبه شفاف وغير ملاحظ من الآخرين، إلا أنه قد يكون باهظ الثمن ولا يناسب جميع الحالات، كما أنه قد يستغرق وقتًا طويلًا جدًا لتحقيق النتائج المرجوة أنواع انحراف الأسنان إعداد/الطالبة دوله محسن الصبري إشراف /أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :أنواع انحراف الأسنان يمكن للأسنان أن تكون منحرفة أو غير منضبطة بأكثر من طريقة وهي :البروز العلوي وهي ما يطلق عليها أسنان الأرنب حيث تبرز الاسنان العلوية بشكل كبير عن السفلية وتغطيها تماما : البروز السفلي وهنا يتراجع الفك العلوي كثيرا عن السفلي، وهذا ضد الطبيعي، إذ أن من الطبيعي أن يبرز الفك العلوي قليلا عن السفلي، وهذه المشكلة تسبب عدم النطق بوضوح مما يسبب للمريض مشاكل متعددة :البروز المتصالب حيث تغلق بعض الأسنان العلوية بداخل الأسنان السفلية أو العكس ، بدلا من إغلاقها للخارج، وهي تتسبب في مشاكل العض والمضغ وطريقة الأكل مما يؤدي إلى اضطرابات هضمية :ازدحام الفك نتيجة صغر الفك أو زيادة عرض الضروس مما يؤدي إلى تشوه الفك وهو ينتج عند نمو أسنان خلف أخر مراحل تقويم الأسنان مرحبا بكم أعداد/الطالبة دوله محسن الصبري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :مراحل تقويم الأسنان يمكن أن تستغرق مراحل تقويم الأسنان بين 6 إلى 30 شهرا حتى تكتمل جميع مراحلها، حيث يعتمد العلاج وفترته إلى حد كبير على مدى سوء حالة أسنان المريض، وجودة الألات الطبية المستخدمة، والحالة الصحية العامة للمريض وإقباله على العلاج :أولاً: الاستشارة والتخطيط تعتبر الاستشارة الطبية من أولى مراحل تقويم الاسنان، حيث يقوم طبيب الأسنان بإجراء الفحوصات اللازمة ومناقشة الحلول والبدائل المتاحة وفقا لحالتك، بالإضافة إلى المخاطر المحتملة حتى يمكن إعادة ترتيب الأسنان بطريقة صحيحة، وتشمل مرحلة التخطيط الخطوات الآتية :التقييم الطبي وهو يهدف إلى معرفة تأثير انحراف الأسنان على وجود مشاكل صحية أخرى، أو وجود مشاكل صحية سببت الانحراف في الأسنان، حيث يمكن أن يؤدي بروز أحد الفكين إلى وجود تجاويف في الفم تسبب بعض الأمراض في الفم أو الجسم، فيجب التأكد قبل تقويم الأسنان أن المشاكل الصحية تحت السيطرة أو يتم معرفتها والبدء في علاجها مع فريق أطباء متخصص كل في الحالة التي تسبب فيها بروز الأسنان وهذه الخطوة إما أن تتم في جلسة واحدة تتراوح بين نصف ساعة وساعة واحدة، أو يمكن أن تأخذ جلسات عدة للسيطرة على المشاكل الصحية : صنع نموذج للأسنان وفي هذه الخطوة يطلب الطبيب من المريض أن يعض بأسنانه على مادة هلامية تتصلب حول جميع الأسنان ثم يتم إزالتها ليعرف الطبيب الشكل المضبوط لأسنان المريض بعض صنع نموذج دقيق منها، حيث يحتاج الطبيب إلى هذا النموذج لمعرفة مكان كل سن وضرس بالتحديد ومدى ابتعاده أو اقترابه من بقية الضروس، ليضع طريقة العلاج الأنسب :الأشعة السينية وإذا كان النموذج الجبسي يحدد للطبيب شكل وبروز الأسنان من الخارج، فإن الأشعة السينية ضرورية لمعرفة شكلها ومكانها من الداخل، وهل هناك تشابك بين الجذور أيضا أم في المنطقة الخارجية فقط، كما أن الأشعة السينية تعتبر أداة فعالة في اكتشاف المضاعفات المحتملة لعملية تقويم الأسنان على المريض، كما تكشف عن وجود أي إصابات في الفك يمكن أن تكون أدت إلى انحراف الأسنان، وبالتالي علاجها في البداية : تصور الكمبيوتر وهي يتم أخذها للفك كله بالأسنان، مع تصورات لشكل الأسنان بعد العلاج، حتى يستطيع الطبيب معرفة تأثير حركة كل سن على غيره من الأسنان، والشكل النهائي للفك بعد وضع خطة التقويم، بحيث لا يكون هناك فراغات، أو أسنان أعلى بعضها البعض، كما يعرف أيضا شكل الوجه بعد العلاج من خلال صور الكمبيوتر ما قبل العلاج وعرضها على المريض للحصول على موافقته النهائية قبل بدء العلاج الفعلي : الصور الفوتوغرافية وهي يتم التقاطها لوجه المريض كله مع صور مكبرة للفم والأسنان لإجراء مقارنة بينها وبين صور المريض بعد عملية التقويم، لمعرفة الفارق، وتحديد أي عيوب في العملية وتهدف المرحلة الأولى من مراحل تقويم الاسنان إلى منع مشاكل الأسنان من التطور، ومعرفة بدائل التقويم التي تساعد في توجيه نمو العظام إلى الناحية الصحيحة من الفك حتى تعيد ترتيب الأسنان، كما أن هذه المرحلة تكون مهمة جدا للأطفال لتحديد شكل الأسنان الحالي على نموهم وطريقة حديثهم، وبالتالي اتخاذ الإجراءات الوقائية مبكرا ثانياً: مرحلة تركيب التقويم وهي تعتبر المرحلة الثانية من مراحل تقويم الاسنان، حيث يحدد الطبيب أنواع التقويم المناسبة للمريض، ويكون انتهى من التشخيص وعلاج أي مشاكل، ويمكن أن يحتاج إلى خلع سنة أو التقليل من حجم ضرس، وبعد ذلك يبدأ في تركيب تقويم الأسنان، ويكون عبارة عن أقواس معدنية، ويمكن أن تكون ثابتة أو متحركة قابلة للإزالة :التقويم الثابت التقويم الثابت هو الأكثر شيوعا رغم أنه يمكن أن يأخذ وقتا أطول، لكنه لا يتطلب زيارات دورية للطبيب، ويوجد به أقواس تسمح بحركة طبيعية للسان ولكن شكله ووجوده في الفم لأشهر طويلة يمكن أن يسبب الإزعاج للكثيرين :التقويم القابل للإزالة التقويم القابل للإزالة فهو يتم ارتداؤه لساعات محددة كل يوم، وهو أسرع في الشفاء، لكن التركيب والإزالة اليومية تكون مرهقة للكثيرين، وإن كانت ضرورية في حالة تسبب التقويم الثابت في مشاكل داخل الفم، أو كان عمل الشخص يتطلب مظهرا خاليا من تقويم الأسنان، ويكون عبارة عن قبعة للرأس وقناع للوجه وأيا كان جهاز التقويم الذي سيتم اختياره وفقا لحالة المريض وظروفه الاجتماعية، سيقوم الطبيب بتعديله باستمرار وفقا لمدى استجابة الأسنان لضغط التقويم، لذا يجب الحرص على زيارة طبيب الأسنان في الأوقات التي يؤكد عليها لضمان استمرار العلاج بكفاءة وحل أي مشكلة من التقويم مبكرا، أو تعرض أي ضرس لمشكلة بسبب التقويم وتتحدد الزيارات عادة في كل 4 أو 7 أسابيع، وتستغرق كل زيارة نصف ساعة على الأقل، حيث يقوم الطبيب بفك التقويم وتركيبه من جديد على المقاس الجديد للأسنان، وتغيير أي أقواس تعرضت للتلف بسبب الأكل أو أي إصابات أو حوادث لذا يجب الالتزام التام بالإرشادات في هذه المرحلة الأهم في العلاج حتى يستطيع المريض الحصول على الابتسامة الخلابة وعلاج أي مشاكل بسبب انحراف الأسنان ثالثاً: مرحلة الثبات وهي آخر مراحل تقويم الاسنان حيث تكون في الغالب عادت الأسنان إلى مكانها الطبيعي وانتهت مرحلة وجود التقويم الدائم أو الثابت، حيث سيصنع الطبيب بعد ذلك وحدة مخصصة بشكل الأسنان الجديد والطبيعي يتم تركيبها عليها بشكل مؤقت لضمان عدم عودة الأسنان إلى وضعها الأول وهي تكون شفافة بحيث لا تكون ظاهرة للناس، ويتم ارتداؤها لساعات محددة يوميا لفترة معينة يحددها الطبيب وفقا لحالة المريض الصحية وسنه، وشكل أسنانه بعد التقويم، وهي عملية تتطلب الكثير من العناية والرعاية حتى لا يضيع جهد الأشهر السابقة هباءً الأطعمة المفضلة عند تركيب التقويم مرحبا بكم إعداد /الطالبة دوله محسن الصبري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| الأطعمة المفضلة عند تركيب تقويم الأسنان البيض الجبن الحليب الألبان الأسماك اللحوم بأنواعها التوت العصائر الأطعمة الممنوعة عند تركيب التقويم مرحبا بكم إعداد/الطالبة دوله محسن الصبري إشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| الأطعمة الممنوعة عند تركيب تقويم الأسنان البطاط المقلي الشيبس الفشار المكسرات الجزر التفاح نصائح للحد من أضرار تقويم الأسنان مرحبا بكم إعداد/الطالبة دوله محسن الصبري أشراف/أ.د/أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :نصائح للحد من أضرار تقويم الأسنان للحد من أضرار تقويم الأسنان، والحد من تضرر الأسنان أو التقويم يمكن اتباع النصائح الآتية الحد من تناول الأطعمة والمشروبات الغنية بالنشويات والسكريات والتي تلعب دوراً في تسوس الأسنان وتشكل الجير عليها المضمضة وغسل الأسنان بعناية والتأكد من زوال جميع بقايا الطعام، ويمكن التأكد من ذلك بالنظر إلى الأسنان بالمرآة تفريش الأسنان بشكلٍ دوري وبعناية ويُفضل تفريش الأسنان بعد كل وجبة، أو المضمضة بالماء على الأقل في حال عدم القدرة على تفريشها، والحرص على استخدام فرشاة الأسنان الناعمة واستشارة الطبيب حول استخدام معجون الأسنان الذي يحتوي على عنصر الفلوريد 5- تنظيف الأسنان بالخيط مع تمرير الخيط بين الأقواس وأسلاك التقويم واستخدام فرشاة أسنان خاصة ومرنة للتنظيف بين الأماكن الضيقة وبين الأقواس والأسلاك تجنب تناول الأطعمة الدبقة مثل اللبان، والحلويات اللزجة، لأنها قد تتسبب بنزع أو سحب التقويم وأجزائه المختلفة من مكانها تجنب تناول الأطعمة الصلبة والمقرمشة مثل الجزر، والثلج، والحلويات الصلبة، والفشار، والمكسرات فقد تؤدي إلى كسر التقويم الحرص على مراجعة الطبيب بشكلٍ دوري بحسب تعليمات الطبيب للتأكد من سلامة التقويم وتنظيف الأسنان الحرص على الالتزام بتعليمات الطبيب لتجنب زيادة مدة العلاج والحد من خطر التعرض لبعض المضاعفات والأضرار الصحية يشار إلى أن تقويم الأسنان يحتاج تعاونًا تامًا مع الطبيب؛ لذلك فإن نتائج العلاج تعتمد على التزام الشخص بتعليمات الطبيب بشكلٍ كبير، والتأكد من فهم هذه التعليمات بعناية لتجنّب المشاكل والاضطرابات في الأسنان أو عدم نجاح العلاج، كما يشار إلى ضرورة مراجعة الطبيب في حال حدوث انكسار في أحد أجزاء التقويم أو في حال ملاحظة بروز جزء من التقويم سبب تهيجًا أو جرحًا في الفم، وقد يغطي الطبيب في هذه الحالة الجزء البارز بمادّة شمعية لمنع الاحتكاك مع الفم، أو يعدل التقو مدة تقويم الأسنان مرحبا بكم إعداد/الطالبة دوله محسن الصبري إشراف/أ.د/ أنور الوحش \| من نحن \| المواضيع \| الرئيسية \| :مدة تقويم الأسنان التقويم العادي: التقويم العادي يستخدم الضغط اللطيف لتحريك الأسنان إلى مكانها مع مرور الوقت، ويقوم طبيب الأسنان بإلصاق الأقواس على مقدمة الأسنان وربطها بسلك، ثم يقوم بشد الأسلاك كل 4 إلى 6 أسابيع، وهذا يحرك ببطء الأسنان أو الفك أو كليهما في مكانهما الصحيح، وتستغرق مدة تركيبه من 18 شهرًا (سنة ونصف) إلى 3 سنوات	oercommons	2025-03-18T00:34:17.217422	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/94526/overview", "title": "تقويم الأسنان", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/78327/overview	Education Standards Engineering Graphics And Design Overview This course is just an introduction into knowing Mechanical Assembly Drawings. Assembly Drawings Assembly Drawings are those drawings which shows an entirety of a machine or system with all its components located and identified. The purpose of an assembly drawings is item identification, labeling the sequence for assembly and sometimes to even mention standard requirements. Source Here's a visual clarification of Assembly Drawings , below: How to draw assembly drawings	oercommons	2025-03-18T00:34:17.271279	Lungelo Shabalala	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78327/overview", "title": "Engineering Graphics And Design", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/102563/overview	Fluorescence Spectroscopy Overview Fluoresce spectroscopy is one of the most useful techniques for studying the optical properties Introduction When molecules unwind from electronic excited states, photon emission processes called Fluorescence and phosphorescence take place. These optical Polyatomic fluorescent compounds undergo changes between their electronic and vibrational states. (fluorophores). The main component of fluorescence spectroscopy is fluorophores. Molecules' fluorophores are the elements that give them this property. Tyrosine, Tryptophan, Fluorescein, and other molecules with aromatic rings are the most common fluorophores. A material emitting light without being heated is said to be luminescent, making it a type of cold body radiation. Chemical reactions, electrical energy, subatomic movements, or stress on a crystal are all potential causes. The following two conditions must be met for luminescence: The luminous substance needs to be a semiconductor with a non-zero band gap. If there is no band gap in a metal, light is not produced and this substance needs to receive the energy before luminescence can occur. Types of luminescence a) By Mechanism: i) Fluorescence ii) Phosphorescence b) By Excitation Source: i) Chemiluminescence ii) Cathodoluminescence iii) Electroluminescence iv) Photoluminescence A photon source is used to excite sample molecules in the sensitive optical emission method known as fluorescence spectroscopy. By detecting the intensity of that emission, it is possible to identify the molecules that relax through radiant emission. Principle of fluorescence spectroscopy Fluorescence occurs in molecules as a result of a subsequent to a series of physical phenomena, normally beginning with the absorption of light. This phenomenon is derived from the electromagnetic nature of light, molecular electronic structure and the nature of the environment of the luminescent molecule. It is fairly obvious that an appreciation of this phenomenon is necessary for the understanding of the relationships between molecular structure and luminescence spectroscopy to chemical and biological problems. When light impinges upon matter, two things can happen. It can pass through the matter with no absorption taking place, or it can be absorbed either entirely or in part. Later, the energy is transferred to the molecule in the absorption process. The quantaenergy relationship can be expressed by the equation, E = hν = hc/ λ where h, ν, c and λ are respectively, Planck’s constant, the frequency of radiation, the velocity of light and the wavelength. When light from external source hit the molecules and the energy absorbed is sufficient, the molecules may be excited by absorption of a photon to produce a transition from the ground state to an excited state. This process is known as excitation. Under normal conditions, the surplus energy of an excited molecule is invariably lost, with an ultimate return to the lowest vibrational level of the ground state. Several mechanisms may be involved in this process. From this point, the molecule may return to the ground state by emission of photon (fluorescence), or by generation of heat (internal conversion), or may change to an excited triplet state (intersystem crossing) and then return to the ground state by emission of photon (phosphorescence), or may undergo chemical change. The processes that occur between the absorption and emission of light are usually illustrated by the Jablonski85 diagram. Fluorescence is almost always the result of a transition between the lowest energy level of the first excited state (S1) and some of the ground state (S0). The part of the molecule responsible for the fluorescence is known as the fluorophore. The lifetime of an excited singlet state, and therefore the decay time of fluorescence is in the range 10-9 to 10-8 seconds. The quantum energy of the emitted photon is equal to the difference in energy between these two levels. It follows that the quantum energy and therefore wavelength of the emission are independent of the wavelength of the photon producing excitation. Examination of the Jablonski diagram reveals that the energy of the emission is typically less than that of absorption. Because of that, the wavelength of the emission is longer than that of excitation. This phenomenon was first observed by Sir G. G. Stokes in 1852 at the University of Cambridge. From the Jablonski diagram, although it is rare for molecules to enter an excited triplet state directly from the ground state, in many molecules there is an efficient process whereby an excited singlet state may be converted to an excited triplet state. This process is called intersystem crossing. It is immediately followed by vibrational relaxation whereby the molecule falls and return to the ground state from the triplet state by emission of a photon. This is called as phosphorescence. Phosphorescence decay is very much longer, typically milliseconds to seconds, therefore the wavelength of phosphorescence is generally longer than fluorescence. Another process which has similar spectral but different temporal distribution86 is called delayed fluorescence. The delay is due to a double intersystem crossing, from singlet to triplet and back to singlet. It is a form of luminescence which takes place over a time scale similar to the phosphorescence but otherwise has the nature of fluorescence Instrumentation of spectrofluorometer Spectroflourometer mainly consists of: A. Source of light -Mercury vapour lamp -Xenon arc lamp -Tungsten film B. Filters and monochromators -Primary filters and secondary filters -Excitation monochromators -Emission monochromators C. Sample cells, Detectors. Fluorescence measurements fall into two categories, the measurement of the emission spectra, called fluorimetry, and measurement of the time dependence of the emission, called fluorometry. All fluorescence instruments consist of light source, wavelength selectors, sample compartment and detector system. The light source produces light photons over a broad energy spectrum, typically ranging from 200 to 900 nm. Photons impinge on the excitation monochromator, which selectively transmits light about the specified excitation wavelength. The transmitted light passes through adjustable slits, then into the sample cell causing fluorescent emission by fluorophors within the sample. Emitted light enters the emission monochromator, which is positioned at a 90° angle from the excitation light path to eliminate background signal and minimise noise due to stray light. Finally, the emitted light entering the photomultiplier tube which the signal is amplified and creates a voltage that is proportional to the measured emitted intensity. In principle, the greatest sensitivity can be achieved by the use of filter or monochromator, together with the highest intensity source possible. In practice, to realise the full potential of the technique, only a small band of emitted wavelengths is examined and the incident light intensity is not made excessive, this is due to minimise the possible photodecomposition of the sample. Factors affecting fluorescence Conjugation Molecule must have unsaturation i.e. it must have π electrons so that UV/vis radiation can be absorbed. If there is no absorption of radiation, there will not be fluorescence. Rigidity of structures Rigid structures will produce more fluorescence, while flexible structure will produce less fluorescence. Nature of substituent groups Electron donating groups like amino, hydroxyl groups enhance fluorescence activity. Electron withdrawing groups like Nitro, carboxylic group reduce fluorescence. Groups like SO3H or on NH4 + have no effect on fluorescence intensity. Effect of temperature Increase in temperature leads to increase in collisions of molecules and decrease in fluorescence intensity while decrease in temperature leads to decrease in collisions of molecules and increased fluorescence intensity. Viscosity Increase in viscosity leads to decreased collisions of molecules which will enhance fluorescence intensity while decrease in viscosity causes increased collisions of molecules which cause decreased fluorescence intensity. Oxygen Oxygen decreases the Fluorescence intensity in two ways: Oxidises fluorescence substances to non fluorescence substances. It quenches fluorescence because of paramagnetic properties. Effect of pH a. Aniline: Neutral or alkaline medium shows visible fluorescence while acidic conditions give fluorescence in UV region only. b. Phenols : Acidic conditions do not give fluorescence while alkaline conditions gives good fluorescence. Effect of concentration on fluorescence intensity Fluorescence intensity = Q x Ia Where, Q = Fluorescence efficiency Ia = Intensity of absorbed light Since emission is proportional to absorption, Ia has to be known Where, Io = Intensity of incident light and It = Intensity of incident light Advantages - It’s one of the newer methods and its potentialities are still largely unexplored. -It also affects precision. Up to 1% can be achieved easily in Flourimetric. -The method is very sensitive and also possesses specificity because there is a choice of wavelength not only for the radiation emitted, but also for the light which excites it. Limitations -Careful buffering is necessary as fluorescence intensity may be strongly dependent -Ultraviolet light used for excitation may cause photochemical changes or destruction of the fluorescent molecule . -The presence of dissolved oxygen may cause increased photochemical destruction. -Traces of iodide and nitrogen oxides are efficient quenchers and therefore interfere. -The method is not suited for determination of major constituents of a sample, because the accuracy is very less for large amounts. -The extent of applicability of this technique is limited, because of the fact that all elements and compounds are unable to exhibit fluorescence.	oercommons	2025-03-18T00:34:17.291710	04/03/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102563/overview", "title": "Fluorescence Spectroscopy", "author": "Jomy Jose Philip" }
https://oercommons.org/courseware/lesson/93163/overview	Syllabus_Geo1_Sp22_online_Commons Geo 1--Physical Geography: Open for Antiracism (OFAR) Overview Phy. Geo. Syllabus Syllabus Course syllabus StoryMap (anti-racist assignment) “Learning is something you do to yourself” -Unknown StoryMap Entry for Chapter 1 Formatting: \| LENGTH: 2 - 3 paragraphs TITLE: have a good descriptive title; a title builds the foundation of your work. CONTENT: One topic from Chapter 1 IMAGE/MAP: include one image/map and caption it \| Useful resources on how to format a reference page: \| ● http://www.citationmachine.net/ ● http://www.easybib.com/ ● http://www.citethisforme.com/ \| StoryMap: \| 1. Pick a topic from Chapter 1 to further explore, have a deeper understanding of, and potentially master the subject. 2. Gather your class assignments and in-class notes on the subject to include in the project as a start point for your StoryMap. 3. View examples of StoryMaps on the ESRI website. https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/stories 4. Visit https://storymaps.arcgis.com/stories to start your account and learn how to create a StoryMap. 5. Research the topic you picked from Chapter 1 and write about your findings as your StoryMap entry. For example: the different types of maps, remote sensing, longitude and latitude system, cartography, GIS, etc. Dive deeper into a topic and do some research to include its history and other interesting information. 6. Include both maps and images of your topic such as hurricanes images and maps of where they occur. Maps and pictures always need a caption. \| Elements to include and consider: \| ● Include your sources (at least one for every chapter entry) and always support your claims. ● Sources: newspaper articles, ESRI’s website, journal articles, books, course eTextbook, etc. Elements to include and consider:● Do not copy and paste information from other sources as your work on this project. \| ESRI Resources: \| ● Getting started with ArcGIS StoryMaps: https://storymaps.arcgis.com/stories/cea22a609a1d4cccb8d54c650b595bc4 ● Tutorials: https://storymaps.arcgis.com/collections/d34681ac0d1a417894a3a3d955c6913f ● Planning and outlining your StoryMap: https://www.esri.com/arcgis-blog/products/arcgis-storymaps/sharing-collaboration/planning-and-outlining-your-story-map-how-to-set-yourself-up-for-success/ \| Submission \| You are submitting a link of your StoryMap to me on this submission box. Make sure your StoryMap is published, otherwise I won't be able to view it. \|	oercommons	2025-03-18T00:34:17.314625	Open for Antiracism Program (OFAR)	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/93163/overview", "title": "Geo 1--Physical Geography: Open for Antiracism (OFAR)", "author": "Nikita Prajapati" }

Subsets and Splits