Beginner - Egyptian: University is far away One of the most vital things you need to know how to do if you're stuck in one of the chaotic streets of Egypt is to ask for directions. In today's lesson you will learn to ask how to get to the famous Al-Azhar University.
Sugar Spill!
In this activity, students act as environmental engineers involved with the clean up of a toxic spill. Using bioremediation as the process, students select which bacteria they will use to eat up the pollutant spilled. Students learn how engineers use bioremediation to make organism degrade harmful chemicals. Engineers must make sure bacteria have everything they need to live and degrade contaminants for bioremediation to happen. Students learn about the needs of living things by setting up an ex
Induction of Nitrate Reductase in Plant Shoots
A laboratory exercise that uses colormetric assay and corn seedling shoots to study the induction of enzyme activity by a substrate.
Bruce McCandliss: Educational Neuroscience: How Education Shapes Brain Development
Watch video of Bruce McCandliss, the Patricia and Rodes Hart Chair of Psychology and Human Development, speaking at the Commencement 2011 Faculty Seminars. McCandliss carries out research that seeks to connect our understanding about changes in children’s brain structure and function to specific aspects of education. This work asks questions such as how educational learningkeep reading »
Serious Sediment - Partners Video Magazine
Rutgers' Donna Fennell is reclaiming chlorine-contaminated sediments in New Jersey 's urban Meadowlands through smart environmental engineering and microbiological enrichment. Serious Sediment is a segment from CSREES' Partners Video Magazine's 19th episode, The Soil Explorers.
To view the entire episode, go to http://www.csrees.usda.gov/newsroom/partners/soil_explorers.html.
Pendennis Castle N900020 PENDENNIS CASTLE, Cornwall. c.1894. Reconstruction drawing of Half Moon Battery. Men working in the cartridge store by Ivan LAPPER.
Poverty in the United States
In addition to a quantitative analysis that involves univariate, bivariate, and multivariate analysis, this module reinforces research terms introduced in Intro to Sociology (independent, dependent and control variables and includes the opportunity to discuss sample vs. population (in the comparison of national poverty data vs. the poverty rate in the sample) and value vs. variable (poverty as a value and a variable and the recoding of the values in the household data). The module also uses the
"Selfish wealth is never good": A Worker's Definition of Success
The ideology of success--the notion that anyone could make it with enough hard work--was widely promoted in Gilded Age America. One of its most famous proponents was the author Horatio Alger, whose novels showed how poor boys could move from "rags to respectability" through "pluck and luck." Between the late 1860s and his death in 1899, Alger published more than 100 of these formulaic stories about poor boys who made good more often because of fortunate accidents than because of hard work and de
Indoor air pollution
Indoor air pollution has many effects on human health and well-being. These effects can be both short and long term, and they range from respiratory diseases to cancer. Exposure to high levels of pollutants like carbon monoxide can even result in immediate death. Indoor air pollution is a much bigger problem that most people realize, and you should be aware of symptoms that may be a direct result of this type of air pollution, as they can easily be mistaken as symptoms of other illnesses. Sympto
The Bad Word [Excerpted from As We Go Marching (1944)] Fascism has attained to the dignity of a cuss word in America. When we disagree with a man's social or political arguments, if we cannot reasonably call him a communist, we call him a fascist. The word itself has little more rel
3.3 ‘Intentionality’
Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing.
2.8 Further reading
Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing.
2.5 Is the author dead?
Accounts of Caravaggio's life are filled with suggestions of murder and intrigue. But does knowing more about this dark artist's experiences help us to interpret his art? Or does understanding his motivations cloud their true meaning? This unit explores the biographical monograph, one of the most common forms of art history writing.
9 Conclusion: moving on
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
8 Improving your study reading skills
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
7.8 Thinking about your current work context, what levels of independence and authority do you have?
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
7.7 Has your manager specified any particular area that they would like you study?
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
7.1 Introduction
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
5.2 Procrastination
What is your experience of work and what did you learn from this experience? This unit will enable you to reflect upon what you have learned from work and support you in improving how you learn at work. It will encourage you to think critically about work-based learning and review your own professional knowledge and skills.
