Developing the Theory: Continental Drift
This document outlines the development of the theory of continental drift and how many lines of evidence collected over several decades by various researchers were brought together to explain how the seafloor spreads and the continents move about. Links to additional information are included.
Lessons on the Lake
Louisiana’s Lake Pontchartrain Basin is home to 1.5 million people and an estuary ecosystem with enormous biodiversity. Activities in the educator’s guide help students in grades 5-12 gain an understanding and appreciation of the Basin and teaches them the skills to identify environmental concerns, make changes, and solve problems.
This USGS site explains what an aquifer is and defines the different types of aquifers based on six principal lithologies; sandstone, carbonate, sandstone-carbonate, igneous and metamorphic, sand and gravel, and other rock types. The site features maps and descriptions of the major aquifers in the United States as well as general information about groundwater occurrence and quality. The site also provides links to additional maps and data about specific aquifers across the nation.
Remember your multiplication tables? ...me neither. Brush up on your multiplication, division, and factoring skills with this exciting game. No calculators allowed!
Tale of a Whale
In this issue’s lesson, students exercise their observation skills to do some of the actual work of marine biologists who study the endangered North Atlantic right whale. They identify an individual whale by examining photographs taken at sea. They then examine a record of sighting of the whale in order to track its movements.
Strategic Planning for Agricultural and Resource Entrepreneurs
By the time you complete this course, you should: be able to adapt critical thinking involving in entrepreneurial activities relating to agriculture and resources in a professional manner; understand the necessity of sound planning before embarking on a business venture relating to agriculture and resources; have acquired specific skills and experience in gathering and analyzing data from primary and secondary sources as an independent entrepreneur; be able to use the computer packages to help y
Entrepreneurship in the Social Sector
This course is about the opportunity and challenge of using your managerial skills and entrepreneurial talents creatively and appropriately to help solve social problems through the provision of socially important goods and services.
The Entrepreneurial Experience
Many entrepreneurs believe that, regardless of formal education, there is no substitute for on-the-job learning. The Entrepreneurial Experience (MGMT 463 in Montana State University's College of Business) offers students real-world entrepreneurial experiences in projects assisting start-up companies. As a student in this class, you'll work with a company to resolve management, marketing, finance, or other business issues. While your specific project content will depend on the company's particula
Small Business Division
The Clarkson University School of Business has a goal of providing its students with competencies in organizational leadership, teamwork, communication, critical thinking and problem solving skills, interpersonal skills and an awareness of ethical issues. This course offers students a chance to explore and apply those competencies by providing a real life, multi-disciplinary, team-based consulting experience. Each semester several consulting projects are presented to the students by outside orga
Entrepreneurship for the MBA
The objectives of this course are to: Help the student to identify and examine entrepreneurial opportunities; provide the student with skills that can be used to determine the feasibility of a new opportunity; and introduce the student to the relationship between technological innovation and entrepreneurial activity through the involvement of the Office of Technology Transfer within the University of Arizona.
Entrepreneurship as New Venture Creation
Managers tend to be mainly concerned with the accumulation of resource. In contrast, entrepreneurs are concerned with the relentless pursuit of opportunities. Learning to identify and act on new opportunities is the primary objective of this course. This of particular importance in the period prior to 2001 when rapid start-up of new ventures whose business model revolved around capturing more of an industry value chain through the use of internet and similar information technologies. Learning to
Entrepreneurship and Leadership
Entrepreneurship is part of the American dream. According to the Appalachian Regional Commission, the best hope for stabilizing and diversifying Appalachia's economy lies in the creation and expansion of businesses that provide jobs, build local wealth, and contribute broadly to economic and community development. The need to expand and support entrepreneurial activity as a means for revitalizing Appalachian communities led to the creation of Berea College's Entrepreneurship for the Public Good
Entrepreneurship and Corporate Venturing
Course Goals: a) Students will gain an understanding the economic, technological, societal, and global dimensions of entrepreneurship and intrapreneurship. b) Students will understand the major differences between personal entrepreneurship and intrapreneurship, which often occurs in larger mature organizations. c) Students will understand the relationships between personal goals, competencies, and experience to assess what they bring to all types of ventures. d) Students will understand and prac
Entrepreneurship (graduate level)
This course provides an introductory overview of the knowledge and skills needed for the identification, evaluation, and exploitation of opportunities in a variety of circumstances and environments. The course focuses on developing a proactive and effectual way for individuals and organizations to determine and pursue their goals. We train individuals to seek innovation (Are we doing the right things?) rather than optimization (Are we doing things right?). The course is integrative and multi-dis
Business Planning-Vision The Future
Course Objectives: To germinate and clarify your idea for a business or non-profit to the point of being explainable in a paragraph; to write a complete formal plan for a viable business; to develop your small business research skills and develop a database of human and other resources necessary to begin your business; to learn how to effectively present your business idea to your peers and potential investors; to identify areas of strength and weakness in the skills and knowledge to run your bu
3PLUS-U: A Digital Adventure from the International Labour Organization
The 3Plus-U site was developed to give you a view of the common concerns shared by millions of people who work. This digital adventure uses maps, games and stories to explore the issues of child labour, forced labour, discrimination and freedom of association in the workplace.
Work in the World: A Teachers' Guide to Work Issues
This teachers’ resource book is designed to help young people to understand the key political, social and economic forces which will shape their lives. It aims to develop knowledge and skills to help young people understand the world in which they live, and to participate in it as knowledgeable global citizens. It is not prescriptive but aims to provide teachers with a practical and flexible resource. The book is made up of text, activities, glossary boxes, case studies and a list of resources
Contemporary Biosocial Problems in America
Part of Tufts overall mission is to emphasize citizenship and public service. This course starts with the premise that understanding the social uses and misuses of biological knowledge is of particular importance for future health professionals and scientists. Specifically, developing skills in critical thinking and analysis of arguments is crucial if we are to deal rationally with value-laden and controversial topics at the intersection of biology and society.
Human Growth and Development
The study of Growth and Development can help us to know a person more thoroughly and thereby be better doctors than were we to meet our patients without such informational prompting. One can follow various developmental "tracks" longitudinally from birth to death, for example, following the development of motor, language or cognitive capacities and skills from the beginning of life to its end. Alternatively, one can study the individual at various cross-sectional stages/ages of life. Examples of
High School Environmental Center
This is a portal to environmental resources. It organizes sites by topics: air pollution, climate change, global warming; conservation of energy, soil, and water; coral reefs, forests, watersheds, and other ecosystems; drinking water, waste water, ground water; asthma, lead, pesticides, sun protection, and other health issues; waste and recycling; and local data and maps.