This is a student handout that summarizes the differences between qualitative and quantitative data.See link below for a quick video about how I use this in my classroom.Qualitative vs Quantitative Data - Student Handout

In this series of physics lectures, Professor J.J. Binney explains how probabilities are obtained from quantum amplitudes, why they give rise to quantum interference, the concept of a complete set of amplitudes and how this defines a "quantum state". A book of the course can be obtained from http://bit.ly/binneybook

This lesson will introduce the students to the challenges of American foreign policy in the late 19 century and specifically to the political debate over whether the United States should acquire further territory and/or become a European-style empire. With the help of primary source documents students will debate this issue to help them come to their own assessment of the idea of an American Empire. (Taken directly from website)

In the mid-19th century, moral reformers viewed the saloon with unmitigated outrage. By the turn of the 20th century, though, anti-liquor groups such as the "Committee of Fifty" attempted to take a more dispassionate look at the saloon and its appeal to workingmen. Their goal was to displace the saloon by sponsoring non-liquor centered "substitutes." These efforts largely failed, but reformers' inquiries produced highly informative descriptions of saloon life at the end of the 19th century. The following article by sociologist Royal Melendy on "The Saloon in Chicago," published in 1900, conveyed a sense of how the saloon met a range of urban workers' social, economic, and cultural needs. Melendy's use of the term "workingman" emphasized the male character of the saloon. This should not be taken to mean that working-class women did not drink, but that drinking frequently took place at home. Some women, however, especially German and English immigrants, did drink in saloons and beer gardens.

This is one chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Fall 2022 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the second chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Fall 2022 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the first chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Fall 2023 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the second chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Fall 2023 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the first chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Spring 2023 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the second chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Spring 2023 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the second chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Spring 2023 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the first chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Spring 2024 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

This is the second chapbook, of two, from Paul Reid's Introduction to Creative Writing course, taught at Chippewa Valley Technical College during the Spring 2024 semester.  It includes prose as well as illustrations created by students enrolled in the course.  A physical copy of this title is available in the CVTC Library at the Business Education Center Campus.

The annual convention of the Knights of Labor that convened in Richmond, Virginia, on October 4, 1886, took place in a region riven by racial and political conflict. The convention and the Knights, the most powerful labor organization in late 19th century America, were quickly plunged into conflict over the organization's attitudes toward the question of social equality between the races. A major controversy erupted over whether or not Frank J. Ferrell, a black representative of the Knights' powerful District Assembly #49 in New York City, should introduce the governor of Virginia at the opening session. This excerpt from Knights' leader General Master Workman Terence V. Powderly's 1890 autobiography detailed the tense moments leading up to Frank Ferrell's appearance at the podium, where he agreed to introduce Powderly and the Grand Master Workman in turn would introduce the governor.

Racialized social control has adapted to race-neutral social and political norms in the form of mass incarceration. Criminalization stands in as a proxy for overt racism by limiting the rights and freedoms of a racially defined undercaste. In this lesson, students will analyze how mass incarceration functions as a mechanism of racialized social control in the United States today, and will learn about “the age of colorblindness” through using Graffiti Text and analyzing writings from Southern Poverty Law Center.

The founders of the great libraries of the 19th century were often ambivalent about whether their goal was to disseminate or conserve knowledge. They were also uncertain about the intended audience. John Cotton Dana of the Newark Public Library was atypical in his populist stance that "it is a proper function of a library to amuse." He argued that a "shallow mind" was better than an "empty one." Other librarians preferred to see themselves as cultivators of public taste and their buildings as uplifting houses of culture. The stuffiness and remoteness of late nineteenth-century libraries provoked satires such as this imaginary dialogue between a bartender (Mr. Dooley) and customer (Mr. Hennessy) in an Irish pub. Humorist Peter Finley Dunne published the piece in Dissertations by Mr. Dooley in 1906. Dunne's famous dialogues drew upon prevalent ethnic stereotypes that were a staple of late nineteenth-century humor. Dunne set his exchanges in an Irish bar, but other humorists of this era drew on German, Jewish, and black caricatures.

The September 18, 1762 edition of the South Carolina Gazette included notices of stray animals, runaway wives, and escaped slaves. Along with breaking tools, feigning illness, and slowing work, running away, individually or in groups, was a common form of resistance to slavery. Most of those who ran away did so for short periods, often to visit spouses or relatives on other farms, or to escape punishment. Chances were slim for permanent escape, and most of those who ran away were eventually reenslaved. Still, some escaped slaves found refuge with Native American groups or in small, isolated maroon colonies.

This glossary was developed for students, teachers and scientist to help with communication about the genetics of Fast Plants through standardized genetic terminology. The Wisconsin Fast Plants Program follows the standardized rules for the designation of phenotypic and genotypic symbols for Brassica species.

A seminal paper, introducing rapid-cycling Brassicas as model organisms for use in plant biology research and education. Written by Williams and Hill, published in Science, 1986.

This video provides a first-hand perspective from an educator reflecting on how instant feedback allows educators to tailor lessons on the fly to meet each learner where they are.