An unknown photographer captured this scene of men, women, and children picking cotton under the watchful eye of an overseer. Slaves on cotton plantations worked under harsh conditions. The working day began at dawn and often lasted well into the night. Work was done in gangs, where discipline and the unrelenting pace of work was enforced by a driver or overseer. Whipping was regularly used to enforce picking quotas or increase the pace of work. In what little time they had besides what they spent working for the master, slaves had to do all the chores of daily life: they prepared their own meals, washed and fed their children, cleaned their cabins, washed and mended their clothes, and, if they were especially fortunate, tended their own vegetable gardens.

Fears about the impact of movies on youth led to the Payne Fund research project, which brought together nineteen social scientists and resulted in eleven published reports. One of the most fascinating of the studies was carried out by Herbert Blumer, a young sociologist who would later go on to a distinguished career in the field. For a volume that he called Movies and Conduct (1933), Blumer asked more than fifteen hundred college and high school students to write "autobiographies"of their experiences going to the movies. In this excerpt from Blumer's study, the sociologist collected together comments from young people describing how the movies led to dissatisfaction with their lives and conflicts with their parents.

This space collects OER materials on volcanoes and earthquakes and their associated hazards with a focus on the Pacific Northwest.

This course cultivates a working knowledge of how geospatial professionals can develop web mapping applications that bring together data from multiple sources. GEOG 863 will provide students with an understanding of the technology that makes building mashups possible and teaches them how to build their own mashups.

GIS For Transportation: Principles, Data, and Applications (3) This course examines the use of GIS principles, data, and applications that have been developed for the field of transportation.

The end of World War II unleashed a new "war" at home--a war that pitted workers against employers. The year following V-J day saw more strikes than any other twelve-month period in American history: 4,630 work stoppages involving 5 million strikers and 120 million days of lost work. One of the most revealing of the postwar confrontations between labor and capital came in the November 1945 strike by 320,000 autoworkers against the nation's largest corporation, General Motors. UAW leader Walter Reuther took a new and radical negotiating stance, arguing that GM could afford to increase wages without increasing prices. In the process, Reuther challenged what had been a fundamental corporate prerogative to set its own prices. GM sharply rejected his demand that they "open the books" and show why they couldn't afford both lower prices and higher wages. That confrontation was captured in this transcript from one of the negotiating sessions.

Site provides resources, tools, goal planning, and personal assessments to assist with education and career planning, and to assist with personal, finance, and professional goal planning

This course cultivates a working knowledge of current and future capabilities of GPS and the emerging Global Navigation Satellite System.

Tabletop role-playing games (TTRPGs) – Dungeons & Dragons being the most popular example - can positively impact the multiple facets of students’ lives: academics, durable skills, social-emotional learning. In Part One of our two part series, let's quest together as we encounter how research supports using TTRPGs in education, explore stories of teachers using TTRPGs in their classrooms, and discover ideas and ways that librarians and the library can play a critical role in making such transformative game-based learning a success.

Before the webinar begins, please complete Slides 3-5 of the “Character Sheet Reflection Tool” (i.e. “Before the Quest”). We will complete the second half (“At the End of the Quest”) of the Reflection Tool at the end of the webinar.

Webinar Date & Time:
Wednesday May 8, 2024 at 3:30 PM EDT

Presenter:
Adam Watson
email: awatson@ovec.org
Kentucky Educators for Role Playing Games website: kyedrpg.com
social media: @watsonedtech and @kyedrpg (#kyedrpg)

Adam Watson has been a Kentucky educator since 2005, starting out as a high school English teacher and became National Board Certified in 2013. In 2014, he was hired at Shelby County Public Schools to be its district Digital Learning Coordinator, where he was a leader in several initiatives, including a 1:1 Chromebook implementation and the launch of Shelby's Profile of a Graduate. In his role at Shelby, Adam also was the lead liaison for the district’s librarians. In 2022, he joined the Ohio Valley Educational Cooperative (OVEC) as a Deeper Learning Design Specialist. Adam is a frequent presenter, PD facilitator, and published writer on innovative education, particularly on the topics of edtech and game-based learning. In 2019, KySTE (the state chapter of the International Society for Technology in Education) named him the Outstanding Leader of the Year. For more on Adam’s educational journey, please visit adamwatson.org.

Welcome to Gaming Readapted!

This website was developed as a resource for those interested in learning more about adaptive video gaming. It provides information ranging from general overviews of adaptive controllers to the nitty gritty details on how to set up specific adaptive controllers for users. It is best to start in the General section for an overview of popular adaptive controllers and information on how to pick the right controller for users. For more detailed information on ordering and setting up a specific controller, go to the Adaptive Controllers section. For information on how to connect an adaptive controller to a specific console, use the Controller Connect Tool (https://www.gamingreadapted.com/controller-connect-tool). Updates regarding adaptive gaming equipment can be found on the New Updates page (https://www.gamingreadapted.com/new-updates). Please visit our YouTube page for overviews and instructional videos for the adaptive controllers (https://www.youtube.com/@gamingreadapted).

The mission of Gaming Readapted is not just to allow individuals with disabilities to play video games, but to play video games without limits.

Relatively few Americans directly experienced trench warfare and poison gas, innovations that rendered war newly terrible and fearsome. One such participant was William L. Langer, later a historian of the war, Harvard professor, and president of the American Historical Association. Langer served as an engineer in Company E of the 1st Gas Regiment, Chemical Warfare Service, of the U.S. Army. In this taut account, from Gas and Flame in World War I, he described a harrowing mission to move supplies and munitions near enemy lines, in preparation for a machine gun and gas attack. Langer noted that his story was probably the first published by an American unit after the war; four hundred copies were printed for the members of the 1st Gas Regiment.

Most people have a clear stereotype of the urban political boss of the early 20th century, and in many ways Murray Hall, a leader of New York City's notorious "Tammany Hall," was its embodiment. Hall was known as a poker-playing, cigar-chomping, whiskey-drinking, "man about town." But in one significant way, Hall departed from the stereotype: she was actually a woman (by the name of Mary Anderson) who "passed" as a man for more than a quarter century. Tragically, Hall died of untreated breast cancer and her deception was only discovered at her death in 1901. "Passing" was a strategy that some lesbians (a term that was not in use at that time) used both to avoid public condemnation and to increase their earnings so that they could live independently. It could also be an assertion of political independence--Hall managed to vote and serve as a political leader in an era when women were denied the franchise.

This survey chemistry course is designed to introduce students to the world of chemistry. In this course, we will study chemistry from the ground up, learning the basics of the atom and its behavior. We will apply this knowledge to understand the chemical properties of matter and the changes and reactions that take place in all types of matter. Upon successful completion of this course, students will be able to: Define the general term 'chemistry.' Distinguish between the physical and chemical properties of matter. Distinguish between mixtures and pure substances. Describe the arrangement of the periodic table. Perform mathematical operations involving significant figures. Convert measurements into scientific notation. Explain the law of conservation of mass, the law of definite composition, and the law of multiple proportions. Summarize the essential points of Dalton's atomic theory. Define the term 'atom.' Describe electron configurations. Draw Lewis structures for molecules. Name ionic and covalent compounds using the rules for nomenclature of inorganic compounds. Explain the relationship between enthalpy change and a reaction's tendency to occur. (Chemistry 101; See also: Biology 105. Mechanical Engineering 004)

Concept Development Studies used for the second semester of first year general chemistry at Rice University.

A three-quarter general chemistry sequence primarily for science, pre-professional, and engineering students. The CHEM& 161/162/163 series introduces the basic concepts of chemistry: atomic structure and bonding, periodicity, physical measurement, quantitative relationships, chemical reactivity, oxidation and reduction, stoichiometry, ideal gas laws, aqueous solutions, colligative properties, intermolecular forces, structure of matter, equilibrium, acid/base topics, kinetics, thermodynamics, electrochemistry, nuclear chemistry, qualitative analysis, d-block metals and coordination chemistry, and an introduction to organic chemistry.Login: guest_oclPassword: ocl

The penetration of the railroads into the West in the late nineteenth century had a profound impact on local economies. For a period of ten years in the 1880s the Latah County, Idaho town of Genesee experienced this phenomenon. One town boomed while its neighbors languished in economic isolation, largely as a result of the rail station in Genesee. In this oral history interview, Kenneth Platt described the railroad's impact on Latah County.

The Gen i Revolution consists of sixteen interactive missions in which students complete a variety of activities to help the learn important personal finance concepts.

In this course, you will study the relationships between lines and angles. You will learn to calculate how much space an object covers, determine how much space is inside of a three-dimensional object, and other relationships between shapes, objects, and the mathematics that govern them.

Beginning in the mid-1760s, colonists began taking to the streets in Boston and other port cities. Crowds of artisans and laborers joined the elite in protesting British policies, although their differing points of view revealed the divisions within colonial society. Protests mounted in 1767 when Britain passed the Townsend Act, which included a series of unpopular taxes. In Boston, resentment and tension also grew over the presence of British troops, quartered in town to discourage demonstrations, who were also looking for jobs. A private seeking work at a ropemakers' establishment sparked a confrontation on Boston's King Street. When some in the crowd pelted the assembled British soldiers, the troops opened fire; five colonists were killed and six wounded. George Robert Twelves Hewes, a Boston shoemaker, participated in many of the key events of the Revolutionary crisis. Over half a century later, Hewes told James Hawkes about his presence at the Boston Massacre and the Boston Tea Party.

One of the most notable Indian warriors of the post-Civil War era was Crazy Horse (Tashunka Witko), a military leader of the Teton Sioux. In the aftermath of Custer's defeat by Crazy Horse and Sitting Bull at the Little Big Horn in June 1876, U.S. troops relentlessly pursued both Indian leaders. Crazy Horse was arrested in September, taken to Fort Robinson (in what is now northwestern Nebraska), and ultimately killed by a soldier, perhaps after the Indian warrior resisted being locked in a guardhouse. One of the many versions of Crazy Horse's death and secret burial can be heard in this interview with George Kills in Sight, which was done by Joseph Cash of the University of South Dakota in 1967 when Kills in Sight was in his seventies. Kills in Sight's family--his father's mother was Crazy Horse's cousin and learned about Crazy Horse from his grandfather, Big Crow--taught him to revere Crazy Horse as a heroic figure. Kills in Sight concludes by describing how his grandfather and others took the body and secretly buried it.