Organic Chemistry I & II (CCGA)

This Grants Collection for Organic Chemistry I & II was created under a Round Seven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/chemistry-collections/1013/thumbnail.jp

Mathematically gifted and talented learners: Theory and practice

This is an Author's Accepted Manuscript of an article published in International Journal of Mathematical Education in Science and Technology, 40(2), 213-228, 2009, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/00207390802566907.There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers’ professional development

Principles of Chemistry I & II (CCGA)

This Grants Collection for Principles of Chemistry I & II was created under a Round Seven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/chemistry-collections/1014/thumbnail.jp

Ancient Egypt 1915 Part 2

Part 2 of the 1915 Ancient Egypt books. Contents include a Cretan statuette, skulls of the XIIth dynasty, Alexandrian archaeology, the Stone Age in Egypt, and more of the earliest inscriptions.https://knowledge.e.southern.edu/kweeks_coll/1002/thumbnail.jp

Naukratis: Part I., 1884-5

Book recording the excavations and findings at Naukratis.https://knowledge.e.southern.edu/kweeks_coll/1035/thumbnail.jp

Native meadows: eastern Oregon, east of Cascades [2000]

Native meadows produce a significant portion of the hay used for winter feed in eastern Oregon. Without fertilization, an average meadow will yield approximately 1 ton of hay per acre. With proper fertilization, yields often can be increased by 2 to 3 tons, and hay quality such as protein content is improved. Native meadows fall into three broad classifications: (1) Nevada bluegrass, (2) rush-sedge-grass, and (3) rush. Nevada bluegrass meadows respond to applications of nitrogen. Rush-sedge-grass meadows respond to a combination of nitrogen, phosphorus, and sulfur. Rush (wire grass) meadows usually are flooded for long periods and do not respond to fertilization. Fertilized meadows usually reach optimum hay stage earlier than unfertilized meadows. Quality and protein content of early cut hay is greater than later cut hay.Revised May 1985. Reprinted January 2000. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

The use of soil and plant analysis in the diagnosis of zinc deficiency in Oregon

Published January 1977. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo