This resource contains links to two sets of slides and a blank pdf weekly schedule.The first set of slides focusses on getting students to reflect on how they use their time and what might be expected of them at the college level.The second set of slides gets into specific strategies for how to manage time.  It is helpful to have students track their time while working through these presentations or in between the first and the second so that they can better relate to what they are reading to their own experience. 

This short video and interactive assessment activity is designed to teach third graders an overview of time patterns.

This short video and interactive assessment activity is designed to teach second graders an overview of time patterns.

The course provides a survey of the theory and application of time series methods in econometrics. Topics covered will include univariate stationary and non-stationary models, vector autoregressions, frequency domain methods, models for estimation and inference in persistent time series, and structural breaks.

We will cover different methods of estimation and inferences of modern dynamic stochastic general equilibrium models (DSGE): simulated method of moments, Maximum likelihood and Bayesian approach. The empirical applications in the course will be drawn primarily from macroeconomics.

The course provides a survey of the theory and application of time series methods in econometrics.

The course provides a survey of the theory and application of time series methods in econometrics.

International Relations scholars have traditionally expressed little direct interest in addressing time and temporality. Yet, assumptions about temporality are at the core of many theories of world politics and time is a crucial component of the human condition and our social reality. Today, a small but emerging strand of literature has emerged to meet questions concerning time and temporality and its relationship to International Relations head on. This edited collection provides a platform to continue this work. The chapters in this book address subjects such as identity, terrorism, war, gender relations, global ethics and governance in order to demonstrate how focusing on the temporal aspects of such phenomena can enhance our understanding of the world.

Students are introduced to the engineering design process, focusing on the concept of brainstorming design alternatives. They learn that engineering is about designing creative ways to improve existing artifacts, technologies or processes, or developing new inventions that benefit society. Students come to realize that they can be engineers and use the design process themselves to create tomorrow's innovations.

This short video and interactive assessment activity is designed to give fourth graders an overview of telling time to quarter and hour.

Students strengthen their communicate skills about measurements by learning the meaning of base units and derived units, including speed one of the most common derived units (distance/time). Working in groups, students measure the time for LEGO MINDSTORMS(TM) NXT robots to move a certain distance. The robots are started and stopped via touch sensors and programmed to display the distance traveled. Using their collected data, students complete a worksheet to calculate the robots' (mean/average) speeds at given motor powers.

This art history video discussion looks at Jacopo Tintoretto's "The Origin of the Milky Way", c. 1575, oil on canvas (The National Gallery, London).

The Tippy Tap hand-washing station is an inexpensive and effective device used extensively in the developing world. One shortcoming of the homemade device is that it must be manually refilled with water and therefore is of limited use in high-traffic areas. In this activity, student teams design, prototype and test piping systems to transport water from a storage tank to an existing Tippy Tap hand-washing station, thereby creating a more efficient hand-washing station. Through this example service-learning engineering project, students learn basic fluid dynamic principles that are needed for creating efficient piping systems.

Students reflect on their experiences making silly putty (the previous hands-on activity in the unit), especially why changing the borax concentration alters the mechanical properties of silly putty and how this pertains to tissue mechanics. Students learn why engineers must understand tissue mechanics in order to design devices that will be implanted or used inside bodies, to study pathologies of tissues and how this alters tissue function, and to design prosthetics. Finally, students learn about collagen, elastin and proteoglycans and their roles in giving body tissues their unique functions. This prepares them for the culminating design-build-test activity of the unit.

How is it that all cells in our body have the same genes, yet cells in different tissues express different genes? A basic notion in biology that most high school students fail to conceptualize is the fact that all cells in the animal or human body contain the same DNA, yet different cells in different tissues express, on the one hand, a set of common genes, and on the other, express another set of genes that vary depending on the type of tissue and the stage of development. In this video lesson, the student will be reminded that genes in a cell/tissue are expressed when certain conditions in the nucleus are met. Interestingly, the system utilized by the cell to ensure tissue specific gene expression is rather simple. Among other factors - all discussed fully in the lesson - the cells make use of a tiny scaffold known as the “Nuclear Matrix or Nucleo-Skeleton”. This video lesson spans 20 minutes and provides 5 exercises for students to work out in groups and in consultation with their classroom teacher. The entire duration of the video demonstration and exercises should take about 45-50 minutes, or equivalent to one classroom session. There are no supplies needed for students’ participation in the provided exercises. They will only need their notebooks and pens. However, the teacher may wish to emulate the demonstrations used in the video lesson by the presenter and in this case simple material can be used as those used in the video. These include play dough, pencils, rubber bands (to construct the nuclear matrix model), a tennis ball and 2-3 Meters worth of shoe laces. The students should be aware of basic information about DNA folding in the nucleus, DNA replication, gene transcription, translation and protein synthesis.

This task guides students by asking the series of specific questions and lets them explore the concepts of probability as a fraction of outcomes, and using two-way tables of data. The emphasis is on developing their understanding of conditional probability. The task could lead to extended class discussions about the chances of events happening, and differences between unconditional and conditional probabilities. Special emphasis should be put on understanding what the sample space is for each question.

This task lets students explore the concepts of probability as a fraction of outcomes, and using two-way tables of data. The special emphasis is on developing their understanding of conditional probability and independence. This task could be used as a group activity where students cooperate to formulate a plan of how to answer each question and calculate the appropriate probabilities. The task could lead to extended class discussions about the different ways of using probability to justify general claims.

This is a very open ended task. It poses the question, but the students have to formulate a plan to answer it, and use the two-way table of data to find all the necessary probabilities. The special emphasis is on developing their understanding of conditional probability and independence. This task could be used as a group activity where students cooperate to formulate a plan of how to answer the question and calculate the appropriate probabilities. The task could lead to extended class discussions about the different ways of using probability to justify general claims.

In this Smarthistory video Dr. Steven Zucker and Dr. Beth Harris discuss Titian's "Assumption of the Virgin," c. 1516-18, oil on wood, at the Santa Maria Gloriosa dei Frari in Venice.

This art history video discussion looks at Titian's "Bacchus and Ariadne", 1523-24, oil on canvas now atop board (National Gallery, London). Part of a mythological cycle painted by Titian and Giovanni Bellini and commissioned by Alfonso d'Este, Duke of Ferrara that includes The Feast of the Gods and the Andrians. Originally hung in the studiolo or Camerini d'Alabastro of the Duke's Ferranese castle.

This art history video discussion considers Titian's "Christ Crowned with Thorns" c. 1570–76, oil on canvas. Alte Pinakothek, Munich.