This Open Access Textbook will guide students through their English language to academic degree studies.

Part one of this textbook is a guide for moving from ESL study to academic study at Portland State University*. It includes the resources students will use to understand policies and processes governing their degree study and their transition to academic coursework.

Part two focuses on how academic skills are used across various disciplines and is comprised of activities and assignments designed to practice these skills.

Key elements include culture and expectations in an American university, transferring academic skills from ESL to content-specific academic courses, and helpful exercises to be academically successful.

This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language
in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of
New York, and funded by the New York State Education Department. The guide was written under the direction of
CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia
García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org.
Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY,
NY 10016. www.nysieb@gmail.com.
This guide was revised in 2013 to include the Appendix. Reprinted in March 2013

Bilingualism and multilingualism are realities for students across the
world, and research suggests that teaching children in their home
language promotes effective learning.1, 2, 3, 4 Languages are important
aspects of students’ identities and cultures, and being able to use all
of their linguistic abilities in school is important to students’
development as learners.5

Solid-state diffusion, homogeneous and heterogeneous chemical reactions, and spinodal decomposition. Heat conduction in solids, convective and radiative heat transfer boundary conditions. Fluid dynamics, 1-D solutions to the Navier-Stokes equations, boundary layer theory, turbulent flow, and coupling with heat conduction and diffusion in fluids to calculate heat and mass transfer coefficients.

Principles of heat and mass transfer. Steady and transient conduction and diffusion. Convective transport of heat and mass in both laminar and turbulent flows. Natural convection. Condensation and boiling. Application to design of heat exchangers. Radiative heat transfer. 10.302 will be offered for 15 units starting fall 2003.

This class serves as an introduction to mass transport in environmental flows, with emphasis given to river and lake systems. The class will cover the derivation and solutions to the differential form of mass conservation equations. Class topics to be covered will include: molecular and turbulent diffusion, boundary layers, dissolution, bed-water exchange, air-water exchange and particle transport.

The objective is to get insight and practice in the design and use of mathematical models for the estimation of transport demand in the framework of major strategic transportation planning. The course consists of a number of lectures and several exercises in OmniTRANS.

A survey subject of current concepts, theories, and issues in strategic management of transportation organizations. Provides transportation logistics and engineering systems students with an overview of the operating context, leadership challenges, strategies, and management tools that are used in today's public and private transportation organizations. The following concepts, tools, and issues are presented in both public and private sector cases: alternative models of decision-making, strategic planning (e.g., use of SWOT analysis and scenario development), stakeholder valuation and analysis, government-based regulation and cooperation within the transportation enterprise, disaster communications, change management, and the impact of globalization.

Through a combination of lectures, cases, and class discussions the subject examines the economic and political conflict between transportation and the environment. Investigates the role of government regulation, green business and transportation policy as a facilitator of economic development and environmental sustainability. Analyzes a variety of international policy problems including government-business relations, the role of interest groups, non-governmental organizations, and the public and media in the regulation of the automobile; sustainable development; global warming; politics of risk and siting of transport facilities; environmental justice; equity; as well as transportation and public health in the urban metropolis. Provides students with an opportunity to apply transportation and planning methods to develop policy alternatives in the context of environmental politics.

The main objective of this course is to give broad insight into the different facets of transportation systems, while providing a solid introduction to transportation demand and cost analyses. As part of the core in the Master of Science in Transportation program, the course will not focus on a specific transportation mode but will use the various modes to apply the theoretical and analytical concepts presented in the lectures and readings. Introduces transportation systems analysis, stressing demand and economic aspects. Covers the key principles governing transportation planning, investment, operations and maintenance. Introduces the microeconomic concepts central to transportation systems. Topics covered include economic theories of the firm, the consumer, and the market, demand models, discrete choice analysis, cost models and production functions, and pricing theory. Application to transportation systems include congestion pricing, technological change, resource allocation, market structure and regulation, revenue forecasting, public and private transportation finance, and project evaluation; covering urban passenger transportation, freight, aviation and intelligent transportation systems."

Introduces transportation as a large-scale, integrated system that interacts directly with the social, political, and economic aspects of contemporary society. Fundamental elements and issues shaping passenger and freight transportation systems. Underlying principles governing transportation planning, investment, operations, and maintenance. System performance and level-of-service metrics and the determinants of transportation travel demand. Design of transportation services and facilities for various modes and intermodal operations.

1. Objectives of modelling in transport and spatial planning. Model types. Theory of travel and locational behaviour. System description of planning area. Theory of choice models. Aggregate and disaggregate models. Mode choice, route choice and assignment modelling. Locational choice modelling. Parameter estimation and model calibration. Cases and exercises in model application; 2. Role of models in transportation and spatial systems analysis; model types; designing system description of study area (zonal segmentation, network selection); role of shortest path trees; 3. Utility theory for travel and location choice; trip generation models, trip distribution models; applications; 4. Theory of spatial interaction model; role of side constraints; distribution functions and their estimations; constructing base matrices and estimating OD-tables; 5. Theory of individual choice models; 6. Disaggregated choice models of the logit and probit type for time choice, mode choice, route choice and location choice; 7. Integrated models (sequential and simultaneous) for constructing OD-tables; 8. Equilibrium theory in networks and spatial systems; 9. Route choice and assignment; derivation of different model types (all-or-nothing model, multiple route model, (stochastic) equilibrium model); assignment in public transportation networks; analyses of effects; 10. Calibration of parameters and model validation; observation, estimation, validation; estimation methods; 11. Individual exercise computing travel demand in networks; getting familiar with software; computing all transportation modelling steps; analyse own planning scenarios; writing a report.Study Goals: 1. Insight in the function of mathematical models in transportation and spatial planning; 2. Knowledge of theoretical backgrounds of models; 3. Knowledge of application areas of models; 4. Ability to develop one's own plan of analysis for model computations; 5. Ability to apply models on planning problems; 6. Ability to present outcomes of model computations.

Looking at transportation and the environment, students learn that some human-made creations, such as vehicles, can harm the environment. They also learn about alternative fuels and vehicles designed by engineers to minimize pollution. The associated hands-on activity gives students a chance to design their own eco-friendly vehicle.

Students collect, categorize, weigh and analyze classroom solid waste. The class collects waste for a week and then student groups spend a day sorting and analyzing the garbage with respect to recyclable and non-recyclable items. They discuss ways that engineers have helped to reduce the accumulation of solid waste.

Student teams use the engineering design process to create a useful product of their choice out of recyclable items and "trash." The class is given a "landfill" of reusable items, such as aluminum cans, cardboard, paper, juice boxes, chip bags, egg cartons, milk cartons, etc., and each group is allowed a limited amount of bonding materials, such as duct tape, hot glue and string. This activity addresses the importance of reuse and encourages students to look at ways they can reuse items they would otherwise throw away.

This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.

Students explore how sound waves move through liquids, solids and gases in a series of simple sound energy experiments. Understanding the properties of sound and how sound waves travel helps engineers determine the best room shape and construction materials when designing sound recording studios, classrooms, libraries, concert halls and theatres.

A Treatise of Wyoming Workers’ Compensation Law seeks both to introduce Wyoming workers’ compensation students to the law of their own jurisdiction, and to provide a continuing resource to those same students as they embark on workers’ compensation legal practice after graduation. In this way, the text fills a gap in the literature by serving as a concrete exemplar of what it means to assist students in becoming “practice-ready” as soon as possible after graduating from law school. In short, practice ready lawyers must have some exposure to the law of their own jurisdictions. Furthermore, Wyoming Workers’ Compensation Law is meant to be a resource to all practicing lawyers in the state of Wyoming. This objective is intimately connected with the mission of the University of Wyoming as a Land Grant Institution broadly striving to serve the needs (including legal needs) of Wyoming citizens.

Substantively, the treatise canvasses the traditional areas of workers’ compensation law: employee/employer definitions, causal connection to work, evaluation of the extent of disability, types of benefits, and a brief discussion of the Wyoming administrative structure. In several places the treatise first introduces a substantive area of law generally, for example “causal connection,” and then focuses on how Wyoming law analyzes the area of law. In discussing some substantive areas of workers’ compensation law, the treatise underscores especially unique Wyoming idiosyncrasies. Not content to merely “restate” the law, the treatise in certain areas subjects the law to academic criticism and suggests legal reform in order to stimulate broader discussion of the legal doctrine.

This course will focus on basic technologies for the treatment of urban sewage. Unit processes involved in the treatment chain will be described as well as the physical, chemical and biological processes involved. There will be an emphasis on water quality and the functionality of each unit process within the treatment chain. After the course one should be able to recognize the process units, describe their function and make simple design calculations on urban sewage treatment plants.

On June 28, 1919, Germany and the Allied Powers signed the Treaty of Versailles in the Hall of Mirrors at the famous Palace of Versailles, officially ending World War I. World War I, or the Great War, lasted from 1914 to 1918, and claimed the lives of nearly ten million soldiers and approximately thirteen million civilians. Germany and its allies in the Central Powers had lost the war, so representatives of the victorious Allied Powers including the United States, France, and Britain negotiated the terms of the treaty. President Woodrow Wilson and his allies wanted the treaty to provide a lasting peace following Wilson’s Fourteen Points speech delivered on January 8, 1918. European powers sought peace but also wanted to punish Germany, who they blamed for causing the war. Germans also expected that the Fourteen Points would be the basis for the peace talks when they signed the armistice in November 1918. When the Allied Powers met in Paris to discuss the world after the war, however, a much more punitive plan emerged.