The purpose of this course is to develop the student’s knowledge and skills in the area of electrical safety, DC/AC machines and basic control circuits. The electrical safety module will focus on lockout/tagout, arc-flash standards, PPE, electrical panels and overcurrent protection. The DC/AC machines will focus on the wiring and troubleshooting of DC shunt motors, single phase motors (split-phase, capacitor-start, and permanent capacitor), dual voltage transformers, and three phase motors. The basic control circuits will consist of start/stop/jog, dual start/stop, sequence circuits, and reversing circuits. There will also be a module focused on the installation of a PLC system (based on the Micrologix 1200 PLC). Students will learn how to utilize a test equipment and electrical prints to troubleshoot electrical systems. After completing this course the student will:
1. Explain the NFPA Basic Safe Electrical Work Practices.
2. Install and troubleshoot DC/AC industrial motors
3. Install and troubleshoot electrical control circuits.
4. Install and troubleshoot forward/reversing motor control circuits
5. Explain industrial power and control voltages
6. Wire a dual voltage transformer for step-up and step-down configuration
7. Install and troubleshoot solid state discrete sensors (proximity & photo-electric)
8. Install and troubleshoot a PLC hardware I/O installation
9. Install and troubleshoot fuses and circuit breakers in an industrial environment

The purpose of this course is to develop the student’s knowledge and skills in industrial pipefitting to include identification of pipes, tubing, hose, fittings, valves, and miscellaneous piping components, pipe circuit layout, measurement, preparation and assembly of various industrial piping systems to include steel, plastic (PVC) and copper.

After completing this course, the student will be qualified to:
1. Identify various types of pipe, fittings, valves, hangers and miscellaneous components
related to industrial pipefitting.
2. Measure and layout piping and piping circuits.
3. Calculate pipe lengths for installation.
4. Cut, ream and thread steel pipe.
5. Identify, insulate and assemble steel pipe using threaded fittings.
6. Assemble a circuit comprised of hose using barb fittings and clamps.
7. Assemble a circuit comprised of cemented plastic (PVC) fittings.
8. Assemble a circuit using flared copper tube.

This course combines online learning modules with on-campus labs designed to enable student competency in performing common safety tasks performed in an industrial setting. The course focuses on potential workplace hazards, necessary safety practices, and how various industrial processes need to be managed in order to maintain a safe workplace. Appropriate safety regulations and laws, hazard recognition, personal protective equipment, and public safety are addressed.

The primary purpose of this course is to familiarize the student with wiring methods commonly used in industry, as well as the National Electrical Code (Article 79) requirements for industrial power and control installations. A heavy focus will be on power
distribution, from the buss line (bus bar) to distribution panels, to branch circuits. Students will focus on installation of various types of conduit and wire, overcurrent protection and
troubleshooting of electrical systems. Students will wire and troubleshoot IEC and NEMA
control and power components, as well as VFD units, based on industry standards. This is a hands-on course, with the underlying theory of proper installation for personal safety and circuit protection. After completing this course the student will:
1. Install flexible & rigid conduit into electrical enclosures for power & control circuits.
2. Determine the size and type of conduit and conductors used for power and control circuits.
3. Terminate conductors for power and control circuits in an industrial environment.
4. Install and troubleshoot electrical circuits with switches and duplex receptacles.
5. Install and troubleshoot a single phase electrical branch circuit.
6. Install and troubleshoot a three phase electrical branch circuit.
7. Determine the size and type of overcurrent protection to use in industrial electrical circuits.
8. Determine the size and method of grounding an electrical circuit, and electrical equipment.
9. Install and troubleshoot a motor branch circuit

Lorain County Community College (LCCC) is partnering with FANUC, IST and Rockwell Automation to provide cutting-edge industrial robotic connections and curriculum. LCCC provides Industry 4.0 training in Automation and Robotics for educators who want to deliver I4.0 technologies training in the classroom, preparing your students for pathways into exciting Automation and Robotics careers.  This program includes: hands-on, industry-relevant projects, industry recognized credentials, capstone course, and an externship with a manufacturer.

Infant mortality – or the death of a baby before his/her first birthday – is a critical indicator of community health. In addition to infant deaths, we track preterm births, low birthweight births, causes of infant deaths, and racial disparities in these indicators.

Inferring and Explaining is a book in practical epistemology. It examines the notion of evidence and assumes that good evidence is the essence of rational thinking. Evidence is the cornerstone of the natural, social, and behavioral sciences. But it is equally central to almost all academic pursuits and, perhaps most importantly, to the basic need to live an intelligent and reflective life.

This book is an approachable introduction to calculus with applications to biology and environmental science. For example, one application in the book is determining the volume of earth moved in the 1959 earthquake that created Quake Lake. Another application uses differential equations to model various biological examples, including moose and wolf populations at Isle Royale National Park, ranavirus in amphibians, and competing species of protozoa. The text focuses on intuitive understanding of concepts, but still covers most of the algebra and calculations common in a survey of calculus course.

This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.The Information Literacy User’s Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book’s authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State College. These core foundations ensure that the material will be relevant to today’s students.The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

The definitive text for the information search and evaluation process as practiced by news and strategic communication message producers. Currently used at the University of Minnesota School of Journalism and Mass Communication; JOUR 3004W/V, Information for Mass Communication.

Information Systems: A Manager’s Guide to Harnessing Technology V1.2 is intended for use in undergraduate and/or graduate courses in Management Information Systems and Information Technology.Version 1.2 of John's book retains the same structure and theory of version 1.1, but refreshes key statistics, examples, and brings case material up to date (vital when covering firms that move as fast as Facebook, Google, and Netflix). Adopting version 1.2 guarantees your students will have the most current text on the market, drawing real and applicable lessons from material that will keep your class offerings current and accessible.One of BusinessWeek’s "Professors of the Year", John Gallaugher of Boston College, brings you a brand new Management Information Systems textbook that teaches students how he or she will experience IS from a Managers perspective first hand through interesting coverage and bleeding-edge cases.Get involved with John's community by visiting and subscribing to his blog, The Week In Geek, where courseware, technology and strategy intersect and joining his Ning IT Community site where you can get more resources to teach Information Systems.Shockingly, at a time when technology regularly appears on the cover of every major business publication, students find IS among the least appealing of management disciplines.The teaching approach in Information Systems: A Manager’s Guide to Harnessing Technology V 1.2 can change this. The text offers a proven approach that has garnered student praise, increased IS enrollment, and engaged students to think deeper and more practically about the space where business and technology meet. Every topic is related to specific business examples, so students gain an immediate appreciation of its importance. Rather than lead with technical topics, the book starts with strategic thinking, focusing on big-picture issues that have confounded experts but will engage students. And while chapters introduce concepts, cases on approachable, exciting firms across industries further challenge students to apply what they've learned, asking questions like:Why was NetFlix able to repel Blockbuster and WalMart? How did Harrah's Casino's become twice as profitable as comparably-sized Caesar's, enabling the former to acquire the latter? How does Spain's fashion giant Zara, a firm that shuns the sort of offshore manufacturing used by every other popular clothing chain, offer cheap fashions that fly off the shelves, all while achieving growth rates and profit margins that put Gap to shame? Why do technology markets often evolve into winner-take-all or winner take-most scenarios? And how can managers compete when these dynamics are present? Why is Google more profitable than Disney? How much is Facebook really worthThe Information Systems course and discipline have never seemed more relevant, more interesting, and more exciting. Gallaugher's textbook can help teachers make students understand why.

This book is written as an introductory text, meant for those with little or no experience with computers or information systems. While sometimes the descriptions can get a little bit technical, every effort has been made to convey the information essential to understanding a topic while not getting bogged down in detailed terminology or esoteric discussions.

A brief tutorial on creating and delivering informative speeches. Topics include who is giving informative speeches, topics for informative speeches, and organizational patterns commonly used in informative speeches.

Informative speaking is actually the most common type of speech people are asked to give. An informative speech is one where you objectively present information. You’re not trying to change anyone’s mind...although you can ethically share your opinions when appropriate.

An informative speech is about an object, person, event, process, concept or idea. It’s a speech where you not only define the topic for the audience, but you fully explore it so they are informed.

Welcome to composition and rhetoric! While most of you are taking this course because it is required, we hope that all of you will leave with more confidence in your reading, writing, researching, and speaking abilities as these are all elements of freshman composition. Many times, these elements are presented in excellent textbooks written by top scholars. While the collaborators of this particular textbook respect and value those textbooks available from publishers, we have been concerned with disenfranchising students who do not have the resources to purchase textbooks. Therefore, we decided to put together this Open Educational Resource (OER) explicitly for use in freshman composition courses at Texas A&M University. Thanks to a generous grant from Dean David Carlson of the Texas A&M University Libraries, this project became a reality. It is a collaborative endeavor undertaken by faculty in the libraries and English Department as part of the Provost’s Student Success Initiatives at Texas A&M and continues to be a work in progress. Combined, Dr. Terri Pantuso, Dr. Kathy Anders, and Prof. Sarah LeMire have over 30 years of experience in writing and research instruction. Our goal is for students to leave this course as critical thinkers, polished writers, and informed citizens who can engage in civil public discourse. Gig ‘em, Ags!

Single lecture presentation containing tips for using technology to enhance teaching. Uses proven multimedia design principles to enhance learning.

Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.