Two early and prominent activists for abolition and women’s rights, Sarah Grimke (1792-1873) and Angelina Grimke Weld (1805-1879) were raised in the cradle of slavery on a plantation in South Carolina. The Grimke sisters, as they were known, grew to despise slavery after witnessing its cruel effects at a young age. Sarah later recalled that her father, the wealthy Judge John Fauchereaud Grimke, held his 14 children to the highest standards of discipline and sometimes required them to work in the field shelling corn or picking cotton. She observed, “Perhaps I am indebted partially to this for my life-long detestation of slavery, as it brought me in close contact with these unpaid toilers.”

Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.

The 3-Circle model was developed over the past several years, initially in strategic planning for a university graduate program and in an executive MBA course designed to integrate the concepts ofmarketing and competitive strategy. Over the course of time, the 3-Circle model has beensuccessfully used by hundreds of organizations throughout the world in establishing and growing their market positions. Many of the case examples in this book demonstrating applications of the 3-Circle model applications are from executives who have attended executive education training at the University of Notre Dame.

The purpose of this book is to help boards of directors of nonprofit organizations improve their performance after completing the Board Check-Up, online board performance self-assessment tool found at www.boardcheckup.com. This book is also valuable as a stand-alone resource for any board seeking to assess its performance in that it contains the diagnostic questions on which the online self-assessment tool is based. It goes further by providing a framework for boards to use in discussing needed changes in board performance. It also forms an integral part of a University at Albany, SUNY online course titled, The Governance of Nonprofit Organizations. This massive open online course (MOOC) can be taken for free or academic credit through Coursera’s online teaching and learning platform.

This book contains all of Smarthistory’s content for the Ancient Aegean, including Cycladic, Minoan, and Mycenaean art.

This book contains all of Smarthistory’s content for Sumerian, Akkadian, Neo-Sumerian / Ur III, Babylonian, Assyrian and Persian art.

The “Beginner’s guide” introduces foundational concepts, such as the chronology of Byzantine history, sacred imagery, and wearable objects. Subsequent sections are arranged chronologically, covering the Early Byzantine period (c. 330–700), the Iconoclastic Controversy (c. 700s–843), the Middle Byzantine period (843–1204), the Latin Empire (c. 1204–1261), and the Late Byzantine period (c. 1261–1453) and beyond.

These sections include thematic essays on Byzantine art and architecture, essays that focus on key works (subtitled artworks in focus or architecture in focus), and essays that explore Byzantium’s relationships with other cultures (subtitled cross-cultural perspectives). Finally, we have included questions for study or discussion to encourage teachers, students, and other readers to engage with videos and other content on the Smarthistory website which could not be included in this book format but which we believe richly compliments what is presented here.

This book contains all of Smarthistory’s content for Italian art in the 1300s.

This book contains all of Smarthistory’s content for Italian art in the 1400s.

This book combines the Introduction to Writing in College by Melanie Gagich and ENG 102: Reading, Writing and Research by Emilie Zickel, which were both supported by Cleveland State University’s 2017 Textbook Affordability Small Grant. The book was then revised, edited, and formatted by Melanie Gagich, Emilie Zickel, Yvonne Bruce, Sarah Lacy, John Lanning, Amanda Lloyd, Charlotte Morgan, and Rashida Mustafa. This work was made possible through the generous support of the Cleveland State University Office of the Provost.

Within each chapter there are sections written by Melanie Gagich, Emilie Zickel, or other members of the textbook team (see above) and authorial attributions are given. This book also contains other resources integrated under Creative Commons licenses. These open access resources include complete and also remixed chapters from Monique Babin, Carol Burnell, Susan Pesznecker, Nichole Rosevear, and Jamie Wood’s The Word on College Reading and Writing, links to several essays from the open source textbook series Writing Spaces: Readings on Writing, and several links to articles from the open source website Writing Commons. Additionally, parts of this book also come out of a remixed version of Robin Jeffrey’s, About Writing, which have been rearranged, amended, edited, and enhanced with digital reading experience by including videos and visual reading features. Shared and remixed materials will be denoted with attribution information when necessary.

Welcome to the textbook for Engineering Technical Communications courses at The Ohio State University. Our aim in writing this textbook was to create a resource specifically focused on and applicable to the kinds of communication skills most beneficial to the students who take our courses. Therefore, this textbook focuses on developing both technical and professional communication skills and will help readers practice strategies for critically analyzing audiences and contexts, real-world applications of rhetorical principles, and skills for producing documents (reports, proposals, instructions), presentations, videos, and wide variety of other professional communications.

Based on over 20 years of teaching experience in animal nutrition, this study guide will enhance learning basic food animal nutritional principles.

In this introductory text, six fundamental nutrients, their structure, digestion, and metabolism are covered. A brief introduction to bioenergetics, feed additives, nutrient analysis, digestive organs and processes in monogastric and ruminant animals, and methods for assessing nutrient utilization are also included.

Each chapter is illustrated with a new terms box, key points, and review questions.

This study guide is an essential learning tool for undergraduate students majoring in animal sciences, veterinary medicine, or other related disciplines.