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2025-03-22T05:08:50.984510	09-30-2024	https://ecampusontario.pressbooks.pub/oerbysubjectpeerguide/chapter/__unknown__/	{ "author": "Kyle Montgomery, Marnie Seal, Shannon Dowdall-Smith, Remar Mangaoil, Phyllis Montgomery, Sharolyn Mossey", "book_url": "https://ecampusontario.pressbooks.pub/oerbysubjectpeerguide/front-matter/introduction/", "institution": "Cambrian College, Laurentian University", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:1", "subject": "Nursing, Nursing fundamentals and skills, Nursing specialties, Nursing management and leadership", "title": "2023 Compendium of North American Nursing OER", "url": "https://ecampusontario.pressbooks.pub/oerbysubjectpeerguide/chapter/__unknown__/" }	pressbooks	\| Credibility \| Relevance \| \| Authorship \| Publisher, Year of Update \| Title of Open Textbook \| Aim of Open Textbook Identified by Author(s) \| Intended Audience \| Topical Foci \| \| Anderson, R., RN, BScN, MN, Associate Teaching Professor, Thompson Rivers University, Kamloops Doyle, R. G., MSN, BSN, Faculty, British Columbia Institute of Technology, Burnaby McCutcheon, J. A., BSN, Nursing Instructor, British Columbia Institute of Technology, Burnaby \| Thompson Rivers University, 2022 \| Clinical Procedures for Safer Patient Care \| Aims to provide standardized processes for clinical skills and to help nursing schools and clinical practice partners keep procedural practice current using a checklist approach. Each skill/ procedure has learning outcomes, a brief overview of the relevant theory, checklists of steps for procedures with the rationale behind each step of the process, and a summary of key takeaways. \| Nursing students and practice partners \| - Infection Control - Patient Assessment - Safe Patient Handling, Positioning, & Transfers - Wound Care - Oxygen Therapy - Non-Parenteral & Parenteral Medication Administration - Intravenous Therapy - Blood Glucose Monitoring - Tubes & Attachments \| \| Belcik, K., PhD, RN, CNE, Clinical Associate Professor, Texas State University, San Marcos Open Resources for Nursing \| Texas State University Libraries, 2023 \| Leadership and Management of Nursing Care \| Introduces concepts related to nursing leadership and management, prioritization strategies, delegation and supervision, legal implications of nursing practice, ethical nursing practice, collaboration within the interprofessional team, health care economics, quality and evidence-based practice, advocacy, preparation for the RN role, and the avoidance of burnout with self-care. \| Nursing students (BScN) \| - Overview of Management and Professional Issues - Delegation and Supervision - Leadership and Management - Legal Implications - Ethical Practice - Collaboration Within the Interprofessional Team - Health Care Economics - Quality and Evidence-Based Practice - Advocacy \| \| Buccieri, K., PhD, Associate Professor, Sociology; Coordinator of Criminology, Trent University, Peterborough Davy, J., Harm Reduction Specialist, Community-based HIV/STBBI Programs Support. Prevention. Education, Peterborough Gilmer, C., RN, HlthSc, Director of Department of Social Work & Associate Professor, School of Nursing, Trent University, Peterborough Whitmore, N., Outreach & Addictions Worker, Port Hope & Cobourg \| eCampus Ontario, 2022 \| Understanding Homelessness in Canada \| Explores homelessness in Canada, from a range of different perspective inclusive of lived experience, and academic viewpoints. Seemingly simple questions are posed through the use of real-life scenarios, embedded interview videos, artwork, and interactive activities, demonstrate how the answers are actually rather complex. \| Health Science undergraduates \| - Introduction to Homelessness - Indigenous and Canadian studies [Indigenous Studies; Politics, Policy & Housing in Canada] - Mental Health & Public Health Studies - Population Studies [Gender & Queer Studies; Child & Youth Studies] - Social Sciences [Sociology & Crimino-legal Studies; Social Work] - Health Sciences [Primary Care & Nursing; Emergency Medicine] \| \| Bush, J., Ph.D., RN, CNE, Lecturer, University of West Florida, Pensacola Der Like, J. V., DNP, MSN, RNC, Clinical Assistant Professor, University of West Florida, Pensacola \| University of West Florida, 2023 \| Mental Health is a Verb \| Reviews the foundations of mental health, psychopharmacology, and the most common mental health diagnoses in a pocket guide format. \| Nursing students \| - Foundational Concepts in Mental - Health Nursing [Mental Health versus Mental Illness; Theoretical Models; Clinical Assessment, Problems, & Treatment; Psychopharmacology; Mental Health Promotion; Legal & Ethical Issues; Therapeutic Communication] - Mental Disorders [Depression, Anxiety, Bipolar; Somatic Symptom; Eating; Substance Abuse & Addiction; Schizophrenia; Personality; Childhood; Psychiatric Emergencies; Grief & Loss] \| \| Carter, K., B.Ed., M.A., Open Educational Resource Consultant, Conestoga College, Kitchener Rutherford, M. Dip., Nursing, LD., BGS., Faculty Supports, Georgian College, Barrie \| eCampus Ontario, 2022 \| Building a Medical Terminology Foundation \| Breaks down medical terms into their word parts, pronounces medical terms, and learn the meaning of medical terms within the context of introductory anatomy and physiology. \| Health science students \| - Identifying Word Parts in Medical Terms - Medical Language Rules - Prefix - Suffix - Medical Language within the Context of Anatomy & Physiology [15 systems such as integumentary, respiratory, digestive] \| \| Chippewa Valley College, Eau Claire Egert, A., MSN, RN, CCSNE, CCNE, CCCI, Faculty, British Columbia Institute of Technology, Burnaby Lee, K., MSN, RN, CCNE, Faculty, British Columbia Institute of Technology, Burnaby Gill, M., MSN, RN, Manager, Academic Planning and Quality Assurance, British Columbia Institute of Technology, Burnaby \| BCcampus, 2023 \| Fundamentals of Nursing Pharmacology: A Conceptual Approach \| Explores pharmacological concepts, showing the connections between pathophysiology, pharmacological principles, and common medication classes using a concept-based teaching approach \| Nursing students (BScN) \| - Principles of Pharmacology - Safety & Ethics - Antimicrobials - Autonomic Nervous System Regulation - Gas Exchange - Perfusion & Renal Elimination - Gastrointestinal Elimination - Central Nervous System Regulation, Mood, & Cognition - Endocrine - Pain & Mobility \| \| Christman, E., MSN, RN, CNE, CHSE, APNP-BC, Nursing Faculty, Southern New Hampshire University, Manchester Ernstmeyer, K., MSN, RN, CNE, CHSE, APNP-BC, Open RN Grant Project Director, Chippewa Valley Technical College, Eau Claire \| Wisconsin Technical College Digital Press, 2022 \| Nursing Management and Professional Concepts \| Introduces concepts related to nursing leadership and management, prioritization strategies, delegation and supervision, legal implications of nursing practice, ethical nursing practice, collaboration within the interprofessional team, health care economics, quality and evidence-based practice, advocacy, preparation for the RN role, and the avoidance of burnout with self-care. \| Nursing students \| - Overview of Management & Professional Issues - Prioritization - Delegation & Supervision - Leadership & Management - Legal Implications - Ethical Practice - Collaboration within the Interprofessional Team - Health Care Economics - Quality and Evidence-based Practice - Advocacy - Preparation for the RN Role - Burnout & Self-care \| \| Christman, E., MSN, RN, CNE, CHSE, APNP-BC, Nursing Faculty, Southern New Hampshire University, Manchester Ernstmeyer, K., MSN, RN, CNE, CHSE, APNP-BC, Open RN Grant Project Director, Chippewa Valley Technical College, Eau Claire \| Wisconsin Technical College Digital Press, 2022 \| Mental Health and Community Concepts \| Discusses mental health and community health concepts with emphasis on stress management techniques, healthy coping strategies, referrals to community resources, and other preventative interventions. Examines nursing care for individuals with specific mental health and substance use disorders and the nurse’s role in community health needs assessments and caring for vulnerable populations \| Nursing students \| - Foundational Mental Health Concepts - Therapeutic Communication & the Nurse-Client Relationship - Stress, Coping, & Crisis Intervention - Application of the Nursing Process to Mental Health Care - Legal & Ethical Considerations in Mental Health Care - Psychotropic Medications - Disorders [Depressive, Bipolar, Anxiety, Personality, Psychosis & Schizophrenia; Childhood & Adolescence, Eating, Substance Use] - Trauma, Abuse & Violence - Community Assessment - Vulnerable Populations - Environmental Health & Emergency Preparedness \| \| Daphne Cockwell School of Nursing \| Toronto Metropolitan University, 2023 \| The Daphne Cockwell School of Nursing – Clinical Practice and Simulation Resource Toronto Metropolitan University \| Provides learning materials to support nursing education, clinical practice, and simulation. \| Nursing students \| - Virtual Simulations [Emergency; Medical Surgical; Pediatrics; Maternal Newborn; Gerontology; Mental Health; Rehabilitation; Home Health Care] - Open Educational Resources [Communication & Documentation; Health Assessment; Immunizations; Infection Prevention and Control; Nutrition; Professional Practice in Nursing; Scholarly Writing] - Actor and Mannequin Simulation [Discharge Teaching on Cast Care; Newborn Assessment; Older Adult with Infection; MAID] - Open Educational Resources \| \| D’Ilio, A., RN, BSN, MSN, Nursing Instructor, British Columbia Institute of Technology, Burnaby Egert, A., MSN, RN, CCSNE, CCNE, CCCI, Faculty, British Columbia Institute of Technology, Burnaby \| BCcampus, 2023 \| Nursing Virtual Case Studies \| Aims to develop noticing and clinical judgment skills through case study approach. Each case study is designed to work with a specific level of learner (novice to advanced) and uses a variety of resources to help learners prepare for the experience and reflect on their actions. \| Nursing students \| - Case 1: Care of an Older Adult with Impaired Perfusion in a Community Setting - Case 2: Care of an Older Adult with Infection and Impaired Cognition in an Acute Medical Setting - Case 3: Care of a Young Adult with Diabetes, Altered Mood, and Substance Use in a Community Setting - Case 4: Care of the an Adult Experiencing Post-Operative Complications in an Acute Surgical Setting \| \| Ernstmeyer, K., MSN, RN, CNE, CHSE, APNP-BC, Open RN Grant Project Director, Chippewa Valley Technical College, Eau Claire Elizabeth, C., DNP, RN, CNE, Open RN Grant Project Director and Nurse Educator, Chippewa Valley Technical College, Eau Claire \| University of Regina, 2021 \| Nursing Skills \| Encourages engagement in critical thinking and apply the nursing process while carrying out assessments and foundational nursing skills. \| Nursing students (BScN and PN) \| - General Survey Assessment - Health History - Areas of Assessment [Neurological, Head & Neck, Eye & Ear; Cardiovascular; Respiratory; Abdominal; Musculoskeletal] - Skills [Blood Pressure; Aseptic Technique; Math Calculations; - Oxygen Therapy; Administration of medications; Enteral Tube Management; Specimen Collection; Wound Care; Facilitation of Elimination; Tracheostomy care & Suctioning; IV Therapy Management] \| \| Exner-Pirot, H., PhD, Political Science, Macdonald-Laurier Institute, Ottawa Norbye, B., Professor Nursing and Health Care Education, Arctic University of Norway, Tromsø Butler, L., RN, PHD, Dean, Faculty of Nursing, Dalhousie University, Halifax \| University of Regina, 2021 \| Northern and Indigenous Health and Healthcare \| Provides accessible content on health and health care from a northern perspective for the growing number of health professionals being educated in northern communities. It entails the provision of northern health care in the context of unique challenges and circumstances. \| Nursing students (BScN) \| - Community Health in Northern & Indigenous Communities [Oral Health & Health Promotion; Food Security; Water Poverty; Indigenous Birth; Working with Unbounded Communities; Everyday Life with Chronic Illness; Role of Nurses in Preventing Tuberculosis; Community Development] - Social Determinants and Structural Impacts on Northern & Indigenous Health [Sexual Violence; Sexual Abuse; Childhood Sexual Abuse; Culture of Violence and Silence; Family Health & Local Capacity Building] - Culture & Health [Infant Feeding Teachings; Indigenous Sami Adolescents’ Well-being and Mental Health; Northern & Indigenous Ethical Imperative for Working with Communities; Establishing Trustful Relationships between Marginalized Indigenous People & Researchers/Health Workers] - Health care innovations [Telehealth, Social Media, e-Health; Telemedicine] - Professional Practice [Nursing Leadership; Meaning of being a nurse in Canada’s Northern Territories; Professionalism & Professional Conduct; Self-care Practices of Practitioners; Nurse-Deaconess Education; Educating Health Care Providers; Off-campus Nurse Education; Health Research & Education] \| Hillary, C., RN, BSN, MHSED, Instructor, Selkirk College, Castlegar Girvin, J., RN, MN, Instructor, College of the Rockies, Cranbrook Gaubreau, S., RN, MSN-Ed, Faculty Assistant, Selkirk College, Castlegar Bird, K., RN, BScN, MEd, Instructor, Selkirk College, Castlegar \| BCcampus, 2022 \| BC Schools of Nursing Virtual Simulation Games \| Not available. \| Nursing students \| - Post-Operative Care of a Client who Identifies as Non-Binary \| \| Hughes, M., MEd, BScN, RN, Professor, School of Community and Health Studies, Centennial College, Toronto Stefopulos, C., MEd, RN, Professor, Centennial College, Toronto Doyle, S., BScN student, Toronto Metropolitan University, Centennial, George Brown Collaborative Nursing Degree Program, Toronto Metropolitan University, Toronto \| eCampus Ontario, 2022 \| An Interprofessional Virtual Gaming Simulation: Breaking the Chain of Transmission \| Promotes the application of knowledge and skills related to interprofessional collaboration, and infection prevention and control practices within virtual simulation \| Nursing students \| - An Interprofessional Virtual Gamily Simulation: Breaking the Chain of Transmission - Interprofessional Healthcare Provider Role Descriptions \| \| Lapum, J., PhD, MN, BScN, RN, Associate Director, Quality Assurance and Professor, Toronto Metropolitan University, Toronto St-Amant, O., BScN, MScN, PhD, Assistant Professor, Toronto Metropolitan University, Toronto Hughes, M., MEd, BScN, RN, Professor, School of Community and Health Studies, Centennial College, Toronto Petrie, P., RN, BScN, MScN, Professor, George Brown College, Toronto Morrell, S., RN(EC), BScN, MN, PhD(c), Lecturer, Faculty of Nursing, University of Windsor, Nurse Practitioner, Windsor Regional Hospital, Windsor Mistry, S., RM, BHScM, BScN student, Toronto Metropolitan University, Centennial, George Brown Collaborative Nursing Degree Program, Toronto Metropolitan University, Toronto \| eCampus Ontario, 2022 \| The Complete Subjective Health Assessment \| Deconstructs the categories of the complete subjective health assessment, with explanations and examples of what constitutes relevant subjective data. Provides an opportunity to learn how to respond to normal, abnormal, and critical findings when completing a complete subjective health assessment. \| Nursing students \| - Introduction to the Complete Subjective Health Assessment [Subjective Health Assessment; Reasons for Conduction; Categories & Influencing Factors] - The Complete Subjective Health Assessment [ Demographic & Biographic Data; Main Health Needs; PQRSTU Assessment; Current & Past Health; Mental Health & Mental Illnesses; Functional Health; Preventative Treatments & Examinations; Family Health; Cultural Health] - Cultural Safety & Care Partners \| \| Lapum, J., PhD, MN, BScN, RN, Associate Director, Quality Assurance and Professor, Toronto Metropolitan University, Toronto Ronquillo, C. MSN, RN, Assistant Professor, Toronto Metropolitan University, Toronto Hughes, M. MEd, BScN, RN, Professor, School of Community and Health Studies, Centennial College, Toronto Garmaise-Yee, J., DNP, MN, RN, Professor, George Brown College, Toronto \| Toronto Metropolitan University, 2022 \| Introduction to Communication in Nursing \| Guides best practices in communication in the context of the nursing profession including communication theory, therapeutic communication and interviewing, and interprofessional communication. \| Nursing students (BScN) \| - Introduction to Communication and Communication Theory in Nursing [Professional Communication; Positive Lens of Conflict; Conflict Resolution; Social Media; Models of Communication; Communication is Learned; Theoretical Approaches to Communication (Trauma-informed; Relational; Anti-racist)] - Therapeutic Communication & Interviewing [CNO Standard Statement; Client Interview; Preparing for the Interview; Self-reflection prior to the Interview; Beginning the Interview; Types of Interview Questions; Communication Strategies; Non-verbal Communication Strategies; Developmental Considerations] - Interprofessional Communication in Nursing [Interpersonal; Interprofessional; Conflicts; Harassment & Communication; Resources to Facilitate Interprofessional Communication; Self-Reflection in Interprofessional Communication] \| \| Lapum, J., PhD, MN, BScN, RN, Professor, Toronto Metropolitan University, Toronto St-Amant, O., PhD, MN, BScN, RN, Assistant Professor, Toronto Metropolitan University, Toronto Hughes, M., MEd, BScN, RN, Professor, Centennial College, Toronto Tan, A., BScN, RN, University Health Network, Toronto Bogdan, A., BScN, RN Frances, D., BScN student, Toronto Metropolitan University, Centennial, George Brown Collaborative Nursing Degree Program, Toronto Metropolitan University, Toronto Frantzke, R, BScN student, Toronto Metropolitan University, Centennial, George Brown Collaborative Nursing Degree Program, Toronto Metropolitan University, Toronto Savicevic, N., MA Interactive Design, MArch, BScEng, Educational Developer, Toronto Metropolitan University, Toronto \| Toronto Metropolitan University, 2022 \| The Scholarship of Writing in Nursing: 1st Canadian Edition \| Guides best practices of scholarly writing in the context of the nursing profession. \| Nursing students (undergraduates and graduates) and Health Science students \| - Introduction [Scholarly writing; Relevance of Scholarly Writing] - Reading & Comprehension [Reading Effectively; Best place & Time for Reading; Distracted Reader; Learning Preferences, Types of text; Pre-reading Strategies; Reading the Article in Full; Notetaking; Annotating; Dialectic Notetaking; Reading Critically; Critiquing a Text; Reflecting & Summarizing; Troubleshooting your Reading] - Information literacy [Finding Texts; Researching the Topic; Search Operators; Evaluating Quality; Peer-reviewed Sources; Popular Sources & Grey Literature; Caution: Websites] - Types of Writing [Descriptive, Reflective, Analytical; Persuasive, Critical; Editorial; Literature Review] - Fundamentals of Writing [Audience; Purpose; Point of View; Tone; Originality; Sentence & Paragraph Construction; Clear, Complex, Respectful, & Inclusive Language; Grammar & Style Tips] - Writing Process & Pre-Writing [Starting Point; Brainstorming; Thesis; Organizing & Connecting Ideas; Developing an Outline] - Drafting & Writing a paper [First Draft; Good vs weak Support; Transitions; Patterns of Organization; Writing Introductions & Conclusions] - Revising & Editing a paper [Revise to improve Organization, Cohesion, Style & Tone; Editing for Clarity & Conciseness; Giving & Receiving Feedback; Creating & Refining a Title; Revising & Editing Checklist] - Academic integrity & APA Style Rules [Plagiarism & Self-Plagiarism; Paraphrasing & Direct Quotations; Citing another person’s Ideas; In-text Citation types; Reference Page Examples \| \| Lapum, J., PhD, MN, BScN, RN, Associate Director, Quality Assurance and Professor, Toronto Metropolitan University, Toronto St-Amant, O., BScN, MScN, PhD, Assistant Professor, Toronto Metropolitan University, Toronto Hughes, M., MEd, BScN, RN, Professor, School of Community and Health Studies, Centennial College, Toronto Ronquillo, C., MSN, RN, Assistant Professor, Toronto Metropolitan University, Toronto Hughes, M., MEd, BScN, RN, Professor, School of Community and Health Studies, Centennial College, Toronto Garmaise-Yee, J., DNP, MN, RN, Professor, George Brown College, Toronto \| Toronto Metropolitan University, 2020 \| Documentation in Nursing: 1st Canadian edition \| Guides best practices of documentation in the nursing profession by addressing principles of documentation, legislation associated with documentation, methods and systems of documentation, and key trends in the future of documentation. Incorporates legislation and practice standards specific to the province of Ontario, Canada. \| Nursing students (BScN) \| - Introduction to Documentation - Reasons for Documentation - Documentation Components - Electronic Documentation Systems - Privacy of Documentation - Privacy, Confidentiality, and Security - Methods of Documentation - Methods of Documentation – Examples - Future of Documentation \| \| Lapum, J., PhD, MN, BScN, RN, Associate Director, Quality Assurance and Professor, Toronto Metropolitan University, Toronto Hughes, M., MEd, BScN, RN, Professor, School of Community and Health Studies, Centennial College, Toronto \| Toronto Metropolitan University, 2021 \| Introduction to Health Assessment for the Nursing Professional \| Offers an inclusive approach to health assessment that incorporates culturally responsive techniques related to race/ethnicity, gender/sex/sexual orientation, body sizes/types, and ability/disability. It is the first health assessment resource that is informed by clinical judgment with the goal to facilitate students’ clinical decision making and ability to prioritize care by recognizing and acting on cues and signs of clinical deterioration. \| Nursing students \| - Introduction to Health Assessment [Related Legislation; Clinical Judgement; Priorities of Care; Guiding Approaches; Health Promotion (behavioral, relational, structural); Health Determinants] - Inclusive Approaches to Health Assessment [Inclusive Assessment; Moving Beyond Culture & Ant-Oppression in Health Assessment; Inclusive Health Assessment with Indigenous, Black & LGBTQ12SA+] - Respiratory System - Cardiovascular System - Gastrointestinal System \| \| Lapum, J., PhD, MN, BScN, RN, Associate Director, Quality Assurance and Professor, Toronto Metropolitan University, Toronto Verkuyl, M., NP PHC, MN, Professor, Centennial College, Toronto Garcia, W., MS, BScN, RN, Instructor, Toronto Metropolitan University, Toronto St-Amant, O., BScN, MScN, PhD, Assistant Professor, Toronto Metropolitan University, Toronto Tan, A., BScN, RN, University Health Network, Toronto \| BCcampus, 2021 \| Vital Sign Measurement Across the Lifespan – 2nd Canadian Edition \| Provides opportunities to read about, observe, practice, and test vital sign measurement using a multi-media and interactive approach, it will provide. \| Nursing and Health Science students \| - Introduction - Temperature - Pulse & Respiration - Oxygen Saturation - Blood Pressure - Knowledge Integration [Case Studies across the Lifespan] \| \| Rees, G., RN, MSN, ACHIP, FAMIA, Program Lead Digital Health Advanced Certificate, British Columbia Institute of Technology, Burnaby Kruger, R., RN, Med, CNCC(C), Technology & Equipment Coordinator, British Columbia Institute of Technology, Burnaby Morrison, M., PhD, MA (Ed.), BHSc. (N), RN, Program Head, British Columbia Institute of Technology, Burnaby \| BCcampus, 2022 \| Health Case Studies: Toward Closing the Healthcare Communication Gap \| Provides eight separate acute health case studies. Each case study includes the patient narrative or story that models the best practice in healthcare settings. Associated with each case is a set of specific learning objectives to support learning and facilitate educational strategies and evaluation. \| Nursing students (BScN) \| - Chronic Obstructive Pulmonary - Disease - Pneumonia - Unstable Angina - Health Failure - Motor Vehicle Collison - Sepsis - Deep Vein Thrombosis \| \| St-Amant, O., BScN, MScN, PhD, Assistant Professor, Toronto Metropolitan University, Toronto Dybenko, L., RN, BEd, MSc(A), PhD, George Brown College, Toronto Reisdorfer, E. RN, PhD, Assistant Professor, MacEwan University, Edmonton Scott, L., RN, PhD, Professor, Toronto Metropolitan University, Centennial, George Brown Collaborative Nursing Program, Toronto Jennings, A. MN, PhD, Professor George Brown College, Toronto Haghiri-Vijeh, R. RN, BN, MN, PhD, Professor, Centenial College, Toronto \| Toronto Metropolitan University, 2022 \| Professional Practice in Nursing 201: Supplementary \| Not available. \| Nursing students \| - 11 case studies involving clients and families living with chronic illness across the life-cycle \| \| Trip, K., Nurse Practitioner, Assistant Professor, University of Toronto, Toronto Wilson, J., Nurse Practitioner, Assistant Professor, University of Toronto, Toronto \| eCampus Ontario, 2022 \| Gynecological Assessment \| Provides four online gynecological assessment learning modules in combination with virtual knowledge checks that will help articulate an approach, demonstrate techniques of examination, identify and diagnose disorders, and develop an evidence-based plan. \| Nursing students (BScN) \| - Gynecological History - Gynecological Exam - Additional Considerations [Pelvic Exam – Hesitancy, Anxiety, History of Trauma, Differently Abled; 2SLGBTQI+] - Common Gynecological Disorders: Masses & Viral Lesions, Dermatosis, Infections] \| \| Wagner, J., PhD, RN, Retired Assistant Professor, University of Regina, Regina \| University of Regina Press, 2022 \| Leadership and Influencing Change in Nursing \| Provides foundation tools, techniques, and knowledge required to empower students to meet the leadership challenges found within the incessantly changing health care environment. \| Nursing students (BScN) \| - Leadership Strengths & Growth Opportunities - Diversity in Health Care Organizations - Working with Indigenous Leadership & Indigenous Environments - Role of Nurse Leaders in Development of the Canadian Health Care System - Primary Health Care - Leadership in Quality Management & Safety - Leaders & Evidence-informed Decision Making - Change theories - Using Advocacy to Galvanize Ethics into Action - Managing Conflict - Responsibility & Authority of Leaders - Emergency Preparedness & Response - Leadership through Informatics - Regulation, the law, Labor Relations, and Negotiations - Emerging Leadership Issues \| \| Woodend, K. RN, MSc, PhD, Associate Professor, Trent University, Peterborough Lemonde, M., RN, PhD, Associate Professor, Ontario Tech University, Oshawa McCabe, J., RN, MEd, PhD, Associate Professor, Ontario Tech University, Oshawa Thibeault, C., RN, PhD, Associate Professor, Trent University, Peterborough \| eCampus Ontario, 2022 \| Leadership for Nurses in Clinical Settings \| Develops and enhances knowledge about the science and art of leadership \| Nursing students (graduate) \| - Power & Politics [Leadership Theories & Styles; Poser & Poser Dynamics] - Communication & Delegation [Principles of Effective Communication; Personal Leadership Style; Strategies for Effective Leading; Barriers to Communication; Steps to Effective Delegation] - Ethical & Legal Issues [Ethics Foundations; Ethics and the Law; Ethics Framework; Plan of Care; Living at Risk & Moral Distress] - Quality Management & Improvement [Historical Overview; Quality & Patient Safety; Team Huddles; Programs] - Change Management [Key Drivers of an Organization’s Culture; Change Management Theory; Organizational Readiness; Role of Leaders; Challenges & Best Practice] - Health Informatics [Theoretical, Social, and Legal Issues; Informatics in Patient Care Settings; Health Data Storage & Exchange; Telemedicine] - Budgeting & Resource Management [Budget Process; Developing a Budget; Monitoring & Analyzing a Budget] - Recruiting, selecting, & retaining staff [Frameworks and Guidelines; Targeting Populations] - Managing teams/conflict [Complex Process; Potential Causes of Organization Conflict; Nursing & Patient Care Conflicts; Strategies to Resolve Conflict; Restoring & Remaining Trust] - Managing, Motivating & Staff Development [Setting the Stage; Supporting Professional Development; Performance Management] - Risk Management & Emergency preparedness [Preparedness; Response; Recovery & Resilience] - Ethical Leadership & Building Leadership Career [Fostering Ethical Practice; Values in Leadership Practice; Courage & Moral Resilience] \| \| \| \| \| \| \|
2025-03-22T05:08:51.036889	09-30-2024	https://ecampusontario.pressbooks.pub/oerbysubjectpeerguide/chapter/accessibilityinteractivityandlicensing/	{ "author": "Kyle Montgomery, Marnie Seal, Shannon Dowdall-Smith, Remar Mangaoil, Phyllis Montgomery, Sharolyn Mossey", "book_url": "https://ecampusontario.pressbooks.pub/oerbysubjectpeerguide/front-matter/introduction/", "institution": "Cambrian College, Laurentian University", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:2", "subject": "Nursing, Nursing fundamentals and skills, Nursing specialties, Nursing management and leadership", "title": "2023 Compendium of North American Nursing OER", "url": "https://ecampusontario.pressbooks.pub/oerbysubjectpeerguide/chapter/accessibilityinteractivityandlicensing/" }	pressbooks	2 Accessibility/Interactivity and Licensing \| Title of Open Textbook \| Accessibility/Interactivity \| Licensing \| \|\|\| \| Figures and tables \| a \| Review questions \| Total interactive H5P activities \| Available for use with \| \| \| ✓ \| ✓ \| ✓ \| 33 activities – \| \|\| \| ✓ \| \| \| \| \|\| \| ✓ \| ✓ \| ✓ \| 92 activities – \| \|\| \| ✓ \| ✓ \| \| 10 activities – image slider, image hotspots, multiple choice, drag the words, crossword \| \|\| \| ✓ \| ✓ \| ✓ \| 146 activities – \| \|\| \| ✓ \| ✓ \| ✓ \| 30 activities – \| \|\| \| ✓ \| ✓ \| \| 37 activities – dialog cards, question set, fill in the blanks, drag text, crossword, \| \|\| \| ✓ \| \| \| 50 activities – \| \|\| \| \| ✓ \| \| 2 activities – image hotspot \| \|\| \| ✓ \| ✓ \| ✓ \| 13 activities – \| \|\| \| ✓ \| ✓ \| ✓ \| 86 activities – \| \|\| \| Northern and Indigenous Health and Healthcare \| ✓ \| \| \| \| \| \| ✓ \| \| ✓ \| 2 activities – \| ✓ (CC BY-NC-SA 4.0) \| \| \| An Interprofessional Virtual Gaming Simulation: Breaking the Chain of Transmission \| ✓ \| ✓ \| ✓ \| 34 activities – \| \| \| ✓ \| ✓ \| ✓ \| 11 activities – question set, multiple choice \| \|\| \| Introduction to Communication in Nursing \| ✓ \| \| \| 29 activities –multiple choice, drag text, \| \| \| ✓ \| ✓ \| \| 94 H5P activities – fill in the blanks, drag text, true/false \| \|\| \| ✓ \| \| \| 12 activities – multiple choice, drag text \| \|\| \| Introduction to Health Assessment for the Nursing Professional \| ✓ \| ✓ \| ✓ \| 55 H5P activities – multiple choice, fill in the blanks, course presentation \| \| \| Vital Sign Measurement Across the Lifespan – 2nd Canadian Edition \| ✓ \| ✓ \| \| 122 activities – \| \| \| Health Case Studies: Toward Closing the Healthcare Communication Gap \| \| \| ✓ \| \| \| \| \| \| ✓ \| \| \|\| \| ✓ \| \| \| 8 activities – question sets \| \|\| \| ✓ \| ✓ \| ✓ \| \| \|\| \| ✓ \| ✓ \| \| 71 activities – \| \|\|
2025-03-22T05:08:51.054092	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/chapter-1-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:3", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/chapter-1-2/" }	pressbooks	Grammar – Beginning Videos and Exercises Greetings Greetings – Watch the videos and complete the exercises. Exercise 1: Greetings Read and complete the conversations below. Type words in the blank boxes. Exercise 2: Greetings Click on the eight pictures and words below. Four pictures match four words. Find the pairs. Exercise 3: Greetings Extra Read and complete the conversations below. Type words in the blank boxes. Greetings Useful Expressions Flip Cards Use the cards below to study the words: read, repeat, write, say, listen. Listen to the words and read the words. This exercise does not work well with screen readers.
2025-03-22T05:08:51.074435	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/28/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:4", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/28/" }	pressbooks	Grammar – Beginning Videos and Exercises Alphabet Alphabet – Watch the videos and complete the exercises. Exercise 1: Alphabet Exercise Put the upper case letters of the alphabet in order. Drag the letters to the correct drop zone boxes below. Exercise 2: Alphabet Exercise Put the lower case letters of the alphabet in alphabetical order. Drag the letters to the correct drop zone boxes below. Exercise 3: Alphabet Exercise Click on each of the sixteen squares below. Match the upper case letter with the lower case letter. Exercise 4: Alphabet Exercise There are twenty-six names below. Put the names in alphabetical order. Drag and drop the names to the drop zone boxes below.
2025-03-22T05:08:51.095133	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/3/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:5", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/3/" }	pressbooks	Grammar – Beginning Videos and Exercises Counting Counting – Watch the videos and complete the exercises. Exercise 1: Numerical Order: Put the following twenty numbers in numerical order. Number one and number twenty are already placed. Drag the other numbers to the drop zone boxes below. Exercise 2: Numerical Order Drag the words to the correct drop zone boxes. Put number words in the correct numerical order. Exercise 3: Numbers and Words Click on each of the twenty-two squares below. Match the numbers with the word for the number. Make a pair. Exercise 4: Numbers, Words, and Pictures Click on each of the twenty-two squares below. Match the numbers with the word for the number. Make a pair.
2025-03-22T05:08:51.111047	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/4/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:6", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/4/" }	pressbooks	Grammar – Beginning Videos and Exercises Be and Subject Pronouns Subject Pronouns – Watch the video and complete the exercises Exercise 1: Be Verb Read the following sentences. Type the correct form of the “Be” verb in the blank boxes. Exercise 2: Subject Pronouns Click on the fourteen squares below. Find the picture and the subject pronoun that match. Exercise 3: Be and Subject Pronoun Read the sentences. Click on one of the three words in the brackets to complete the sentence. Click the check button. Exercise 4: Pronoun and Be Verb Form Choose the correct form of the verb for each pronoun. Click on one of the three choices in the brackets following the pronoun. Click the check button.
2025-03-22T05:08:51.124896	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/5/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:7", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/5/" }	pressbooks	Grammar – Beginning Videos and Exercises Be and Questions Be and Questions – Watch the video and complete the exercises. Exercise 1: Be Verb Questions Click on one of the three words in brackets to complete the question. Click the check button. Exercise 2: Be Questions and Answers Read the questions below. Answer the questions. Drag best answer to the drop zone boxes following each question. Exercise 3: Be Negative Questions and Answers Read the questions below. Drag the answers to the drop zone boxes following the questions. Exercise 4: Be Verb Forms Read the sentences. Drag the correct word to the drop zone boxes to complete the sentences.
2025-03-22T05:08:51.155073	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/7/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:8", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/7/" }	pressbooks	Grammar – Beginning Videos and Exercises Have – Questions and Colors Have with Questions and Colors – Watch the videos and complete the exercises. Exercise 1: To Have Questions and Answers Answer the questions below. Drag the answers to the drop zone boxes following each question. Exercise 2: Colors Click on the eighteen squares below. Match the picture and the word. Exercise 3: To be, To have, Colors Read the following story. Type a form of “be”, “have”, or a “color word” for each blank box in the story. Exercise 4: Review Read the story. Type the correct form of “be” or “have” in the blank boxes.
2025-03-22T05:08:51.172383	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/8/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:9", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/8/" }	pressbooks	Grammar – Beginning Videos and Exercises Time and Dates Time and Dates – Watch the videos and complete the exercises. Exercise 1: Time and Dates Matching Click on the twenty-six squares below. Match the numerical time or date with the image on a clock or calendar. Exercise 2: Order – Days of the Week and Months Drag the days of the week and the months of the year into correct order. Drag them to the correct drop zone boxes. Exercise 3: Time and Date, Questions and Answers Read the questions. Drag the best answer for each question to the drop zone box next to the question. Exercise 4: Time Vocabulary – Classification Put the draggable words next to the best classification. For example: 10:30 is a time, not a year. Drag the word “time” to the drop zone box next to 10:30.
2025-03-22T05:08:51.185757	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/9/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:10", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/9/" }	pressbooks	Grammar – Beginning Videos and Exercises Daily Routine Daily Routine – Watch the video and complete the exercises. Exercise 1: Daily Routine Phrases There are sixteen boxes below with pictures and words for daily routines. Click on the boxes and find the pictures that match the words. Exercise 2: Daily Routine Question and Answer Match the question with the correct answer. Drag the answer to the drop zone box next to each question. Exercise 3: Jennifer’s Daily Routine Read Jennifer’s daily activities and put the activities in time order. Drag the words to the drop zone boxes. Exercise 4: Daily Routine Extra Read the questions and answers. Drag the correct answer to the drop zone boxes next to each question.
2025-03-22T05:08:51.199861	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/10/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:11", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/10/" }	pressbooks	Grammar – Beginning Videos and Exercises Weather Weather – Watch the videos and complete the exercises. Exercise 1: Weather Statements Sixteen squares below show eight pictures of weather and eight words about weather. Click on the squares. Match the picture and the word. Exercise 2: Weather Dialog Read the conversation below. Drag the words to the correct drop zone boxes to complete the conversation. Exercise 3: Weather Questions and Answers Read the conversation below. Drag the words to the correct drop zone boxes to complete the conversation. Exercise 4: Weather Extra Read the conversation below. Drag the words to the correct drop zone box to complete the conversation.
2025-03-22T05:08:51.217063	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/1/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:12", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/1/" }	pressbooks	Grammar – High Beginning Videos and Exercises Greeting a Stranger Greeting a Stranger – Watch the videos and complete the exercises below. Exercise 1: Greeting a Stranger Drag the words and phrases to the drop zone boxes following the sentences. Click the “next” arrow. There are five questions in this series. Exercise 2: Greeting a Friend Drag the words to the drop zone boxes to complete the conversations. Click the “next” arrow. There are four questions in this series. Exercise 3: Greetings General Click on the eight cards below. Find the picture that matches the word. Exercise 4: Greetings Extra Type words in the boxes to complete the conversation.
2025-03-22T05:08:51.247125	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:13", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/2/" }	pressbooks	Grammar – High Beginning Videos and Exercises Vowels, Consonants, Nouns, and Articles Vowels, Consonants, Nouns, and Articles – Watch the videos and complete the exercises Exercise 1: Vowel or Consonant Mark the following alphabet letters, vowels or consonants. Click on one of the words in brackets following each letter. Exercise 2: A or An Type the correct article, “a” or “an,” in the blank box before each word. Exercise 3: Alphabetical Order Drag the twenty-six letters of the alphabet to the drop zone boxes. Put the letters in correct alphabetical order. Exercise 4: Alphabetical Order Extra There are twenty-six names listed. Put the names in alphabetical order. Drag the names to drop zone boxes.
2025-03-22T05:08:51.259272	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/61/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:14", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/61/" }	pressbooks	Grammar – High Beginning Videos and Exercises Possessive Adjectives and Pronouns Possessive Adjectives and Subjective Pronouns – Watch the videos and complete the exercises. Exercise 1: Possessive Pronouns Some of the sentences below have possessive pronouns missing. Drag the correct possessive pronouns to the drop zone boxes. Exercise 2: To-Be Verb Read the questions and responses. Match the correct response with the question. Drag the responses to the drop zone boxes following the questions. Exercise 3: Pronouns, Contractions, To-Be Verb There are two questions in this exercise. Exercise 1: Type contractions for each pronoun and form of “Be”. Click the check button. Click the next arrow to go to the second exercise. Exercise 2: Drag the correct work to the drop zone box. Exercise 4: To-Be Extra Click one one of the three words between brackets. Choose the correct form of “be” for each pronoun. Click the check button.
2025-03-22T05:08:51.271604	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/5-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:15", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/5-2/" }	pressbooks	Grammar – High Beginning Videos and Exercises Verb Be, Making Questions Verb Be and Making Questions – Watch the videos and complete the exercises. Exercise 1: Making Questions Turn the sentences into questions. Drag the words to the drop zone boxes to make a question. Click the check button. Click the next arrow to continue. There are seven questions in this exercise. Exercise 2: To-Be Verb Questions Choose the correct form of the “be” verb to make questions. Click on one of the three words between brackets. Complete all sentences and click the check button. Exercise 3: Affirmative and Negative Answers For each question make an affirmative and negative response. Drag words to the drop zone boxes. Click the next arrow to continue. There are six questions in this exercise. Exercise 4: To-Be Extra Drag words to the drop zone boxes to complete the sentences. Use the correct verb or pronoun to complete the sentence.
2025-03-22T05:08:51.283225	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/do-does-questions/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:16", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/do-does-questions/" }	pressbooks	Grammar – High Beginning Videos and Exercises Questions with Do and Does Questions with Do/Does – Watch the videos and complete the exercises. Exercise 1: Have/Has Questions Read the questions. Drag answers to drop zone boxes following each question. Exercise 2: Have/Has Practice Read the story about a garden and a cat. Type the missing words in blank boxes in the story. Exercise 3: Adjectives Read the sentence. Click on the adjectives in the sentences. Click the check button. Exercise 4: To-Be, To-Have Review Read the sentences. Type the correct forms of “be” or “have to complete the sentences in the blank boxes in the story.
2025-03-22T05:08:51.306315	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/8-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:17", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/8-2/" }	pressbooks	Grammar – High Beginning Videos and Exercises This/That and Calendar Vocabulary This/That and Calendar Vocabulary – Watch the video and complete the exercises. Exercise 1: This and That Read the sentences. Choose the word “this” or “that” . Click on the word between the brackets. Click the check button. Exercise 2: These and Those Read the sentences. Choose the word “these” or “those”. Click on the word between the brackets. Click the check button. Exercise 3: Calendar Vocabulary This exercise has two questions. Question 1. Drag the word to the drop zone box to match the definition. Click the next arrow. Question 2. Type vocabulary words in the blanks. Exercise 4: Time Vocabulary Match the vocabulary. For example, 7:30 is “time”. Drag matching words to the drop zone boxes.
2025-03-22T05:08:51.319092	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/9-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:18", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/9-2/" }	pressbooks	Grammar – High Beginning Videos and Exercises Prepositions of Place and Time Prepositions of Place and Time – Watch the videos and complete the exercises. Exercise 1: In, On, Under This exercise has three questions. The first two exercises might be extra difficult with a screen reader. Question 1: Drag pictures to the correct drop zones in the picture. There is a bookcase and three cats. Read the instructions. Drag the cats to the correct drop zone on the bookcase picture. The bookcase has three shelves, a top, and space under the third shelf. The cats are different colors. Click check, then click the next arrow to go to the next question. Question 2: There are three drop zones: in, on, and under. Drag the pictures to the correct drop zone. The picture will not stay unless it is correct. Click check, then click the next arrow to go to the next question. Question 3: Read the sentences. Type the correct preposition in the blank box. Exercise 2: Times of Day Read the sentences. Type phrases for the time of day in the blank boxes. Exercise 3: Time and Date Questions and Answers Read the questions. Drag the best answers to the drop zone boxes next to the questions. Exercise 4: Daily Routine Questions and Answers Read the questions. Drag the best answers to the drop zone boxes next to the questions.
2025-03-22T05:08:51.331188	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/10-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:19", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/10-2/" }	pressbooks	Grammar – High Beginning Videos and Exercises Articles and Nouns Articles and Nouns – Watch the videos and complete the exercises. Exercise 1: Articles 1 Read the story. Click on the correct article found between the brackets. Use “0” for no article. Click the check button. Exercise 2: Articles 2 Read the story. Type the correct article in the blank boxes. When no article is needed, leave the blank box empty. Click the check button. Exercise 3: Singular and Plural Nouns Type the plural form of the word in the blank box next to the word. Spell the plurals correctly. Exercise 4: Weather Dialog Complete the conversations. Drag the best words to the drop zone boxes for each conversation.
2025-03-22T05:08:51.343089	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/1-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:20", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/1-2/" }	pressbooks	Grammar – Intermediate Videos and Exercises Pronouns, Adjectives, and Greetings Pronouns, Adjectives, and Greetings – Watch the videos and complete the exercises. Exercise 1: Pronouns 1 Read the story. Pronouns are missing in some of the sentences. Drag pronouns to the correct drop zone boxes. Exercise 2: Pronouns 2 Read the story. Words are missing from the sentences. Type the missing words in the blank boxes. Exercise 3: Adjectives Click on the adjectives in the following sentences. Click the check button. Exercise 4: Greetings Read the conversation. Type words in the blank boxes below to complete the conversation.
2025-03-22T05:08:51.355312	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/2-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:21", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/2-2/" }	pressbooks	Grammar – Intermediate Videos and Exercises Present Tenses and Parts of Speech Present Tenses and Parts of Speech – Watch the videos and complete the exercises. Exercise 1: Simple Present Continuous There are eight questions in this exercise. Follow instructions for each question. Click the “check” button. Click the “arrow” button to go to the next question. Exercise 2: Adverb Intensifiers Type the words in the blank boxes below. Exercise 3: Present Simple Type correct form of the verb in the blank boxes of each sentence. Use the verb in parenthesis at the end of each sentence. Click the “check” button. Exercise 4: To Be – Verb Click the correct form of the verb “be” between the brackets. Click the “check” button.
2025-03-22T05:08:51.368040	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/2-3/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:22", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/2-3/" }	pressbooks	Grammar – Intermediate Videos and Exercises Simple Past and Future with Be Verb Past Simple, Future, To Be – Watch the videos and complete the exercises. Exercise 1: Past Simple There are four questions in this exercise. Follow the instructions for each question. Click the “check” button and “next” arrow. Exercise 2: Future – Be Going To There are eight drag and drop questions in this exercise. For each question drag the words to the correct drop zone box to make a sentence or question. Click the “check” button and “next” arrow. Exercise 3: Future – Present Continuous Type the correct form and tense of the verbs in the blank boxes. Click on the “check” button. Exercise 4: To – Be Verb The sentences are missing words. Drag the words to the correct drop zone boxes to complete the sentences.
2025-03-22T05:08:51.380719	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/4-2/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:23", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/4-2/" }	pressbooks	Grammar – Intermediate Videos and Exercises Negative Sentences and Questions Negative Sentences and Questions – Watch the videos and complete the exercises. Exercise 1: Negative Sentences There are three questions in this exercise. Follow the instructions for each question. Click the “check” button and “next” arrow. Exercise 2: Making Questions This exercise has seven questions. Drag the words to the correct drop zone boxes. Use the words to form a question. Click the “check” button. Click the “next” arrow. Exercise 3: To Have Click on the words between the brackets. Choose the best word to complete the sentences. Click on the “check” button. Exercise 4: Have Positive and Negative Type the correct form of “to have” in the blank boxes below. Notice the negatives.
2025-03-22T05:08:51.406585	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/articles-indefinite-and-definite/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:24", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/articles-indefinite-and-definite/" }	pressbooks	Grammar – Intermediate Videos and Exercises Articles – Indefinite and Definite Articles – Indefinite and Definite – Watch the videos and complete the exercises. Exercise 1: Articles 1 Read the sentences. Click on the correct article between brackets. Click on “0” for no article. Exercise 2: Articles 2 Type the correct article for each noun in the story in the blank box. Use articles a, an, the. Leave the blank box empty if no article is needed. Click the “check” button. Exercise 3: In, On, Under This exercise has three questions. The first two exercises might be extra difficult with a screen reader. Question 1: Drag pictures to the correct drop zones in the picture. There is a bookcase and three cats. Read the instructions. Drag the cats to the correct drop zone on the bookcase picture. The bookcase has three shelves, a top, and space under the third shelf. The cats are different colors. Click the check button, then click the next arrow to go to the next question. Question 2: There are three drop zones: in, on, and under. Drag the pictures to the correct drop zone. The picture will not stay unless it is correct. Click the check button, then click the next arrow to go to the next question. Question 3: Read the sentences. Type the correct preposition in the blank box.
2025-03-22T05:08:51.419946	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/quantity/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:25", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/quantity/" }	pressbooks	Grammar – Intermediate Videos and Exercises Quantity Quantity – Watch the videos and complete the exercises. Exercise 1: Quantity Expressions 1 Click on the words in the brackets. For each word decide if it is “count” or “non-count” and click on the quantity word, “much” or “many”. Click the “check” button. Exercise 2: Quantity Expressions 2 Read the story. Type “a little” or ” a few” in the blank boxes. Click the “check” button. Exercise 3: Adjectives Click on the adjectives in the sentences. Click the “check” button. Exercise 4: Singular and Plural Nouns Type the plural of each noun in the blank boxes below.
2025-03-22T05:08:51.432131	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/some-and-any/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:26", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/some-and-any/" }	pressbooks	Grammar – Intermediate Videos and Exercises Some and Any Some and Any – Watch the videos and complete the exercises. Exercises 1: Some and Any Read the conversation. Type the words “some” or “any” in the blank boxes below. Click the “check” button. Exercises 2: Something, Anything, Nothing Read the conversation. Complete the sentence with draggable words provided. Drag the words to the drop box zones in each sentence. Exercises 3: This and That Click on the words “this” or “that” between brackets to complete the sentences. Click the “check” button. Exercises 4: These and Those Click on the words “these” or “those” between brackets to complete the sentences. Click the “check” button.
2025-03-22T05:08:51.444866	09-13-2021	https://openoregon.pressbooks.pub/esol23/chapter/preposition-time/	{ "author": "Eric Dodson, Davida Jordan, Timothy Krause", "book_url": "https://openoregon.pressbooks.pub/esol23/front-matter/introduction-2/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:27", "subject": "Language teaching and learning material and coursework, Language learning: grammar, vocabulary and pronunciation, English", "title": "A Digital Workbook for Beginning ESOL", "url": "https://openoregon.pressbooks.pub/esol23/chapter/preposition-time/" }	pressbooks	Grammar – Intermediate Videos and Exercises Prepositions of Time Prepositions – In, On, At, with Time – Watch the video and complete the exercises. Exercise 1: Prepositions of Time There are three questions in this exercise. Follow instructions for each question. Click the “check” button. Click the “arrow” button to go to the next question. Exercise 2: Time Vocabulary Drag the words to the drop zone boxes to categorize the words. For example: the word “January” is a month. Drag the word month to the drop zone box next to January. Exercise 3: Calendar Vocabulary There are two questions in this exercise. Question 1: Drag the words to drop zone boxes next to each period of time. Question 2: Type the word Click the “next” arrow. Exercise 4: Date and Time Read the questions about time. Drag the answers to the drop zone box next to the question.
2025-03-22T05:08:51.476743	11-7-2024	https://ecampusontario.pressbooks.pub/conversationalai/chapter/1-into-converstational-ai/	{ "author": "Ross Bigelow", "book_url": "https://ecampusontario.pressbooks.pub/conversationalai/front-matter/forward/", "institution": "Georgian College", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:28", "subject": "Artificial intelligence", "title": "A Pragmatic Guide to Conversational AI", "url": "https://ecampusontario.pressbooks.pub/conversationalai/chapter/1-into-converstational-ai/" }	pressbooks	Conversational AI Theory 1 Overview of Conversational AI What is Conversational AI? Conversational artificial intelligence can be defined is the application of computing technology to facilitate a natural conversation between computers and people. Conversational AI can be achieved using several different modes of communication including voice, text or chat. Voice is when the user speaks directly to the system and the AI agent can respond using a synthesized voice. Text is when the AI agent responds to a query and produces a textual reply. A chat is similar to text except it generally represents a number of short message exchanges between the user and the computer in near real-time. Some of the most well-known examples of conversational AI systems in use today are the digital assistants such as Amazon Alexa, Apple Siri, Google Assistant and IBM Watson. Benefits of Conversational AI Conversational AI systems can achieve numerous benefits over traditional computer systems including; - Voice can be a more efficient and convenient way to interface with machines. - A more intelligent system that can extract user intents then evaluate and determine correct responses without have to be pre-programmed for every condition or user utterance. - There are numerous business advantages to using a conversational AI system including achieving a consistent (and hopefully better) customer experience, a contact less customer experience, increases efficiency, reduction in operational costs and consistent up-selling opportunities. The Turning Test 1950 Allen Turning proposed a method of inquiry to determine whether a computer is capable of thinking liking a human being. His original work hypothesized that a computer could mimic human responses under specific conditions. This idea eventually evolved into what is now called the Turing test. The Turning Test is benchmark for Conversational AI system to evaluate how well it responds and mimics the responses of a human, such that it become indistinguishable from a real person to fulfill a specific task. If the user can not tell if the responses are coming from a real person or a computer. The system has “passed” the Turning Test. Notable Dates in Conversational AI History When PARRY met ELIZA In 1966 Joseph Weizenbaum developed Eliza. Eliza was programmed to respond to a number of keywords and produce responses that mimicked a psychotherapist. In 1972 Kenneth Colby developed Parry. Parry was program to model the behavior of a paranoid schizophrenic. In January 1973, as part of a international computer conference ELIZA and PARRY were connected together using the ARPNET. ELIZA was located at MIT and PARRY was at Stanford. Below is a transcript of their conversation. Transcript of ELIZA and PARRY conversation ELIZA: Good Evening. Tell me your problems. Please terminate input with a period or a question mark. PARRY: People get on my nerves sometimes. ELIZA: I am not sure I understand you fully. PARRY: You should pay more attention. ELIZA: Suppose you should pay more attention. PARRY: You’re entitled to your own opinion. ELIZA: What makes you think I am entitled to my own opinion? PARRY: It bothers me just to be around people in general. ELIZA: Please go on. PARRY: I went to the track at Bay Meadows a while back. ELIZA: What does that suggest to you? PARRY: I went to the races. ELIZA: What else would you like to discuss? PARRY: Horse racing interests me. ELIZA: Why do you say that just now? PARRY: There’s a lot of crooked gambling going on there. ELIZA: I am not sure I understand you fully, PARRY: It’s clear to me if not to you. ELIZA: Do you think it’s likely that not to I? PARRY: I went to the races. ELIZA: Please go on. PARRY: I gamble on horses. ELIZA: What does that suggest to you? PARRY: I went to the races. ELIZA: What else would you like to discuss? PARRY: Gambling has been nothing but trouble to me. ELIZA: Why do you say that just now? PARRY: I’ve had experience with crooks gambling at the track. ELIZA: I am not sure I understand you fully. PARRY: I’ve already told you enough about that. ELIZA: Oh? I enough about that? PARRY: I went to the races. ELIZA: Please go on. PARRY: Do you know anything about bookies? ELIZA: What makes you think I know anything about bookies? PARRY: A bookie didn’t pay me off once. ELIZA: What does that suggest to you? PARRY: I beat up the bookie who did not pay off, and I thought he might use his friends in the underworld to get even with me. ELIZA: What else would you like to discuss? PARRY: What do you know about racketeers? ELIZA: Why do you ask? PARRY: What experience have you had gambling? ELIZA: Why does that question interest you? PARRY: I like horse races. ELIZA: What else do you like? PARRY: I know the mob controls the big rackets. ELIZA: Who are you really talking about? PARRY: Have you ever really thought about the MAFIA? ELIZA: Suppose you ever really thought about the MAFIA. PARRY: Let’s talk about something else. ELIZA: I am not sure I understand you fully. PARRY: You keep asking me the same things, why not change the topic? ELIZA: In what way? PARRY: What do you mean? ELIZA: Why are such questions on your mind? ELIZA: Your nerves? PARRY: Well, I don’t know. PARRY: I would say so. ELIZA: Please go on. PARRY: I would rather not discuss that anymore. ELISA: Does it please you to believe I am a real nag? PARRY: I have had enough of this. ELISA: What does that suggest to you? PARRY: Goodbye. ELISA: It’s been my pleasure, that’s $399.29 please. What’s interesting about the conversational tone and responses from the transcript appears to somewhat accurately portray those of a psychiatrist and paranoid schizophrenic. Although there is a definite gap in appearing to understand the deeper meaning behind the conversation this is one of the first times that two chatbots were connected together, and demonstrated that chatbots could be given distinct personalities. Evolution of Conversational AI Conversational AI systems in the 1960’s relied on having hard-coded static responses and per-determined conversational pathways based on specific user input or keywords. The the 1980’s this was updated to using statistical inference data models to determine the best pre-programmed response to send. Modern Conversational solutions now rely on pre-trained neural networks to create a natural language understanding platform which is capable of responding to a wide-rand of of user utterances without having to be explicitly programmed for each utterance. Key Technological Advances It is much easier to program boolean and logical operations. Such as responding yes or no to predefined prompts or selecting a menu option one through nine on a phone voice menu. These primitive systems really do not leverage for the Artificial Intelligence principles as they operate by using pre-programmed conversational pathways. Improvements in voice to text transcription, combined with increased computing resources as allowed for larger trading sets which are able to interpret and process more diverse natural language conversations as well as languages and dialects from around the world.
2025-03-22T05:08:51.709520	11-7-2024	https://ecampusontario.pressbooks.pub/conversationalai/chapter/2-natural-language-processing/	{ "author": "Ross Bigelow", "book_url": "https://ecampusontario.pressbooks.pub/conversationalai/front-matter/forward/", "institution": "Georgian College", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:39", "subject": "Artificial intelligence", "title": "A Pragmatic Guide to Conversational AI", "url": "https://ecampusontario.pressbooks.pub/conversationalai/chapter/2-natural-language-processing/" }	pressbooks	Conversational AI Theory 2 Natural Language Processing Developing a computer application that can accurately parse and interpret how humans communicate has been a decades long struggle. Natural language is defined as a language that has developed and evolved naturally, through use by human beings, as opposed to an invented or constructed language, as a computer programming language. The English language has around 600,000 words, within these words are complex grammatical constructs, different meanings and interpretations. This makes trying to develop a rule-based system that is capable of interpreting and speaking natural language next to impossible. History of Natural Language Processing Natural language processing is the technique that is used to decode, interpret and understand natural language. There have been essentially three generations of Virtual Language processing strategies that conversation all systems. These generations are Symbolic, Statistical and Neural. Symbolic Natural Language Processing was first introduced in the 1950s. Symbolic NLP functions by having a list of rules that the computer can use to evaluate and process language data. Symbolic systems were often used to solve language translation, as well as preform entity substitution into user utterances. For example a user might say “My hand hurts.” The chat bot could then reply with something like “Why does your hand hurt?” Unfortunately these types of systems lacked any contextual awareness. Statistical NLP By the 1990s the majority of conversational systems had moved to using statistical analysis of natural language. This type of processing required increased computing resources. The shift from Symbolic NLP to statistical represented a shift from fixed rules to probabilistic AI processes. These solutions relied on what is known as text corpora which is a sample of data (actual language) that contains meaningful context. This data can then be used to preform statistical analysis, hypothesis testing or validating linguistic rules. A corpus is a representative sample of actual language production within a meaningful context and with a general purpose. This can be thought of as training data for machine learning system. Source: https://odsc.medium.com/20-open-datasets-for-natural-language-processing-538fbfaf8e38 General \| \| \| Enron Dataset: \| Over half a million anonymized emails from over 100 users. It’s one of the few publicly available collections of “real” emails available for study and training sets. \| \| e Blogger Corpus: \| Nearly 700,000 blog posts from blogger.com. The meat of the blogs contain commonly occurring English words, at least 200 of them in each entry. \| \| SMS Spam Collection : \| Excellent dataset focused on spam. Nearly 6000 messages tagged as legitimate or spam messages with a useful subset extracted directly from Grumbletext. \| \| Recommender Systems Datasets : \| Datasets from a variety of sources, including fitness tracking, video games, song data, and social media. Labels include star ratings, time stamps, social networks, and images. \| \| Project Gutenberg : \| Extensive collection of book texts. These are public domain and available in a variety of languages, spanning a long period of time.\ \| \| Sentiment 140 : \| 160,000 tweets scrubbed of emoticons. They’re arranged in six fields — polarity, tweet date, user, text, query, and ID. \| \| MultiDomain Sentiment Analysis Dataset : \| Includes a wide range of Amazon reviews. Dataset can be converted to binary labels based on star review, and some product categories have thousands of entries. \| \| Yelp Reviews : \| Restaurant rankings and reviews. It includes a variety of aspects including reviews for sentiment analysis plus a challenge with cash prizes for those working with Yelp’s datasets. \| \| Dictionaries for Movies and Finance : \| Specific dictionaries for sentiment analysis using a specific field for testing data. Entries are clean and arranged in positive or negative connotations. \| \| OpinRank Dataset : \| 300,000 reviews from Edmunds and TripAdvisor. They’re neatly arranged by car model or by travel destination and relevant to the hotel. \| Text \| \| \| 20 Newsgroups : \| 20,000 documents from over 20 different newsgroups. The content covers a variety of topics with some closely related for reference. There are three versions, one in its original form, one with dates removed, and one with duplicates removed. \| \| The WikiQA Corpus : \| Contains question and sentence pairs. It’s robust and compiled from Bing query logs. There are over 3000 questions and over 29,000 answer sentences with just under 1500 labeled as answer sentences. \| \| European Parliament Proceedings Parallel Corpus : \| Sentence pairs from Parliament proceedings. There are entries from 21 European languages including some less common entries for ML corpus. \| \| Jeopardy : \| Over 200,000 questions from the famed tv show. It includes category and value designations as well as other descriptors like question and answer fields and rounds. \| \| Legal Case Reports Dataset : \| Text summaries of legal cases. It contains wrapups of over 4000 legal cases and could be great for training for automatic text summarization. \| Speech \| \| \| LibriSpeech : \| Nearly 1000 hours of speech in English taken from audiobook clips. \| \| Spoken Wikipedia Corpora : \| Spoken articles from Wikipedia in three languages, English, German, and Dutch. It includes a diverse speaker set and range of topics. There are hundreds of hours available for training sets. \| \| LJ Speech Dataset : \| 13,100 clips of short passages from audiobooks. They vary in length but contain a single speaker and include a transcription of the audio, which has been verified by a human reader. \| \| M-AI Labs Speech Dataset : \| Nearly 1000 hours of audio plus transcriptions. It includes multiple languages arranged by male voices, female voices, and a mix of the two. \| Neural Natural Language processing utilize deep neural network machine learning that results in enhanced language modeling and parsing. The majority of natural language processing solutions developed in the last 10 years generally use Neural NLP. The use of Neural networks greatly improves the ability of the capability of a NLP system to model, learn and reason. While also greatly reducing the amount of human perpetration of these systems. Key Natural Language concepts NLP Modeling – The modeling of natural language can refer to a number of different aspects such as encoding and decoding a sentence, creating sequence of labels. Using modern neural network in NLP this type of modeling allows for the breakdown of language into millions of trainable nodes that can preform syntactical semantic and sentiment analysis, language translation, topic extraction, classification and next sentence prediction. NLP Reasoning – Also known as common-sense reasoning is ability to allow computer to better interact and understand human interaction by collecting assumptions and extracting meaning behind the text provided but refining the assumptions throughout the duration of the conversation. In many ways common sense is the application of pragmatics in a conversational. Being situational aware of the context of the conversation is extremely important to interpreting meaning. This area of NLP, focusing on trying to reduce the “absurd” mistakes that NLP systems can make when they “jump to the wrong conclusion” due to a lack of commonsense. Natural Language Generation – This is the process by which the the machine learning algorithm creates natural language in such a way that is indistinguishable from a human response. This relies on constructing proper sentences that are suitable for the target demographics of users, without sounding to rigid or robotic. The key is to properly format and present the required response back to the user there are many ways to achive this one of the most common was is using statistical responses based from a large corpus of human text. Overview of a modern Conversational AI system. Natural Language Processing is an important part of a conversational AI system. It is this processing that is used to review the user’s input and prepare a reply back. Often conversational systems use voice interactions. In these cases the NLP is surrounded by a speech-to-text and text-to-speech process that is used to interact directly using voice. These voice replies utilize a synthetic voice engine which is modeled after the human voice. The goal of the synthesized voice is to provide a clear and easy to understand voice along while also attempting to mimic human speech inflections. \| Speech to Text Used to decode sound waves translate this into a textual representation of exactly what has been said. \| Natural Language Processing Evaluates the provided input, determines the correct response and formats the reply into natural language. \| Text to Speech The computer will formulate a response and translate a written text string into and auditory signal.. \| Natural Language is a language that has developed and evolved naturally, through use by human beings, as opposed to an invented or constructed language, as a computer programming language.
2025-03-22T05:08:51.836176	11-7-2024	https://ecampusontario.pressbooks.pub/conversationalai/chapter/bert/	{ "author": "Ross Bigelow", "book_url": "https://ecampusontario.pressbooks.pub/conversationalai/front-matter/forward/", "institution": "Georgian College", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:46", "subject": "Artificial intelligence", "title": "A Pragmatic Guide to Conversational AI", "url": "https://ecampusontario.pressbooks.pub/conversationalai/chapter/bert/" }	pressbooks	Converstational AI Frameworks 3 BERT BERT stands for Bidirectional Encoder Representation form Transformers and was developed in 2018 by Google. This NLP technique utilized pre-trained transformer type neural networks. There are different sizes of the BERT model to meet various use-cases and available computing resources for different applications. The model size does influence the the accuracy of the predictions. In general having a larger model size results in a more accurate result. However, larger models consume more processing power and take longer to process. In the case of conversation AI processing delays can greatly impact the user experience and studies have shown that in a typical natural language conversation with the average delay in between exchanges is 300ms. This is a very narrow window of time to evaluate the intent of the user, fetch any external data that is required and prepare a response. When you are running multiple models against a query you may only have 10ms to evaluate and decode the natural language. [1] According to Mohd Sanad Zaki Rizvi[2] TinyBERT model to achieve 96% of its BERT base teacher on the BLUE benchmark while being 7.5x smaller and 9.4x faster! Its performance numbers are impressive even when comparing with BERT small, a model of exactly the same size, which TinyBERT is 9% better than (76.5 vs 70.2 points average on GLUE). \| Model \| Parameters \| Layers \| Hidden \| \| BERT Tiny \| 4M \| 2 \| 128 \| \| BERTMini \| 11M \| 4 \| 256 \| \| BERT Small \| 29M \| 4 \| 512 \| \| BERT Medium \| 42M \| 8 \| 512 \| \| BERT Base \| 108M \| 12 \| 768 \| \| BERT large \| 334M \| 24 \| 1024 \| \| BERT. xlarge \| 1270M \| 24 \| 2048 \| \| ALBERT base \| 12M \| 12 \| 768 \| \| ALBERT large \| 18M \| 24 \| 1024 \| \| ALBERT xlarge \| 59M \| 24 \| 2048 \| \| ALBERT xxlarge \| 233M \| 12 \| 4096 \|
2025-03-22T05:08:51.848214	11-7-2024	https://ecampusontario.pressbooks.pub/conversationalai/chapter/gpt/	{ "author": "Ross Bigelow", "book_url": "https://ecampusontario.pressbooks.pub/conversationalai/front-matter/forward/", "institution": "Georgian College", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:47", "subject": "Artificial intelligence", "title": "A Pragmatic Guide to Conversational AI", "url": "https://ecampusontario.pressbooks.pub/conversationalai/chapter/gpt/" }	pressbooks	Converstational AI Frameworks 4 GPT GPT stands for Generative Pre-trained Transformer and as of January 2022 is in it’s third generation. GPT is an auto-regressive language model that uses deep learning to produce human-like text. GPT-3 utilizes a total of 175 billion of parameters it is one of the largest publicly available language models available. Although the model is now owned by Microsoft there are a number of API interfaces to the model for a varieties of uses. In general GTP-3 is advertised to be able to be “applied to virtually any task that involves understanding or generating natural language or code. We offer a spectrum of models with different levels of power suitable for different tasks, as well as the ability to fine-tune your own custom models. These models can be used for everything from content generation to semantic search and classification.”[1] GPT-3 Key Features In general there are 4 key features of GPT-3. These are - Completion - Classification - Search According to the GPT-3 Documentation[2] there are number of API endpoints that can be accessed within each of these three key features. Completion Completion provides a simple but powerful interface whereby the user provides some textual input as a prompt, and the model will generate a text completion that attempts to match whatever context or pattern you gave it. Generation – One of the most powerful yet simplest tasks you can accomplish with the API is generating new ideas or versions of input. You can ask for anything from story ideas, to business plans, to character descriptions and marketing slogans. In this example, we’ll use the API to create ideas for using virtual reality in fitness. Conversation – The API is extremely adept at carrying on conversations with humans and even with itself. With just a few lines of instruction, we’ve seen the API perform as a customer service chatbot that intelligently answers questions without ever getting flustered or a wise-cracking conversation partner that makes jokes and puns. The key is to tell the API how it should behave and then provide a few examples. Transformation – The API is a language model that is familiar with a variety of ways that words and characters can be used to express information. This ranges from natural language text to code and languages other than English. The API is also able to understand content on a level that allows it to summarize, convert and express it in different ways. Summarization – The API is able to grasp the context of text and rephrase it in different ways. In this example, we create an explanation a child would understand from a longer, more sophisticated text passage. This illustrates that the API has a deep grasp of language. Factual responses – The API has a lot of knowledge that it’s learned from the data that it was been trained on. It also has the ability to provide responses that sound very real but are in fact made up. There are two ways to limit the likelihood of the API making up an answer. Classification Can be used to evaluate future data against a number of criteria such as positive and negative. The Classifications endpoints provides the ability to leverage a labeled set of examples without fine-tuning and can be used for any text-to-label task. By avoiding fine-tuning, it eliminates the need for hyper-parameter tuning. The endpoint serves as an “autoML” solution that is easy to configure, and adapt to changing label schema. Up to 200 labeled examples or a pre-uploaded file can be provided at query time. Search The Search endpoint allows you to do a semantic search over a set of documents. This means that you can provide a query, such as a natural language question or a statement, and the provided documents will be scored and ranked based on how semantically related they are to the input query.
2025-03-22T05:08:51.905373	11-7-2024	https://ecampusontario.pressbooks.pub/conversationalai/chapter/natural-language-platforms/	{ "author": "Ross Bigelow", "book_url": "https://ecampusontario.pressbooks.pub/conversationalai/front-matter/forward/", "institution": "Georgian College", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:52", "subject": "Artificial intelligence", "title": "A Pragmatic Guide to Conversational AI", "url": "https://ecampusontario.pressbooks.pub/conversationalai/chapter/natural-language-platforms/" }	pressbooks	Converstational AI Frameworks 5 Natural Language Platforms Using an established Natural Language Platforms make it easier for developers to design and deploy conversational systems to users as well as helps developers reach more users and also the capability to interface to Internet of Things (IoT) devices. Most natural language processing platforms today handle the two key aspects related to natural language processing and understanding. They more or less all follow a similar methodology whereby they interpret a users utterance, then map it against intents that are created in order to respond to the user’s utterance. These Conversational Language Platform benefit from having a huge amount of computing resources powering the back-end which is therefore capable of supporting a larger language model, as well as benefit from having a diverse language set from a wide range of users from around the world. As a result these web service frameworks tend to offer improved natural language understanding capabilities when compared with a stand-alone system. Each of these natural language platforms offer similar services, however how they are constructed, function and interact with other systems vary from platform to platform. Amazon Lex Amazon Lex is a fully managed artificial intelligence (AI) service with advanced natural language models to design, build, test, and deploy conversational interfaces in applications.The Alexa Skills kit utilizes Lex and allows developers to “teach” Alexa new skills. Users access these new abilities by asking Alexa questions or making requests.These short interactions, are meant to expedite human-computer interaction. IBM Watson Assistant Watson Assistant is a chatbot that provides exceptional customer service. We call it a virtual assistant because it’s much more than just an FAQ wrapped in a personality. Watson Assistant gives fast, consistent, and accurate answers across any application, device, or channel (including voice). Using artificial intelligence (AI), Watson Assistant is able to learn from customer conversations, improving its ability to resolve issues the first time and working to keep your customers from getting frustrated. Google Dialogflow Dialogflow is a natural language understanding platform that makes it easy to design and integrate a conversational user interface into mobile apps, web application, device, bot and interactive voice response systems. Dialogflow can provide new and engaging ways for users to interact with existing systems and can analyze multiple types of input from users including text or audio inputs (phone or voice recording). It can also respond either through text or with synthetic speech. Meta Wit Wit is a natural Language Platform developed by Meta (Formerly Facebook). We are building the AI platform that helps 200,000+ developers create apps that understand human language. That’s an ambitious goal and our approach is different: We provide developers everywhere with a simple way to build apps that understand text and voice commands, and learn from every interaction. We leverage the community: what Wit.ai learns is shared among developers. Microsoft LUIS Designed to identify valuable information in conversations, LUIS interprets user goals (intents) and distills valuable information from sentences (entities), for a high quality, nuanced language model. LUIS integrates seamlessly with the Azure Bot Service, making it easy to create a sophisticated bot.
2025-03-22T05:08:51.938527	11-7-2024	https://ecampusontario.pressbooks.pub/conversationalai/chapter/diaglogflow-overview/	{ "author": "Ross Bigelow", "book_url": "https://ecampusontario.pressbooks.pub/conversationalai/front-matter/forward/", "institution": "Georgian College", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:54", "subject": "Artificial intelligence", "title": "A Pragmatic Guide to Conversational AI", "url": "https://ecampusontario.pressbooks.pub/conversationalai/chapter/diaglogflow-overview/" }	pressbooks	Google Dialogflow 6 Diaglogflow Overview To access Dialogflow you first need to have a Google account. Then you can navigate to the Dialogflow console which can be found here. https://dialogflow.cloud.google.com/ Once you are logged into the Dialogflow console (figure 1) you will be prompted to create a new agent. (figure 2) This agent represents your application and can be thought of as the personification of a human agent that will converse with your end users. You will be required to provide the following attributes as you create the project. - Agent Name - Default Language - Default Timezone. The default language in time zone are used unless overridden by the client. Note: You cannot change the default language after you create the agent. As of Janauary 2022, Dialogflow supports 55 language variations for text chats. It is important to note that not all languages are fully supported for all client types. Since Dialogflow is capable of a number of different client features that are listed below it is important to consult the Official Dialogflow Language table to make sure that your languages is supported for the client features that you are looking to use. Dialogflow Client Features - (text-only chat) - (speech-to-text, audio input, speech recognition) - (text-to-speech, audio output, speech synthesis) - (Dialogflow Phone Gateway) - (Knowledge Connectors) - (Sentiment Analysis) - (Built-in Small Talk) Dialogflow Menu The menu on the left side of the screen provides quick access to the majority of the Dialogflow features. Intents – This is where you will manage the intents of your agent. And intent a way of handling the end-users intention during a conversation. It could be thought of as a reason that they are conversing with your agent or as something they would like to do during the conversation. Entities – this is where you will manage the entities of your agent. Entities can be thought of as data variables that the user provides during conversation. Knowledge – the knowledge feature is used to connect to an external data source such as a webpage and can automatically create things like a set of frequently asked questions or knowledge base. Fulfillment – This is how Dialogflow connects to different back-end systems to extract information. Such as retrieving current weather conditions from a weather service API. Integrations- This is where your Digalogflow agent connects with other platforms such as Slack, Facebook Messenger, Twitter, Telegram or even the telephone system. The rest of this menu will be discussed in future chapters of this book.
2025-03-22T05:08:51.946970	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/definition-of-adapt/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:55", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/definition-of-adapt/" }	pressbooks	What is an Adaptation 1 Definition of Adapt The term adaptation is commonly used to describe the process of making changes to an existing work. Though we can also replace “adapt” with revise, modify, alter, customize, or other synonym that describes the act of making a change. In addition to cost to students, one of the biggest advantages of choosing an open textbook is it gives faculty the legal right to add to, adapt, or delete the content of the textbook to fit their specific course without obtaining permission from the copyright holder. This is possible because the copyright holder has already granted permission by releasing their work using an open licence, such as a Creative Commons licence. This type of licence gives users permission to use and reuse, share, copy, retain and modify the textbook without consulting the author.
2025-03-22T05:08:51.959697	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/reasons-adapt/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:56", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/reasons-adapt/" }	pressbooks	Why Adapt an Open Textbook 2 Reasons to Adapt an Open Textbook One of the benefits of using an openly licensed textbook or other educational resource is that you are free to adapt it to fit your needs. In other words, you can adjust the educational resources to fit your course curriculum, not the other way around. Other reasons for revising an existing open work might be to: - Address a particular teaching style or learning style - Adjust for a different grade or course level - Adapt for a different discipline - Accommodate a different learning environment - Address diversity needs - Meet a cultural preference - Meet a regional or national preference - Address a school, district, or institution’s standardized curriculum - Make the material more accessible for people with disabilities - Add material contributed by students or material suggested by students - Translate the material into another language - Correct errors or inaccuracies - Update the book with current information - Add more media or links to other resources - Use only a portion of the book for a course[1] - Some of this material is based on: WikiEducator. “Adapt” in OER Handbook for Educators (http://wikieducator.org/OER_Handbook/educator_version_one/Adapt) and Why Remix Open Educational Resources? created by Liam Green-Hughes, both used under a CC-BY licence ↵
2025-03-22T05:08:51.970940	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/permission-to-adapt/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:57", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/permission-to-adapt/" }	pressbooks	Why Adapt an Open Textbook 3 Permission to Adapt When it comes to working with open textbooks (and open educational resources in general), one of the conceptual hurdles faced by most people is around the notion of adapting or changing someone’s work. What exactly can be adapted within the scope of an open textbook, and won’t the original author get upset if you change their work? Changing someone’s work can feel uncomfortable. But rest assured, if the author has released their textbook under a Creative Commons licence that allows for adaptation (which is any Creative Commons licence that does not have a No Derivative (ND) attribute added to it) then they expect that you will change the content, providing you give them the proper attribution (and we’ll get into this). Using information and media from an open textbook or other open educational resource are NOT considered plagiarism. But what can you change? Anything and everything in an open textbook can be changed as long as the conditions of the open licence are met. The modifications or changes you make can be fairly minor or major depending on what you need to do to make the book work for you. That is the beauty and power of open textbooks. You are in charge of the resource. You have been given permission to change it ahead of time by the original author. Take advantage of it. They want you to. Why you should use openly licensed materials If you are looking for content to add to your textbook, you should look for and use Creative Commons licensed material (learn more in this appendix about Licences and Tools in the Self-Publishing Guide). While you can use material that has not been released under a Creative Commons licence, it does limit how others can use or reuse that material. As well, you must first obtain written permission from the copyright holder to use copyrighted material in the textbook and clearly note in the textbook the specific material that is copyrighted. This is to ensure others using the book in the future know they cannot reuse that material. Don’t forget the public domain Once the copyright of a work has expired, has been forfeited, or is inapplicable, it is part of the public domain, meaning that permission is not required to use it or make changes to it. Creative Commons provides public domain tools that enable authors and copyright owners who want to dedicate their works to the worldwide public domain to do so, and facilitates the labeling and discovery of works that are already free of known copyright restrictions. Note: Using copyright material released with a restrictive licence is a barrier to future reuse and limits the usage of the resource in the future. Therefore, we recommend using Creative Commons licensed material that can legally be shared and reused. See Choose a Licence.
2025-03-22T05:08:51.982613	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/three-steps/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:58", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/three-steps/" }	pressbooks	Why Adapt an Open Textbook 4 Three Steps Before You Begin A good rule of thumb when creating an adapted textbook is to keep it simple, especially if you are approaching a remix project for the first time. While it may be tempting to make a number of major changes to a textbook before releasing it to your students, think of the textbook as a living resource that you can improve incrementally over time. Here are three steps to consider before adapting an existing textbook. Step 1: Check the licence First, check the licence to make sure you have the permission to modify the contents. As long as the Creative Commons licence does not have a No Derivative (ND) attribute, you are able to change the contents of the book. See Creative Commons for more information on licences. Step 2: Check the file format If you want to adapt an open textbook, you will need it in a workable technical format, i.e. an editable file type. These include: - Pressbooks or WordPress files (.xml or .wxr) - HTML files (webpages) - Word document (.docx) or OpenDocument Text (.odt) - Simple text files (.txt) - EPUB (see “Export Google Docs files as EPUB publications“) - LaTeX files (if the original book includes math or science formulas and equations) Avoid PDF documents Many open textbooks are only available as a PDF document, which are not editable. If you want to adapt an open textbook that is only available in PDF format, you will need to convert the PDF document to one of the editable formats listed above. Converting a PDF document to an editable format is a difficult, time consuming, and imprecise process. Before taking the time to do this, consider contacting the author and asking for a copy of the textbook’s source files. Step 3: Use editing tools Once you have an editable file, you are ready to begin your adaptation. The tools you use to create your adaptation will depend on the source file of the original textbook and how comfortable you feel working with the format and tool. Pressbooks Pressbooks is a commonly used publishing and editing tool. You can import a number of different formats into Pressbooks for editing including.
2025-03-22T05:08:51.992002	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/start-small/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:59", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/start-small/" }	pressbooks	Why Adapt an Open Textbook 5 Start Small An adaptation can turn ugly, like a house renovation project gone mad taking twice the time and three times the energy than you thought. To prevent from falling into this trap, consider starting small. For your first crack at an adaptation, decide to make a few minor changes such as: - Removing the chapters you don’t need OR - Adding an example or two from your current curriculum OR - Including some exercises you’ve found useful in the classroom. Start small. But think big. While you are taking these baby steps, think of the huge pedagogical potential hidden away in an open textbook. Plan and dream and scheme about what could be done with this book; a book in which the author has give you permission to use, share, and change content to your heart’s content and the only payment is to give her or him credit. What a gift! So, start small and don’t let this gift become a demanding, uncontrollable beast that consumes you. Start small, give it a few treats, and get to know each other. Then, when you’re bursting at the seams with ideas and enthusiasm, write down all of the wonderful things you want to change, when both you and the textbook are ready, on your “Adaptation Bucket List”.
2025-03-22T05:08:52.010112	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/find-open-textbook/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:60", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/find-open-textbook/" }	pressbooks	How to Adapt an Open Textbook 7 Find an Open Textbook Typically, most instructors begin their quest for an open textbook by searching the many established open textbook and OER collections available which are listed below. For more information, see Other Open Textbook Collections. Other methods to find open textbooks or other OER: - Connect with your library - Ask your colleagues what OER they use - Conduct an advanced Google search: https://www.google.ca/advanced_search - Get your students to find open resources, have them do a content review, and post the results to your course website or Learning Management System (LMS) Also see, Evaluate an Open Textbook.
2025-03-22T05:08:52.020318	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/evaluate-open-textbook/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:61", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/evaluate-open-textbook/" }	pressbooks	How to Adapt an Open Textbook 8 Evaluate an Open Textbook Open Oregon Educational Resources has developed three checklists–each designed for a specific user type–to evaluate individual course materials such as open textbooks. - Faculty Checklist for Evaluating Course Materials - Administrator Checklist for Evaluating Course Materials - Student Checklist for Evaluating Course Materials Evaluate OER collections British Columbia Open Education Librarians (BCOEL) have developed a useful guide to assist faculty, librarians, educational technologists, and students or anyone else to evaluate the quality of OER collections. By evaluating the following criteria, you can assess an open educational resource repository to identify opportunities to improve the open resources available to your institution: - Authority - Audience - Access and Diversity - User-friendliness - Subject Coverage - Search Functional and Browsing - Media Type - Licensing and Permissions Assess an OER collection with the Open Education Resource Repository Rubric with the open textbook and OER evaluation process.
2025-03-22T05:08:52.032412	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/plan/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:62", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/plan/" }	pressbooks	How to Adapt an Open Textbook 9 Make a Plan Before adapting an existing book, it’s important to establish a road map that will guide the timeline of the work, layout and style of the work, and desired changes. Whether your adaptation is small or large, this step is important to ensure a cohesive and consistent final product. Below are tips to help you with style and consistency. Style To help you set this up, see the Style Guide in the BCcampus Open Education Self-Publishing Guide. Consider creating a style sheet as well that identifies the idiosyncrasies of your adaptation in terms of style, such as citation, spellings, and layout. For an adaptation, it is suggested that you follow the citation style used by the original author to maintain consistency throughout the open textbook. Consistency One of the challenges of adapting an open textbook is to create a final product that is consistent throughout. It is highly recommended that you assess the original textbook before you begin. Once this has been done, attempt to match all revised and new text, resources, layout and citation styles to that of the original work. Assess language and tone Begin by assessing the style and tone of the original text. Here are some elements to be aware of: - Is the tone of the language formal, or friendly and conversational? - How does the author address the reader? From a distance? Or does the author include the reader with phrases such as “we learn” and “you will see”? - How is punctuation used? For example, are serial commas used, i.e. a comma before “and” when listing three or more things: “the cat, the dog, and the horse” OR “the cat, the dog and the horse”. - How long is the typical sentence? Paragraph? - Pay attention to the word count for existing chapters (average and range). Try to maintain this count for both new and revised chapters. Ask your project manager for assistance, if required. What is the layout? As you review the textbook, take note of the following: - Does each chapter contain specific pedagogical features such as Learning Objectives, Exercises, Summary, Suggested Readings, highlighted points of interest? - Does the author use lists? If so, are bullets or numbers used or something else? - How are headings used? Are sub-headings used? What is the highest heading level used? - How long are sections under a heading or sub-heading? How are resources used? Resources refer to all items other than text, such as photos, graphs, diagrams and multimedia content (video or audio links). Pay attention to what types of resources the original author used, how often they are inserted and how they are labelled. Ensure all external resources are either released with an open copyright licence or are in the public domain. See Fair Dealing and Fair Use in the Self-Publishing Guide. - Resources should have a caption (e.g., Figure 1 + description). See the Resources: Captions and Attributions section in the Self-Publishing Guide for details. - Differentiate between figures and tables (e.g., Figure 1.2 or Table 1.2). - For adaptations, use the numbering system employed by the original author. - For new creations, use a numbering system that incorporates the chapter number and image sequence. For example, for the first figure in Chapter 1 caption the figure, Figure 1.1. - New types of resources can be added to the adapted version however, keep the overall textbook in mind. When adding a new type of resource ensure that it enhances the flow of the book. - In addition to the above, we suggest the attribution be based on the best practices for attribution recommended by Creative Commons. References and citation style When you assess the textbook, identify both the citation style, and how and where references are listed in the book (e.g., at the end of each chapter, at the end of the book, or as footnotes). Note how in-text citations are used including punctuation. Consider using the same citation style.
2025-03-22T05:08:52.045659	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/changes/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:63", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/changes/" }	pressbooks	How to Adapt an Open Textbook 10 What Are the Changes What will you change? Adapting or changing an existing open textbook doesn’t need to be onerous. The changes you make can be simple such as: - Changing the title of the book, some or all of its chapters or chapter sections - Adding one or two new images - Removing a chapter that isn’t pertinent to your course - Removing a chapter to be used, leaving the rest of the book behind Sometimes, an adaptation might require more than a few simple changes. For example: - A significant number of chapters might be removed, leaving behind just the ones that fit the course curriculum. - Chapters might be reordered to more accurately fit the order in which material is presented in a course. It might be necessary to add material from other open textbooks or open educational resources to the open textbook you are adapting. For more information on where to find openly licensed images and other content, see Resources: Search and Find in the Self-Publishing Guide. Also take a look at Resources: Only the Open. Maybe you decide to write new material to fill in the gaps of an existing textbook such as new examples or exercises. (If you do this and plan to release the finished work as an open textbook, remember that your new work will be included under this licence.) Will it be difficult? How easy or difficult this will be depends on a number of factors, including; - How much content do you wish to change? Do you want to remove chapters, or rewrite entire chapters of content? - What technical format is the original textbook in? A Word document is much easier to modify than a PDF document. - What type of licence is the content released under? Does it have a Creative Commons licence that allows for modification or adaptation of the content? - How comfortable are you with using technology and creating content? Keep a record of changes and additions As the author, you retain copyright of all new material you create. This means that even if the new material you create is released under an open licence, as the author, you will receive attribution for your contribution. As you edit and make changes (text and images) and/or add new material, such as a chapter or section within a chapter, keep a list so these additions/changes: - Can be included as part of the Copyright Notice - Can be accurately attributed to you, the author Minor changes, such as fixing grammatical or spelling mistakes, don’t need to be documented. If you add material from another openly licensed work to your adaptation, especially text, record the source and where it is used in your adapted version. This information is needed for the wording and placement of each attribution statement required for each open CC BY (Creative Commons Attribution) licensed work you use. For more information, see Attribution Statement. Changing images: add new ones or remove old ones With an openly licensed resource, you are welcome to remove images that don’t fit your needs or you can add new ones. You are also permitted to edit existing images. (Check the licence of the image you plan to change to ensure that its permissions fit your intended change.) For more information on: - How to add or edit an image in Pressbooks, see Images and Files in the Pressbooks Guide. - How to caption and attribute openly licensed images, see Resources: Captions and Attributions in the Self-Publishing Guide. - Where to find openly licensed images and other content, see Resources: Search and Find in the Self-Publishing Guide. Use a copy editor and subject-matter expert Even the best author benefits from the keen eyes of a copy editor. This individual looks at your work with fresh eyes and can provide feedback on grammar, spelling, readability, clarity, and consistency. A subject matter expert (SME) — presumably a colleague or other individual who is an expert on the topic you’re writing about — can provide suggestions about the content. It is best that the SME reviews your work before the copy editor. One final step is to have a copy editor (preferably different than the one who copy edits your work) proof read the final draft.
2025-03-22T05:08:52.060495	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/attribution-statement/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:64", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/attribution-statement/" }	pressbooks	How to Adapt an Open Textbook 11 Attribution Statements All Creative Commons licences contain an attribution (BY) clause. This means that you must include a statement that gives credit to, or attributes, the creator of the work from which you have borrowed, whether it’s text, an image, a video, or other item. If you have made a change, indicate that in your attribution statement. As far as how and where to place attribution statements for text or media taken from another source or sources, best practices state that you should place them at the bottom of each chapter for which borrowed text or media have been used. Clearly mark all of these with a heading called: “Attributions.” Several attribution statements can be listed under this heading. Attribution Statement examples for text Example of an attribution statement for adapted text (changes made to borrowed text) This chapter is an adaptation of Physical Geography and Natural Disasters by R. Adam Dastrup and is used under a CC BY-NC-SA 4.0 licence. Changes include rewriting some of the passages and adding original material. Note: - The statement is clear, simple, and contains all elements required for a complete attribution: title of the work used, author, and licence type. A link is provided to the original work and the licence type. - There is no need to name the adapting author in this statement. This information should either be included on the Book Info page as a main author OR if you want to indicate which author wrote/adapted which chapter, you can use the Chapter Author option at the bottom of each chapter/web page in Pressbooks. - If the book is to be CC BY licensed, then you will need to address the conditions dictated by the licence for each resource you are using in your adaptation. At the bottom of the Chapter page in Pressbooks, there is an option to set the licence type for that page which will override, for this page only, the overarching licence chosen for the book on the Book Info page. - If the chapter contains some original material AND some material from another source, then rather than saying “This chapter is an adaptation of …”, say “This chapter contains material taken from …” If the chapter only contains material from another source and the material has not been changed (i.e., not adapted), then use an attribution statement like the below example. Example of an attribution statement for borrowed text (no changes made) This chapter is composed of text taken from Chapter 2.2 of Physical Geography and Natural Disasters by R. Adam Dastrup and is used under a CC BY-NC-SA 4.0 licence. No changes have been made nor original material added. Attribution Statement examples for images Example of an attribution statement for an adapted image Figure 1.2 Dog by David Locke is used under a CC BY 2.0 licence. Modifications to this photo include cropping. Note: - The statement is clear, simple and contains all elements required for a complete attribution: title of the image, photographer, and licence type, as well as a note of the changes made. A link is provided to the original work, the home page of the photographer (if available), and the licence type. Example of an attribution statement for a borrowed image (no changes made) Figure 1.2 Dog by David Locke is used under a CC BY 2.0 licence. When copyright is not owned by the author An attribution statement should give credit to the author of a work. However, there are situations when an author does now own the copyright to the work they have created. One exception to copyright ownership involves employment. In these and other cases where authorship and copyright are different, the attribution statement should include a copyright statement. Example of an attribution statement for adapted text where copyright is not owned by the author This chapter is an adaptation of Clinical Procedures for Safer Patient Care by Glynda Rees Doyle and Jodie Anita McCutcheon, © 2015 British Columbia Institute of Technology, and is used under a CC BY 4.0 licence. and Citation vs. Attribution in the Self-Publishing Guide.
2025-03-22T05:08:52.071328	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/choose-licence/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:65", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/choose-licence/" }	pressbooks	Final Steps 12 Choose a Licence If you are adapting an existing open textbook, the adaptations you make will be released with whatever open licence you choose, while the rest of the book will be released under the licence of the original book. In other words, you need to respect the licence of the original work. You cannot license what you do not create. You can only attach a CC BY (Creative Commons Attribution) or other open licence to the parts of the book that you have created and are new. However, there is a caveat. If the textbook you are adapting has a ShareAlike condition (e.g., CC BY-SA 4.0) stipulated, then you must release the entire book using the same licence as the original book. Attribution: CC BY This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials. Attribution-Share Alike: CC BY-SA This licence lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Attribution-No Derivatives: CC BY-ND This licence allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. Attribution-Non Commercial: CC BY-NC This licence lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms. Attribution-Non Commercial-Share Alike: CC BY-NC-SA This licence lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. Attribution-Non Commercial-No Derivatives: CC BY-NC-ND This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially. For more information on Creative Commons licences, see Choose a License. Attributions The Creative Commons license definitions listed at the bottom of this page have been copied from Creative Commons and are used under a CC BY 4.0 license.
2025-03-22T05:08:52.085562	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/adaptation-statement/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:66", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/adaptation-statement/" }	pressbooks	Final Steps 13 Adaptation Statement If modifying an open textbook that is in the public domain, you are not required to attribute the original author. However, if you are modifying an open textbook that is licensed under one of the Creative Commons licences, then acknowledging the author(s) of the original work is required as well as indicating who owns the copyright, how the original work was licensed, and what the substantive changes were made. There is one caveat. If the textbook you are adapting has a ShareAlike attribute, then you must release the book with the same licence that it was originally released with. The ShareAlike clause means that you must use the exact same licence that was used in the original for ANY adaptation. If using Pressbooks to create an adaptation, the licence type chosen for the adapted portions of your open textbook and the licence used for the original book, should be noted in a couple of places in the book, along with the changes made. You should also indicate who holds the copyright to specific parts of the book. The adaptation statement should be found: - In the preface or introduction in the front matter where it is clearly stated that the book is an adaptation of another open textbook. - As part of the copyright page so readers know which book sections are newly created or changed. If you are creating an adaptation using another system, such as Word, then displaying the adaptation and licensing information on the copyright page of the book is sufficient. Keep in mind that the reader could be viewing a printed copy with page numbers or an electronic version with no page numbers, so do not use page numbers as references. Instead, use chapters and chapter sections as reference points within the book. How detailed should the adaptation statement be As suggested earlier in this guide, it is advisable to keep a detailed record of the changes and additions made to existing material during the revision process. This information is for the adapting author’s reference and can be used to compose a comprehensive adaptation statement. BCcampus Open Education has managed several major adaptations of open textbooks. Based on that experience, these best practices for creating effective and informative adaptation statements. - If a significant amount of new information has been added, briefly describe the content and where it can be found, e.g., as a new chapter or part of an existing one. Provide a title to the new work. - If significant changes have been made to existing material, describe what has been altered and where it can be found, by chapter or chapter section. - Overall updates and changes can be described with a general statement. For examples, see the metadata at the bottom of the home page for these textbooks: - Introduction to Psychology – 1st Canadian Edition - Principles of Social Psychology – 1st International H5P Edition Here is an example of an adaptation statement used on an About the Book page in the front matter of an adapted open textbook created in Pressbooks. The following is an example of the copyright statement. In Pressbooks, this information is added to the Copyright Notice field on the Book Info page. For an adaptation created using another system, such as Word, this information can be added to the preface or other front matter page of the book. Notice that these items are addressed: - The licence under which the book, as a whole, is released. The licence type is hyperlinked to a page on the Creative Commons website that explains this licence. - A short description about the permissions granted by this licence. - Who owns the copyright, when the copyright began, and for which parts of the book. Unless otherwise noted, Introductory Business Statistics with Interactive Spreadsheets – 1st Canadian Edition is (c) 2010 by Thomas K. Tiemann. The textbook content was produced by Thomas K. Tiemann and is licensed under a Creative Commons Attribution 3.0 Unported licence, except for the following changes and additions, which are (c) 2015 by Mohammad Mahbobi, and are licensed under a Creative Commons Attribution 4.0 International licence. All examples have been changed to Canadian references, and information throughout the book, as applicable, has been revised to reflect Canadian content. One or more interactive Excel spreadsheets have been added to each of the eight chapters in this textbook as instructional tools. The following additions have been made to these chapters: Chapter 4 - chi-square test and categorical variables - null and alternative hypotheses for test of independence Chapter 8 - simple linear regression model - least squares method - coefficient of determination - confidence interval for the average of the dependent variable - prediction interval for a specific value of the dependent variable You are free to use or modify (adapt) any of this material providing the terms of the Creative Commons licences are adhered to.
2025-03-22T05:08:52.099059	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/publish-distribute/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:67", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/publish-distribute/" }	pressbooks	Final Steps 14 Publish and Distribute Once you’ve completed your adaptation, you will need to decide who to share your work with — your students, your colleagues, the bookstore and library at your institution, the open community — and how to do this. Also, what file types will you provide, what ancillary resources will you/could you include, and how will you ensure longevity for your work. File types Students like flexibility when it comes to their textbooks. Some may prefer printed versions of the textbook, others will prefer using a website. Still others will like to use an e-reader or e-reading software. To make your book as accessible as possible, consider making your textbook available in multiple formats so students have the ability to choose the format that works for them. Also remember to include editable files so that others can use your work to create their own adaptations. Pressbooks allows a variety of files to be export from your book, both editable (.xml, .odt, .html, .epub) and less editable (.pdf) files. Share For students, you can distribute your adapted textbook by: - Providing them with a link to the online version - Downloading copies of the book and placing them on another website (e.g., an LMS, Dropbox, or Google Documents), and share that link - Placing copies of the textbooks file on your faculty website and sharing the URL with your students so they can download a copy - Connecting with your bookstore and asking for print copies to be made available for your students For colleagues: - Place copies of the textbooks file, including a link, on your faculty website - If your library agrees to, include your adapted open textbook in your library collection (print copies and/or an online version) and share this with your colleagues For your institution’s bookstore: - Provide them with a link to the online version - Place copies of the textbooks file, including a link, on your faculty website - Ask if they will provide print copies for your students - If your bookstore has a print-on-demand service, ask if they can set this up for your book For your institution’s library: - Ask if they will add your adapted textbook to the library’s collection For your teaching and learning centre: - Ask if they would like a copy - Ask if they have any suggestions on how to distribute your adapted textbook Consider sharing your work with the larger open community. One way to do this is by adding your adapted textbook to an established repository or open textbook collection. Some of the following repositories require a resource to undergo a formal review before being accepted: Ancillary resources Consider providing ancillary resources for your adapted open textbook or asking colleagues with whom you share your adaptation, to share back any supplemental materials they develop for the book. These might include: - PowerPoint slides - Test bank questions and answers - Images - Videos - Student exercises The future of your adaptation Now that you’ve completed your adapted open textbook — whether the changes were minor or major — here are some question you might ask yourself: - How will I track who’s using my book? - How am I going to keep my textbook current? - Do I want feedback on my work? How will I collect this?
2025-03-22T05:08:52.108330	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/adapt-lms-content/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:68", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/adapt-lms-content/" }	pressbooks	Courses in an LMS 15 Adapt Content in an LMS Adaptations need not be restricted to open textbooks. Many instructors prefer to add openly licensed content from an open textbook to an online course within a learning management system (LMS) such as Moodle or D2L. This is legally possible because Creative Commons’ open-copyright licences do not restrict where content is used, added, or changed as long as the terms of the content’s licence are followed. Like any adapted work, the course within an LMS that contains some or all of an open textbook–or other OER–must include both an attribution and a copyright statement, as well as, lay out the changes and additions made to the original version. Placement of these statements should be at the beginning of the course where it is clear and can be easily found. (See Adaptation Statement.)
2025-03-22T05:08:52.118009	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/cite-adaptation-in-lms/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:69", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/cite-adaptation-in-lms/" }	pressbooks	Courses in an LMS 16 How to Cite an Adaptation in an LMS Some instructors wonder how they should cite an open textbook that has been added to and adapted for a LMS. Here are some steps to consider. - - Assign a different title to the LMS version in order to differentiate it from the original open textbook using, for instance, names of the post-secondary institution and course. These details will not only makes citation easier, but identification of the adapted LMS version clearer. For example, if the original title is “Introduction to English” the LMS version for ABC Community College could read: “ABC Community College’s Introduction to English for LMS.” - There should be both an attribution and copyright statement included in the citation that clearly identifies that the LMS version is an adaptation and lays out the changes and additions made. (See Adaptation Statement.) - Authors who have contributed to the adaptation should be included in the citation. Introductory Chemistry and Introductory Chemistry-1st Canadian Edition serve as examples that show how authors are listed in an original open textbook versus its adapted version. For related information see How do I cite content from my online courses?.
2025-03-22T05:08:52.128263	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/adapt-restricted-with-permission/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:70", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/adapt-restricted-with-permission/" }	pressbooks	Challenges 17 How to Adapt a Restricted Textbook with Permission Some times, authors receive permission from a publisher to create a new edition/revision of a textbook or other work for which copyright is owned by the publisher and was previously released or published without the benefit of an open copyright (Creative Commons) licence. This is wonderful news. But how should one proceed? Here are some suggestions on steps to take to ensure that all is legal and correct. Step 1: Double check copyright Confirm that copyright is held by the publisher. If a book is available online, it might be possible to find it there and take a look at the copyright notice which typically follows or (in a printed copy) is on the back of the Title page. Publishers in this situation are typically the copyright holder for the entire book including all chapters, illustrations, images, etc. Some publishers might prefer that the book be released using a CC BY-NC licence so that they can retain the rights to sell physical copies of the book. Step 2: Contributing authors and courtesy When a publisher is the copyright holder for an entire book, there is no requirement to contact the contributing authors. However, you might consider doing so as a professional courtesy. It’s possible that some of these authors would like to see the new edition, and may even be interested in contributing to it. Step 3: Confirm the agreement in writing There are two distinct items that will be openly licensed in this situation. One is the original book. The other are the adaptations and additions made by Jane Plain and John Smith, the adapting authors. Because the publisher is the copyright holder, they are the only ones who can release the original book under a CC BY or open copyright licence. To be clear and certain that you have permission to use and release this previously restrictively licensed work with an open copyright licence, ask the publisher to confirm this agreement in writing. Step 4: Write the adaptation statement The new edition or revision is basically an adaptation. As such, be sure to include language used for an adaptation to the copyright notice. (See Adaptation Statement for more information.) However, the difference in this situation is that the original book was not published with an open copyright licence. Below is an example of how the adaptation statement might read. A list of changes and additions follows this statement. Step 5: Share the adaptation statement In advance of beginning your adaptation project, it is recommended that you spell out what the attribution statement for both the original content and the revision additions will say, and then share the attribution statement with the publisher (and maybe the contributing authors) to ensure that everyone is receiving appropriate credit.
2025-03-22T05:08:52.369093	09-6-2024	https://opentextbc.ca/adaptopentextbook/chapter/different-copyright/	{ "author": "Lauri M. Aesoph", "book_url": "https://opentextbc.ca/adaptopentextbook/front-matter/about-bccampusoe/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:71", "subject": "Publishing and book trade, , , ,", "title": "Adaptation Guide", "url": "https://opentextbc.ca/adaptopentextbook/chapter/different-copyright/" }	pressbooks	Primary Navigation Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices. Book Contents Navigation About BCcampus Open Education Introduction 1. Definition of Adapt 2. Reasons to Adapt an Open Textbook 3. Permission to Adapt 4. Three Steps Before You Begin 5. Start Small 6. Is This Book Already Available? 7. Find an Open Textbook 8. Evaluate an Open Textbook 9. Make a Plan 10. What Are the Changes 11. Attribution Statements 12. Choose a Licence 13. Adaptation Statement 14. Publish and Distribute 15. Adapt Content in an LMS 16. How to Cite an Adaptation in an LMS 17. How to Adapt a Restricted Textbook with Permission 18. How to Attribute When Author Doesn't Own Copyright Appendix 1: How to Canadianize an OER Versioning History Challenges Previous/next navigation Adaptation Guide Copyright © 2016 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
2025-03-22T05:08:52.400677	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/arctic-plants/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:72", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/arctic-plants/" }	pressbooks	Arctic Plants Learning Goals In this chapter, you will learn to: - Identify rhyming words - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - Give sentence answers to questions - Give an opinion on a reading Talk About It - Would you ever want to go to the arctic? Why or why not? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| arctic \| beautiful \| winter \| \| dark \| summer \| ice \| \| water \| heat \| together \| \| wind \| willow \| poppy \| \| bright \| Practice reading these words without the pictures. \| \|\|\|\| \| beautiful \| dark \| winter \| wind \| willow \| \| bright \| heat \| together \| water \| summer \| \| arctic \| ice \| poppy \| Word Skills Word Patterns Two words rhyme when the endings sound the same. For example, these words rhyme: - car and bar - net and jet - fill and hill - pot and rot - nut and cut Find the words that rhyme. The first one is done for you. \| land \| try \| mice \| \|\| \| lot \| ice \| hand \| sky \| dot \| 1. sun run 2. ______________ ______________ 3. ______________ ______________ 4. ______________ ______________ 5. ______________ ______________ Read the sentences. Then copy them. Use upper case letters, periods, and question marks correctly. \| \| The mice hid in the hole. \| \| Do you like this dish? \| \| Do not slip on the ice. \| \| Can we chat? \| \| We had a lot of fun. \| Use Your Reading Skills Listen to Arctic Plants. Then read Arctic Plants in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding Answer these questions. Use the underlined words to form a sentence. 1. How long does summer in the arctic last? ___________________________________________________ 2. What plant adds a bit of heat to the ground so other plants can grow? ___________________________________________________ 3. What do the plants do to last in the cold wind? ___________________________________________________ 4. Why is the arctic willow different from other trees? ___________________________________________________ 5. What does the arctic poppy always face? ___________________________________________________ 6. What plant do you like best? ___________________________________________________ Writing Task Think of a time when you had to be strong and brave. Tell the story to your instructor. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \| \| Word Skills \| \| \| QUESTION \| ANSWER \| \| 1 \| sun, run \| \| 2 \| land, hand \| \| 3 \| try, sky \| \| 4 \| mice, ice \| \| 5 \| lot, dot \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| Summer in the arctic lasts for just a few weeks. \| \| 2 \| Arctic moss adds a bit of heat to the ground so other plants can grow. \| \| 3 \| Plants stay together to last in the cold wind. \| \| 4 \| The arctic willow is different from other trees because it grows on its side. \| \| 5 \| The arctic poppy always faces the sun. \| \| 6 \| Answers will vary. \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.447004	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/canadas-tallest-tree/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:73", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/canadas-tallest-tree/" }	pressbooks	Canada’s Tallest Tree Learning Goals In this chapter, you will learn to: - Hear, read, and write words with long vowels - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - Give sentence answers to questions Talk About It - Have you ever gone for a hike? Where? - Do you have a favourite forest to walk in? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| hunt \| Vancouver Island \| logger \| \| path \| forest \| tall \| \| awe \| park \| risk \| \| down \| Practice reading these words without the pictures. \| \|\|\|\| \| forest \| awe \| down \| hunt \| tall \| \| risk \| Vancouver Island \| logger \| park \| path \| Word Skills Word Patterns Many words end in e. The e is silent but can make the first vowel in the word say its name. \| cap \| cape \| \| kit \| kite \| \| rob \| robe \| Match the word to the picture. \| rake \| dime \| nose \| cake \| \| nine \| home \| rice \| gate \| \| 1. _____________ \| 2. _____________ \| 3. _____________ \| \| 4. _____________ \| 5. _____________ \| 6. _____________ \| \| 7. _____________ \| 8. _____________ \| You will see these words in the story. Practice reading them. \| name \| like \| made \| \| take \| more \| save \| Read the sentences. Then copy them. Use upper case letters, periods, question marks, and exclamation marks correctly. \| \| Meg has nine cats. \| \| Lock the gate. \| \| What is your name? \| \| Save me! \| \| Can I have more cake? \| Use Your Reading Skills Listen to Canada’s Tallest Tree. Then read Canada’s Tallest Tree in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding Answer these questions. Use the underlined words to help you form a sentence. 1. Where is Canada’s tallest tree? ___________________________________________________ 2. How tall is Canada’s tallest tree? ___________________________________________________ 3. Who was the first person to find Canada’s tallest tree? ___________________________________________________ 4. What did the forest with Canada’s tallest tree become? ___________________________________________________ 5. What are many of BC’s old forests at risk of? ___________________________________________________ Writing Task Think of a time something in nature filled you with awe, or made you feel amazed. Tell the story to your instructor. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \| \| Word Skills \| \| \| QUESTION \| ANSWER \| \| 1 \| rice \| \| 2 \| dime \| \| 3 \| gate \| \| 4 \| home \| \| 5 \| rake \| \| 6 \| nose \| \| 7 \| nine \| \| 8 \| cake \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| Canada’s tallest tree is on Vancouver Island. \| \| 2 \| Canada’s tallest tree is 314 feet tall. \| \| 3 \| A logger was the first person to find Canada’s tallest tree. \| \| 4 \| The forest with Canada’s tallest tree is now a park. \| \| 5 \| Many of BC’s old forests are at risk of being cut down. \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.476829	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/how-to-grow-tomatoes/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:74", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/how-to-grow-tomatoes/" }	pressbooks	Grow Your Own Tomatoes Learning Goals In this chapter, you will learn to: - Hear, read, and write words with short vowels - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - State an opinion about a reading - Complete sentences by adding a word Talk About It - Do you have any plants? What kind? - What is good about growing your own food? Picture Dictionary Use the pictures to help you figure out the words. \| potting soil \| warm \| window \| \| hour \| tie \| stick \| \| colour \| bottom \| Practice reading these words without the pictures. \| hour \| stick \| bottom \| colour \| \| window \| warm \| potting soil \| tie \| Word Skills Word Patterns You have learned to read these vowel sounds: a says /a/ like apple e says /e/ like Expo i says /i/ like itch o says /o/ like octopus u says /u/ like up You will see these short vowel words in the story. Read each word. Listen to the short vowel sound. Sort it in the list below. \| pot \| big \| sun \| wet \| bit \| \| yet \| top \| add \| pack \| pick \| \| /a/ like apple \| /e/ like Expo \| /i/ like itch \| /o/ like octopus \| /u/ like up \| \| \| \| Can you think of more short vowel words? Add your words to the chart. Read the sentences. Then copy them. Use upper case letters, periods, and question marks correctly. \| \| Is the pot hot? \| \| Did you pack yet? \| \| The bug bit me. \| \| Do not pop the zit. \| \| We sat in the sun. \| Use Your Reading Skills Listen to Grow Your Own Tomatoes. Then read Grow Your Own Tomatoes in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding \| sun \| ripe \| pot \| seed \| wet \| - Fill the _____________ with soil. - Put a _____________ in the soil. - Add water. Keep the soil _____________. - Put the pot by a window with lots of _____________. - Pick the tomatoes when they are _____________. Writing Task Have you ever picked fruit, such as berries, in a field, forest, or orchard? Tell the story to your instructor. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \|\|\|\|\|\|\|\|\|\|\| \| Word Skills \| \|\|\|\|\|\|\|\|\|\|\| \| \|\|\|\|\|\|\|\|\|\|\| \| Check Your Understanding \| \|\|\|\|\|\|\|\|\|\|\| \| QUESTION \| ANSWER \| \|\|\|\|\|\|\|\|\|\| \| 1 \| pot \| \|\|\|\|\|\|\|\|\|\| \| 2 \| seed \| \|\|\|\|\|\|\|\|\|\| \| 3 \| wet \| \|\|\|\|\|\|\|\|\|\| \| 4 \| sun \| \|\|\|\|\|\|\|\|\|\| \| 5 \| ripe \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.519869	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/tomatoes/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:75", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/tomatoes/" }	pressbooks	Tomatoes Learning Goals In this chapter, you will learn to: - Hear, read, and write words with digraphs (sh, th, ch, and ck) - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - State an opinion about a reading - Name some common symbols Talk About It - What foods can be made with tomatoes? - What is your favourite food that can be made with tomatoes? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| South America \| Europe \| doctor \| \| world \| sauce \| soup \| \| juice \| salsa \| ketchup \| \| leaf \| stem \| space \| \| fight \| Spain \| taste \| Practice reading these words without the pictures. \| \|\|\|\| \| doctor \| sauce \| leaf \| taste \| fight \| \| juice \| soup \| world \| stem \| Europe \| \| South America \| Spain \| space \| ketchup \| salsa \| Word Skills Word Patterns \| A digraph is when two letters together make one sound. Here are some common digraphs. \| \| \| sh like in ship \| \| \| ch like in chin \| \| \| th like in thumb \| \| \| ck like in sock \| Say what is in the picture. What digraph is in each word? \| 1 \| 2 \| 3 \| \| sh ch th ck \| sh ch th ck \| sh ch th ck \| \| 4 \| 5 \| 6 \| \| sh ch th ck \| sh ch th ck \| sh ch th ck \| \| 7 \| 8 \| 9 \| \| sh ch th ck \| sh ch th ck \| sh ch th ck \| How many sounds do you hear in these words? \| \|\| \| 10 \| mop \| 3 \| \| 11 \| sun \| _______ \| \| 12 \| web \| _______ \| \| 13 \| fish \| _______ \| \| 14 \| lock \| _______ \| \| 15 \| crab \| _______ \| \| 16 \| _______ \| Read the sentences. Then copy them. Use upper case letters, periods, question marks, and exclamation marks correctly. \| \| Get in the bath. \| \| The fish is wet. \| \| Do not lock me in! \| \| I cut my chin. \| Use Your Reading Skills Listen to Tomatoes. Then read Tomatoes in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding Answer these questions. Use the underlined words from the question to form your answer. 1. Who used to tell people that tomatoes would make them sick? ____________________________________________ 2. What part of the tomato plant will make people sick? ____________________________________________ 3. What place has a big tomato fight every year? ____________________________________________ 4. Why do farms pick tomatoes before they are ripe? ____________________________________________ Writing Grammar Rule This is how to write an address: 639 Sun Street Golden, British Columbia V0A 1H0 Write your address on the lines below. _______________________________________ _______________________________________ _______________________________________ Match the word with the correct symbol. \| equals \| dollars \| and \| \| at \| plus \| & \| $ \| + \| = \| @ \| \| 1. _____ \| 2. _____ \| 3. _____ \| 4. _____ \| 5. _____ \| Fill in the blank with the correct symbol. 6. The bill came to ___ 10.00. 7. My email is tim___gmail.com. 8. Kim ___ Sam got a cat. 9. One ___ one = two. 10. Two + two ___ 4. Writing Task Think of a food you like to make using tomatoes. Tell your instructor how you make this food. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \| \| Word Skills \| \| \| QUESTION \| ANSWER \| \| 1 \| fish, sh \| \| 2 \| rock, ck \| \| 3 \| duck, ck \| \| 4 \| chip, ch \| \| 5 \| bath, th \| \| 6 \| cheese, ch \| \| 7 \| sheep, sh \| \| 8 \| three, th \| \| 9 \| lock, ck \| \| 10 \| 3 \| \| 11 \| 3 \| \| 12 \| 3 \| \| 13 \| 3 \| \| 14 \| 3 \| \| 15 \| 4 \| \| 16 \| 4 \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| Doctors used to tell people that tomatoes would make them sick. \| \| 2 \| A tomato leaf or stem will make people sick. \| \| 3 \| Spain has a big tomato fight every year. \| \| 4 \| Farms pick tomatoes before they are ripe because they last longer this way. \| \| Writing \| \| \| QUESTION \| ANSWER \| \| 1 \| and \| \| 2 \| dollars \| \| 3 \| plus \| \| 4 \| equals \| \| 5 \| at \| \| 6 \| $ \| \| 7 \| @ \| \| 8 \| & \| \| 9 \| + \| \| 10 \| = \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.556123	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/gm-food/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:76", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/gm-food/" }	pressbooks	GM Food Learning Goals In this chapter, you will learn to: - Hear, read, and write blends with r, l, and t - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - State an opinion about a reading - Give sentence answers to questions Talk About It - Have you heard that people in labs make new kinds of fruits and vegetables? - Would you mind eating fruits and vegetables that were made by people in a lab? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| hard \| cold \| weather \| \| crop \| rain \| fruits \| \| sold \| change \| company \| \| help \| bird \| test \| Practice reading these words without the pictures. \| \|\|\| \| sold \| test \| fruits \| crop \| \| hard \| help \| weather \| rain \| \| bird \| change \| company \| cold \| Word Skills Word Patterns A consonant is any letter that is not a vowel. For example, the letters b, c, d, f, g, h, and j are consonants. A blend is when two consonants go together and each consonant makes a sound. The letters dr in drip are a blend. Read these words. Underline the blend. The first one is done for you. \| \|\| \| 1. clap \| 2. frog \| 3. step \| \| 4. plum \| 5. drum \| 6. stop \| \| 7. club \| 8. crib \| 9. star \| \| 10. flag \| 11. crab \| 12. stem \| Practice reading these words without the pictures. \| \|\| \| crab \| star \| club \| \| stem \| plum \| clap \| \| step \| flag \| crib \| \| frog \| stop \| drum \| Your instructor will read these words to you. Underline the blend in each word. You will see these words in the story. \| \|\| \| crop \| fruit \| grow \| \| dry \| stay \| cold \| \| sold \| test \| Read the sentences. Then copy them. Then read GM Food in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding Does each sentence say something good or bad about GM food? \| 1. GM food can grow in cold weather. \| good \| bad \| \| 2. GM food may kill bugs we need, like butterflies. \| good \| bad \| \| 3. GM food may make birds sick. \| good \| bad \| \| 4. GM food can stop bugs from eating it. \| good \| bad \| \| 5. GM food may make people sick. \| good \| bad \| \| 6. There have not been many tests on GM food. \| good \| bad \| \| 7. GM food may grow in dry land in Africa. \| good \| bad \| \| 8. GM food can stay good longer. \| good \| bad \| 9. Do you think farmers should grow GM food? Use the underlined words to help form your answer. ____________________________________________________ Writing Grammar Rule You can use words from a question to form an answer. Question: Why is farming a hard job? Answer: Farming is a hard job because cold weather can kill your crops. Two things changed from the question to the answer: - is farming changed to farming is - because was used Answer this question in three more ways. Why is farming a hard job? 1. _____________________________________________________ _____________________________________________________ 2. _____________________________________________________ _____________________________________________________ 3. _____________________________________________________ _____________________________________________________ Writing Task Have you ever visited a farm? Or have you ever visited a farmers’ market? Tell your instructor about your visit. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \| \| Word Patterns \| \| \| QUESTION \| ANSWER \| \| 1 \| clap \| \| 2 \| frog \| \| 3 \| step \| \| 4 \| plum \| \| 5 \| drum \| \| 6 \| stop \| \| 7 \| club \| \| 8 \| crib \| \| 9 \| star \| \| 10 \| flag \| \| 11 \| crab \| \| 12 \| stem \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| good \| \| 2 \| bad \| \| 3 \| bad \| \| 4 \| good \| \| 5 \| bad \| \| 6 \| bad \| \| 7 \| good \| \| 8 \| good \| \| Writing \| \| \| (Any three of the sentences below are correct.) \| \| \| Farming is a hard job because bugs can eat your crops. \| \| \| Farming is a hard job because weeds can hurt your crops. \| \| \| Farming is a hard job because your crops may need more rain than they get. \| \| \| Farming is a hard job because fruits and vegetables can go bad before they are sold. \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.599498	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/vals-garden/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:77", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/vals-garden/" }	pressbooks	Val’s Garden Learning Goals In this chapter, you will learn to: - Print the alphabet in order using lower case letters - Read and write words with the endings -s, -ing, and -ed - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - Complete sentences by adding a missing word - Use an upper case letter to begin a person’s name Talk About It - Do you like to get to know the people who live near you? Why or why not? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| new \| city \| vegetables \| \| woman \| sidewalk \| carrots \| \| tomatoes \| beans \| peas \| \| talk \| family \| door \| Practice reading these words without the pictures. \| \|\|\| \| sidewalk \| peas \| carrots \| family \| \| door \| city \| woman \| vegetables \| \| talk \| beans \| new \| tomatoes \| Word Skills Word Patterns Words can have endings. Some common word endings are –s, –ing, and –ed. \| –s \| –ing \| –ed \| \| \| look \| looks \| looking \| looked \| \| pull \| pulls \| pulling \| pulled \| \| talk \| talks \| talking \| talked \| 1. Fill in this chart. \| –s \| –ing \| –ed \| \| \| bill \| \|\|\| \| fill \| \|\|\| \| walk \| \|\|\| \| pick \| \|\|\| \| kick \| Word Patterns \| The word ending –s can show there is more than one of something. \| \| \| carrot \| carrots \| \| bean \| beans \| \| pea \| peas \| How many do you see? \| \|\| \| 2. \| egg or eggs? \| \| \| 3. \| rock or rocks? \| \| \| 4. \| bug or bugs? \| \| \| 5. \| pen or pens? \| \| \| 6. \| tree or trees? \| \| \| 7. \| rat or rats? \| Read the sentences. Then copy them. Use upper case letters, periods, and question marks correctly. \| \| The dog naps with the cats. \| \| This log has bugs on it. \| \| Tim jogs a lot. \| \| The kids got on the bus. \| \| Can you get the red cups? \| Use Your Reading Skills Listen to Val’s Garden. Then read Val’s Garden in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding \| garden \| family \| new \| vegetables \| \| box \| passes on \| Val \| sidewalk \| Fill in the blanks with the right word or words. 1. I am _______________ to the city. 2. A woman named _______________ lives next door. 3. She grows a vegetable garden by the _______________. 4. She gives me a _______________ of vegetables. 5. She _______________. 6. I take care of her _______________. 7. A _______________ moves next door. 8. I give them a box of _______________ from Val’s garden. Writing Grammar Rule You can use words from a question to make your own sentence. \| Question: \| Who has a garden? \| \| Answer: \| Val has a garden. \| \| Question: \| What vegetables are in Val’s garden? \| \| Answer: \| Carrots, tomatoes, beans, and peas are in Val’s garden. \| \| Question: \| Who moves next door when Val passes on? \| \| Answer: \| A family moves next door when Val passes on. \| \| Question: \| What is given to the family next door? \| \| Answer: \| A box of vegetables is given to the family next door. \| Answer the questions. Use the underlined words to form your answer. 1. Who talks to plants? ____________________________________________________ 2. What gets dry after Val passes on? ____________________________________________________ 3. What looks sad after Val passes on? ____________________________________________________ 4. Write all the letters of the alphabet in order. Use lower case letters. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Writing Task Think of a time when a neighbour was nice to you, or a time when you were nice to a neighbour. Tell the story to your instructor. Your instructor will write down what you say. Then copy the story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Word Skills \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| QUESTION \| ANSWER \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 1 \| \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 2 \| eggs \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 3 \| rocks \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 4 \| bug \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 5 \| pens \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 6 \| tree \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 7 \| rat \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Check Your Understanding \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| QUESTION \| ANSWER \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 1 \| new \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 2 \| Val \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 3 \| sidewalk \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 4 \| box \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 5 \| passes on \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 6 \| garden \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 7 \| family \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 8 \| vegetables \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Writing \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| QUESTION \| ANSWER \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 1 \| Val talks to plants. \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 2 \| The dirt gets dry after Val passes on. \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 3 \| The plants looks sad after Val passes on. \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| 4 \| a b c d e f g h i j k l m n o p q r s t u v w x y z \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.642720	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/the-sack-garden/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:78", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/the-sack-garden/" }	pressbooks	The Sack Garden Learning Goals In this chapter, you will learn to: - Print the alphabet in order using upper case letters - Hear, read, and write words with a short /e/ - Hear, read, and write words with a long /e/ (spelled ee) - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - Describe the sequence of a story - State an opinion about a reading - Use an upper case letter to begin a person’s name Talk About it - Have you ever had a garden? What did you grow? - What did you like about having a garden? - What was hard about having a garden? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| South Africa \| three \| white \| \| farm \| money \| land \| \| sack \| rock \| middle \| \| dirt \| one \| hole \| Practice reading these words without the pictures. \| \|\|\| \| one \| sack \| land \| dirt \| \| South Africa \| hole \| money \| three \| \| white \| middle \| farm \| rock \| Word Skills The letters a, e, i, o, and u are called vowels. Vowels have short sounds and long sounds. So far, you have looked at short vowel sounds: - A short /a/ says /a/ like in apple. - A short /i/ says /i/ like in itch. A short /o/ says /o/ like in octopus. - A short /u/ says /u/ like in up. Word Patterns A short /e/ makes an /e/ sound like in Expo. Match each word to a picture. \| bed \| pet \| net \| red \| \| web \| pen \| wet \| vet \| \| 1. ____________ \| 2. ____________ \| 3. ____________ \| \| 4. ____________ \| 5. ____________ \| 6. ____________ \| \| 7. ____________ \| 8. ____________ \| Word Patterns Vowels can also make a long sound. The letters ee make a long /e/ sound like in jeep. Match each word to a picture. \| see \| bee \| green \| weed \| \| tree \| feet \| three \| feed \| \| 9. __________ \| 10. __________ \| 11. __________ \| \| 12. __________ \| 13. __________ \| 14. __________ \| \| 15. __________ \| 16. __________ \| Pick the word that matches the picture. \| \|\|\| \| 17. \| wet \| weet \| \| \| 18. \| neet \| net \| \| \| 19. \| weed \| wed \| \| \| 20. \| se \| see \| \| \| 21. \| web \| weeb \| \| \| 22. \| peet \| pet \| Read these sentences. Then copy them. Use upper case letters correctly. Use periods and question marks correctly. \| \| My pet is at the vet. \| \| I did not see the bee. \| \| I got my feet wet. \| \| This is a red pen. \| \| She is not in bed. \| You will see these words in the reading. They have the short /e/ sound like Expo. \| Meg \| rest \| eggplant \| You will see these words in the reading. They have the long /e/ sound like jeep. \| three \| feed \| weeds \| \| green \| need \| Use Your Reading Skills Listen to The Sack Garden. Then read The Sack Garden in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding 1. Where does Meg live? Meg lives in _____________________. 2. Who owns most of the farmland in South Africa? _____________________ own most of the farmland in South Africa. 3. What does Meg use to grow a garden? Meg uses a _____________________ to grow a garden. Are these sentences true? Circle yes or no. \| 4. A sack garden costs a lot of money. \| yes \| no \| \| 5. A sack garden takes up a lot of room. \| yes \| no \| \| 6. A sack garden does not have many weeds. \| yes \| no \| 7. How do you make a sack garden? Put these steps in the right order (1, 2, 3). _____ Make little holes in the side of the sack. _____ Put dirt and rocks in the sack. _____ Put plants in the holes. Writing Write all the letters of the alphabet in order. Use upper case letters. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Grammar Rule Use an upper case letter at the beginning of a person’s name. This is Meg. – YES This is meg. – NO Write your full name on the line below. Use upper case letters to begin each name. _______________________________________________________ Find a classmate. Write their full name on the line below. Use upper case letters to begin each name. _______________________________________________________ Find another classmate. Write their full name on the line below. Use upper case letters to begin each name. If so, tell your instructor about your garden. Then copy your story into your notebook. If not, imagine you were going to plant a garden. Think about what you would want to grow. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you use an upper case letter at the beginning of a person’s name? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \| \| Word Skills \| \| \| QUESTION \| ANSWER \| \| 1 \| web \| \| 2 \| net \| \| 3 \| red \| \| 4 \| vet \| \| 5 \| pen \| \| 6 \| bed \| \| 7 \| pet \| \| 8 \| wet \| \| 9 \| green \| \| 10 \| bee \| \| 11 \| feet \| \| 12 \| see \| \| 13 \| feed \| \| 14 \| tree \| \| 15 \| three \| \| 16 \| weed \| \| 17 \| wet \| \| 18 \| net \| \| 19 \| weed \| \| 20 \| see \| \| 21 \| web \| \| 22 \| pet \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| South Africa \| \| 2 \| white people \| \| 3 \| sack \| \| 4 \| no \| \| 5 \| no \| \| 6 \| yes \| \| 7 \| 2, 1, 3 \| \| Writing \| \| \| A B C D E F G H I J K L M N O P Q R S T U V W X Y Z \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.693935	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/chapter-1/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:79", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/chapter-1/" }	pressbooks	Sweetgrass Learning Goals In this chapter, you will learn to: - Print the alphabet in upper case letters - Hear, read, and write words with a short /a/ and a short /i/ - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - Complete sentences with original ideas - Begin a sentence with an upper case letter Talk About It - What are some ways that plants help people? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| hurt \| street \| braid \| \| house \| grass \| break \| \| feelings \| bend \| walk \| \| roots \| Practice reading the words without the pictures. \| \|\|\|\| \| street \| house \| walk \| bend \| break \| \| hurt \| grass \| roots \| braid \| feelings \| Word Skills Word Patterns The letters a, e, i, o, and u are called vowels. The letter a says /a/ like in apple. Match the word to the picture. \| cap \| sad \| rat \| sat \| \| fat \| map \| mad \| nap \| \| 1. ____________ \| 2. ____________ \| 3. ____________ \| \| 4.____________ \| 5.____________ \| 6. ____________ \| \| 7. ____________ \| 8.____________ \| Word Patterns The letter i says /i/ like in itch. Match the word to the picture. \| lip \| wig \| rip \| \| hit \| fin \| dig \| \| 9. ____________ \| 10. ____________ \| 11. ____________ \| \| 12. ____________ \| 13. ____________ \| 14. ____________ \| Pick the word that matches the picture. \| \|\|\| \| 15. \| rit \| rat \| \| \| 16. \| fan \| fin \| \| \| 17. \| nap \| nip \| \| \| 18. \| wag \| wig \| \| \| 19. \| sad \| sid \| \| \| 20. \| fit \| fat \| Read these sentences. Practice writing them. \| \| The rat had a nap. \| \| The map has a rip. \| \| He has a fat lip. \| \| She sat on the cap. \| \| I am mad. \| You will see these words in the story. They all have the /a/ sound like apple. \| Max \| at \| grass \| \| asks \| after \| that \| \| away \| bad \| happy \| You will see these words in the story. They all have the /i/ sound like itch. \| live \| kids \| in \| \| is \| pick \| it \| \| if \| this \| will \| Use Your Reading Skills Listen to the story Sweetgrass. Then read Sweetgrass in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding Circle yes if the sentence is right. Circle no if the sentence is wrong. \| 1. Dan used to live on the street. \| yes \| no \| \| 2. Max and Dan are both Cree. \| yes \| no \| \| 3. Sweetgrass is tall. \| yes \| no \| \| 4. Sweetgrass breaks when you step on it. \| yes \| no \| \| 5. Max and Dan eat the sweetgrass. \| yes \| no \| \| 6. Dan says sweetgrass takes away bad feelings. \| yes \| no \| Writing Below are all the letters of the alphabet. They are in lower case. Write each letter in upper case. The first one is done for you. \| a ___A___ \| b _______ \| c _______ \| d _______ \| \| e _______ \| f _______ \| g _______ \| h _______ \| \| i _______ \| j _______ \| k _______ \| l _______ \| \| m _______ \| n _______ \| o _______ \| p _______ \| \| q _______ \| r _______ \| s _______ \| t _______ \| \| u _______ \| v _______ \| w _______ \| x _______ \| \| y _______ \| z _______ \| Grammar Rule Always use an upper case letter at the beginning of a sentence. She has a red wig. – YES she has a red wig. – NO Writing Task What makes you feel better when you feel bad? Fill in the blanks. Your instructor will help you spell. Example: I feel better when I go for a walk. 1. I feel better when I ________________________________________. 2. I feel better when I ________________________________________. 3. I feel better when I ________________________________________. Answer Key \| \| \| Word Skills \| \| \| QUESTION \| ANSWER \| \| 1 \| map \| \| 2 \| rat \| \| 3 \| nap \| \| 4 \| mad \| \| 5 \| cap \| \| 6 \| sat \| \| 7 \| fat \| \| 8 \| sad \| \| 9 \| dig \| \| 10 \| hit \| \| 11 \| wig \| \| 12 \| rip \| \| 13 \| fin \| \| 14 \| lip \| \| 15 \| rat \| \| 16 \| fin \| \| 17 \| nap \| \| 18 \| wig \| \| 19 \| sad \| \| 20 \| fat \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| no \| \| 2 \| yes \| \| 3 \| yes \| \| 4 \| no \| \| 5 \| no \| \| 6 \| yes \| \| Writing \| \| \| LOWER CASE \| UPPER CASE \| \| a \| A \| \| b \| B \| \| c \| C \| \| d \| D \| \| e \| E \| \| f \| F \| \| g \| G \| \| h \| H \| \| i \| I \| \| j \| J \| \| k \| K \| \| l \| L \| \| m \| M \| \| n \| N \| \| o \| O \| \| p \| P \| \| q \| Q \| \| r \| R \| \| s \| S \| \| t \| T \| \| u \| U \| \| v \| V \| \| w \| W \| \| x \| X \| \| y \| Y \| \| z \| Z \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.741425	09-16-2024	https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/a-new-flower/	{ "author": "Shantel Ivits", "book_url": "https://ecampusontario.pressbooks.pub/adultlitfund1/front-matter/about-bccampus/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:80", "subject": "Language learning: reading skills", "title": "Adult Literacy Fundamental English - Course Pack 1", "url": "https://ecampusontario.pressbooks.pub/adultlitfund1/chapter/a-new-flower/" }	pressbooks	A New Flower Learning Goals In this chapter, you will learn to: - Print the alphabet in lower case letters - Hear, read, and write words with a short /o/ and a short /u/ - Copy short sentences - Read common sight words in a paragraph - Answer questions about a story - State an opinion about a reading - End a sentence with a period or question mark Talk About It - Do you have any grandparents? What will you always remember about them? Picture Dictionary \| \|\| Use the pictures to help you figure out the words. \| \|\| \| grandma \| plane \| flowers \| \| garden \| club \| know \| \| long \| time \| home \| \| smile \| Practice reading these words without the pictures. \| \|\|\|\| \| time \| garden \| smile \| home \| club \| \| flowers \| long \| know \| plane \| grandma \| Word Skills Word Patterns The letters a, e, i, o, and u are called vowels. The letter o makes an /o/ sound like in octopus. Match each word to a picture. \| log \| mop \| dot \| jog \| hot \| \| cot \| cop \| pot \| top \| box \| \| 1. ____________ \| 2. ____________ \| 3. ____________ \| \| 4. ____________ \| 5. ____________ \| 6. ____________ \| \| 7. ____________ \| 8. ____________ \| 9. ____________ \| \| 10. ____________ \| Word Patterns The letter u says /u/ like in up. Match each word to a picture. \| sun \| mud \| rug \| mug \| pup \| \| bug \| cup \| gum \| nut \| \| 11. ____________ \| 12. ____________ \| 13. ____________ \| \| 14. ____________ \| 15. ____________ \| 16. ____________ \| \| 17. ____________ \| 18.____________ \| 19. ____________ \| Pick the word that matches the picture. \| \|\|\| \| 20. \| mup \| mop \| \| \| 21. \| bug \| bog \| \| \| 22. \| gum \| gom \| \| \| 23. \| jog \| jug \| \| \| 24. \| cop \| cup \| \| \| 25. \| bux \| box \| Read these sentences. Practice writing the words. Begin with an upper case letter. \| \| The mug is hot. \| \| Is this gum on the rug? \| \| Can you mop up the mud? \| \| The pup had a nap on the cot. \| \| The cop sat on the log. \| You will see these words in the story. They all have the /o/ sound like octopus. \| lot \| not \| on \| You will see these words in the story. They all have the /u/ sound like up. \| clubs \| but \| hunt \| Use Your Reading Skills Listen to A New Flower. Then read A New Flower in BC Reads: Adult Literacy Fundamental English – Reader 1. Check Your Understanding 1. Who goes on a plane for the first time? ________________ goes on a plane for the first time. 2. What does the grandma see that she has never seen before? The grandma sees a ________________. 3. What three things do men do back home? Back home, men ________________, ________________, and ________________. 4. What makes Dave different from the men back home? Dave is different from the men back home because he knows about ________________. 5. Do you think the grandma likes Dave? Why or why not? Discuss with a classmate. Writing Below are all the letters of the alphabet. They are in upper case. Write each letter in lower case. The first one is done for you. \| A ___a___ \| B _______ \| C _______ \| D _______ \| \| E _______ \| F _______ \| G _______ \| H _______ \| \| I _______ \| J _______ \| K _______ \| L _______ \| \| M _______ \| N _______ \| O _______ \| P _______ \| \| Q _______ \| R _______ \| S _______ \| T _______ \| \| U _______ \| V _______ \| W _______ \| X _______ \| \| Y _______ \| Z _______ \| Grammar Rule A sentence can be a question or a statement. A question asks for information. It ends with a question mark. What is your name? – YES What is your name – NO What is your name. – NO A statement gives information. It ends with a period. My name is Ted. – YES My name is Ted – NO Writing Task Think of a time when you acted differently from how people expect a man or woman to act. Tell the story to your instructor. Then copy your story into your notebook. When you are done, read your story. - Did you begin each sentence with an upper case letter? - Did you end each sentence with a period or question mark? - Are you missing any words? Answer Key \| \| \| Word Skills \| \| \| QUESTION \| ANSWER \| \| 1 \| cop \| \| 2 \| box \| \| 3 \| mop \| \| 4 \| dot \| \| 5 \| top \| \| 6 \| cot \| \| 7 \| jog \| \| 8 \| pot \| \| 9 \| log \| \| 10 \| hot \| \| 11 \| pup \| \| 12 \| nut \| \| 13 \| bug \| \| 14 \| mud \| \| 15 \| sun \| \| 16 \| gum \| \| 17 \| rug \| \| 18 \| mug \| \| 19 \| cup \| \| 20 \| mop \| \| 21 \| bug \| \| 22 \| gum \| \| 23 \| jog \| \| 24 \| cup \| \| 25 \| box \| \| Check Your Understanding \| \| \| QUESTION \| ANSWER \| \| 1 \| The grandma \| \| 2 \| flower \| \| 3 \| hunt, fish, farm \| \| 4 \| flowers \| \| Writing \| \| \| UPPER CASE \| LOWER CASE \| \| A \| a \| \| B \| b \| \| C \| c \| \| D \| d \| \| E \| e \| \| F \| f \| \| G \| g \| \| H \| h \| \| I \| i \| \| J \| j \| \| K \| k \| \| L \| l \| \| M \| m \| \| N \| n \| \| O \| o \| \| P \| p \| \| Q \| q \| \| R \| r \| \| S \| s \| \| T \| t \| \| U \| u \| \| V \| v \| \| W \| w \| \| X \| x \| \| Y \| y \| \| Z \| z \| Attributions See the Attributions page near the end of this book.
2025-03-22T05:08:52.751487	12-17-2024	https://boisestate.pressbooks.pub/world300template/chapter/intercultural-competency/	{ "author": "Amber Hoye", "book_url": "https://boisestate.pressbooks.pub/world300template/front-matter/about-this-template/", "institution": "Boise State University", "license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/", "provenance": "pressbooks-0000.json.gz:81", "subject": "Language teaching and learning, Language learning for specific purposes, Language learning for business, professional and vocational, Language learning for academic, technical and scientific purposes, Education, Careers guidance, Advice on careers and achieving success, Job hunting / changing careers", "title": "An ePortfolio Template for Language Majors", "url": "https://boisestate.pressbooks.pub/world300template/chapter/intercultural-competency/" }	pressbooks	Language Proficiency Intercultural Competency (Remove these instructions after reading) Instructions: Replace the placeholder artifacts and the descriptions with your own content. What is Intercultural Competence? “The need for language competence in a global society touches every sector of life. From career preparation in an international workforce to citizen diplomacy and national defense to one’s role in a social or virtual community, communication across cultures is key. Learners today must have the language proficiency to communicate with global audiences, the insight into the cultural perspectives that shape those audiences, and the ability to behave appropriately in a variety of cultural contexts.” – NCSSFL-ACTFL Can-Do Statements Artifacts Demonstrating My Intercultural Competence Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained. Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained.
2025-03-22T05:08:52.759841	12-17-2024	https://boisestate.pressbooks.pub/world300template/chapter/presentational-speaking/	{ "author": "Amber Hoye", "book_url": "https://boisestate.pressbooks.pub/world300template/front-matter/about-this-template/", "institution": "Boise State University", "license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/", "provenance": "pressbooks-0000.json.gz:82", "subject": "Language teaching and learning, Language learning for specific purposes, Language learning for business, professional and vocational, Language learning for academic, technical and scientific purposes, Education, Careers guidance, Advice on careers and achieving success, Job hunting / changing careers", "title": "An ePortfolio Template for Language Majors", "url": "https://boisestate.pressbooks.pub/world300template/chapter/presentational-speaking/" }	pressbooks	Language Proficiency Presentational Speaking (Remove these instructions after reading) Instructions: Replace the placeholder artifacts and the descriptions with your own content. What is Presentational Communication? Artifacts Demonstrating My Presentational Speaking Proficiency Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained. Insert artifact Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained. Insert artifact
2025-03-22T05:08:52.769418	12-17-2024	https://boisestate.pressbooks.pub/world300template/chapter/presentational-writing/	{ "author": "Amber Hoye", "book_url": "https://boisestate.pressbooks.pub/world300template/front-matter/about-this-template/", "institution": "Boise State University", "license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/", "provenance": "pressbooks-0000.json.gz:83", "subject": "Language teaching and learning, Language learning for specific purposes, Language learning for business, professional and vocational, Language learning for academic, technical and scientific purposes, Education, Careers guidance, Advice on careers and achieving success, Job hunting / changing careers", "title": "An ePortfolio Template for Language Majors", "url": "https://boisestate.pressbooks.pub/world300template/chapter/presentational-writing/" }	pressbooks	Language Proficiency Presentational Writing (Remove these instructions after reading) Instructions: Replace the placeholder artifacts and the descriptions with your own content. What is Presentational Communication? - Creation of messages to inform, explain, persuade, or narrate - One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists - To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture – ACTFL Proficiency Guidelines My Presentational Writing Proficiency Rating Date of Completion: Assessment Results: Artifacts Demonstrating My Presentational Writing Proficiency Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained. Insert artifact Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained. Insert artifact Artifact Name, Course 2-3 sentence description in English that explains what you did for the assignment and a reflection that focuses on the growth, skills or perspective you gained. Insert artifact
2025-03-22T05:08:52.802900	12-17-2024	https://boisestate.pressbooks.pub/world300template/chapter/myskills/	{ "author": "Amber Hoye", "book_url": "https://boisestate.pressbooks.pub/world300template/front-matter/about-this-template/", "institution": "Boise State University", "license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/", "provenance": "pressbooks-0000.json.gz:84", "subject": "Language teaching and learning, Language learning for specific purposes, Language learning for business, professional and vocational, Language learning for academic, technical and scientific purposes, Education, Careers guidance, Advice on careers and achieving success, Job hunting / changing careers", "title": "An ePortfolio Template for Language Majors", "url": "https://boisestate.pressbooks.pub/world300template/chapter/myskills/" }	pressbooks	My Skills My Skills (Remove these instructions and the placeholder skill inventory after reading) Refer to the Skills Inventory assignment you completed early in the semester. You will, in the format of your choosing (and please feel free to get creative), highlight your skills on your ePortfolio. You may choose to share only the skills that you have mastered or add those that you are working on/would like to gain in the future too. Please be sure to highlight the skills you have developed and honed as a language major. Ideas for Highlighting Your Skills - Create a word cloud and include a written or oral reflection on your strengths and language related skills. - Create an infographic or self-paced presentation using Google Slides or Canva - Create a one minute video using a tool like Canva or Adobe Express where you talk about your skills - Proficient in clear written and verbal communication, demonstrated through crafting compelling essays in French literature and actively engaging in discussions in French conversation groups. - Strong organizational skills, evidenced by efficiently managing schedules and projects with digital tools like Google Calendar and Trello. - Advanced abilities in analyzing complex texts and solving linguistic challenges, showcased by studying French poetry extensively and interpreting literary texts. - Collaborative aptitude, exemplified by participation in group projects such as creating presentations on French culture. - Technological proficiency, utilizing online resources for linguistic research and creating visually appealing presentations with software like Canva and PowerPoint. - Leadership capabilities, demonstrated by initiating thoughtful discussions in linguistics seminars and leading activities in French Club to foster a supportive learning environment for peers.
2025-03-22T05:08:52.812399	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/what-are-arrival-activities/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:85", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/what-are-arrival-activities/" }	pressbooks	1 What are Arrival Activities? Arrival activities are brief non-assessed opportunities designed to foster community, develop connections, gather feedback, and enhance student engagement during the opening moments of class. (Note that these activities pertain to the start of all classes, and not just the first class of term.) Rather than jumping right into a formal lecture or discussion, they are “start-before-the-start” activities that can stand alone from course content.[1] Arrival activities serve various functions within the classroom environment. For example, they can invite students to engage with the course; act as wellness check-ins; gather feedback from students; acclimatize students to what participation and engagement might look like in a digital learning environment; and provide opportunities for connection and perspective-taking. We can think of arrival activities in a few different ways. Students arrive at our classrooms (virtual or face-to-face) from another class, work, or maybe standing in line for coffee and chatting with friends. So firstly, arrival activities can help learners bring their attention to the course. Secondly, arrival activities can potentially activate and bring forth students’ existing knowledge and experiences related to the course content. Activating prior knowledge is one way to enhance enduring learning and creates opportunities for the co-construction of knowledge. Arrival activities are also one way to bring course learning objectives (think Bloom here), like the application of knowledge, to the foreground. By linking and bridging current course content with current events, a brief video, or an assigned reading, students have the opportunity to reflect (in a meta-cognitive moment), to frame, and contextualize the information about to be learned. Arrival activities can also be used to gauge where the students are at (re: mental wellness) and offer them a chance to decompress from their last class. For example, breathing exercises and questions related to amount of sleep, amount of time sitting in front of a computer, etc. can help inform your decisions regarding what to present in class that day. - Huggett, C. (2017). 5 Ways to Open an Interactive Virtual Class. Association for Talent Development. Retrieved from https://www.td.org/insights/5-ways-to-open-an-interactive-virtual-class. ↵
2025-03-22T05:08:52.825599	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/arrival-activities-sparking-student-engagement-fostering-community/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:86", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/arrival-activities-sparking-student-engagement-fostering-community/" }	pressbooks	2 Arrival Activities: Sparking Student Engagement & Fostering Community Arrival activities spark student engagement and can help to build a sense of community in the classroom. When we say student engagement, we mean “students’ willingness and desire to contribute and be successful in a learning process that leads them to higher-level thinking and long-term understanding.”[1] A student’s willingness can have several facets: “engagement requires a psychological investment on the part of the learner as well as persistence in undertaking the learning task…Additionally, several interconnected factors such as motivation, attention, involvement, and intellectual effort can support engagement.”[2] It’s important to note that both cognitive and emotional engagement are involved in fostering engaged student behaviour, and that instructors play a role in facilitating this engagement. Cognitive Engagement: Students tend to be aware of the importance of being cognitively engaged with course material. Blakey and Major[3] carried out an open-ended online survey about engagement with a group of forty students, most of whom were enrolled full-time in a graduate education program. In this study, students indicated that they felt learner engagement must be active; students pointed to the importance of their own involvement in their learning, as well as to the concept of intellectual effort more generally. As one student explained, learners “must be involved in the learning process,” and another student commented that, as opposed to “passively sitting in a classroom”, engagement involves students’ participation in thoughtful discussion, as well as “[going] above and beyond on assignments in order to learn.”[4] Students also suggested that engagement involves being “fully invested in the learning process, whether by participating in classroom discussions with faculty and classmates, completing reading assignments or other projects outside of class time, or by generally committing to the class.”[5] Active learning, participation in activities and discussion, and applying effort to learning can all be significant components in students’ cognitive engagement (bearing in mind that engaged investment in course activities or discussions may appear differently or take different forms for different learners, including neurodiverse students). Emotional Engagement: Student engagement also involves feeling connected with a course (and with the learning material) on an emotional level. Students have recognized the need for learners to have “a positive view of the course and of the importance of learning,” to believe that they can succeed, and to want to learn.[6] The emotional aspect of engagement, considered in addition to the cognitive aspect, indicates that engagement overall is “the level of involvement of students personally, emotionally, and academically pertaining to a course both in and out of the classroom.”[7] “During my BSc, I was the most emotionally invested in a class that was taught by a professor I was working with for my thesis. I realized that I was so invested in the class because I had a working relationship with the instructor, and it made me appreciate his jokes, humour, added activities, and bonus work. If we can give students that type of connection to their professor, they will likely be more engaged.” Former BSc student Community refers to the sense of belonging and membership within a group.[8] A course community is centered around the collaborative learning that will take place, which can be seen in how students, instructor(s), and teaching assistants interact, work, and support each other in pursuit of the course learning goals.[9] Implementing strategies to cultivate a sense of community in your course can not only increase classroom participation and deepen learning,[10] it also contributes to a student’s well-being, which ultimately promotes learning.[11] Arrival activities are one example of teaching strategies that can foster both engagement and community. Thoughtfully and intentionally planning activities that welcome students to each class can help set and keep the tone for the type of collaborative and supportive atmosphere instructors want to provide to their learners. - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4), n4. ↵ - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4), n4. ↵ - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4), n4. ↵ - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4), n4. ↵ - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4), n4. ↵ - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4), n4. ↵ - Blakey, C.H., & Major, C. (2019). Student Perceptions of Engagement in Online Courses: An Exploratory Study. Online Journal of Distance Learning Administration, 22(4). ↵ - Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. http://dx.doi.org/10.1111/jcal.12042. ↵ - Berry, S. (2017). Building community in online doctoral classrooms: Instructor practices that support community. Online Learning, 21(2), 1-22. http://dx.doi.org/10.24059/olj.v21i2.875. ↵ - Garrison, D.R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. ↵ - Keyes, C.L.M., Eisenberg, D., Perry, G.S., Dube, S.R., Kroenke, K., & Dhingra, S.S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126-133. ↵
2025-03-22T05:08:52.837479	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/why-are-arrival-activities-important/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:87", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/why-are-arrival-activities-important/" }	pressbooks	3 Why are Arrival Activities Important? Research suggests that arrival activities deepen student engagement, strengthen motivation, build student enthusiasm, and foster community through social learning. In addition, these types of activities can increase feelings of connectedness between the instructor and students, and assist in providing the instructor with feedback on student experiences and the course’s progress and impact. Since we have highlighted student engagement and activating emotional investment earlier in this work, we are going to emphasize a few other impacts of arrival activities below. Sharpens Active Learning Skills Arrival activities have been found to create more time for instructors to focus on active learning and the active engagement of students by preparing them to engage with and connect to course content before class begins. Moravec and colleagues[1] found that “learn before lecture (LBL)” assignments, in combination with interactive exercises, helped increase student engagement and content understanding. Arrival activities can also be effective at helping students acquire new skills. Sharples[2] observed that students could develop a variety of skills from gaming (complex digital games) as an arrival activity. These skills included strategy and problem-solving, understanding consequences, coordination, and teamwork – all of which are important skills for students to develop during their time in higher education. Foster Community through Social Learning Arrival activities also facilitate community through social learning. For example, game-enhanced learning (GEL) has been known to increase student performance and engagement.[3] Serious games, as a branch of video games designed for purposes other than solely entertainment, have been found to have major applications in “education and training, engineering, healthcare, military applications, city planning, production, crisis response” and other fields.[4] Finally, gamification and serious gaming have an important relationship to social learning, which is key to improving educational practices and infrastructure in the future.[5] Arrival activities are important to the social learning and development of students for a number of reasons, as outlined above, and they can serve as useful functions in an online course. Showing Genuine Care Pedagogies of kindness[6][7] and care are core to establishing feelings of connection amongst students. One way that instructors can signpost care is by showing a genuine interest in the student experience and by gathering feedback to increase instructor awareness of the students’ situations. Arrival activities can help create a feeling of dialogue and perspective-taking when contributions are shared anonymously. - Moravec, M., Williams, A., Aguilar-Roca, N., & O'Dowd, D. K. (2010). Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class. CBE - Life Sciences Education, 9(4), 473-481. https://doi.org/10.1187/cbe.10-04-0063. ↵ - Sharples, M. (2019). Learning from gaming. In Practical Pedagogy (1st Ed). Routledge. https://doi.org/10.4324/9780429485534. ↵ - Charles, T., Bustard, D., & Black, M. (2011). Experiences of Promoting Student Engagement Through Game-Enhanced Learning. In Ma, M., Oikonomou, A., Jain, L. (Eds.), Serious Games and Edutainment Applications (pp. 425-445). Springer, London. https://doi.org/10.1007/978-1-4471-2161-9_21. ↵ - Ma, M., Oikonomou, A., & Jain, L. (2011). Serious Games and Edutainment Applications. Springer, London. https://doi.org/10.1007/978-1-4471-2161-9_1. ↵ - de Freitas S. & Liarokapis F. (2011). Serious Games: A New Paradigm for Education? In Ma, M., Oikonomou, A., Jain, L. (Eds.), Serious Games and Edutainment Applications (pp. 9-23). Springer, London. https://doi.org/10.1007/978-1-4471-2161-9_2. ↵ - Rawle F. (2021). A Pedagogy of Kindness: the Cornerstone for Student Learning and Wellness. Times Higher Education. Retrieved from https://www.timeshighereducation.com/campus/pedagogy-kindness-cornerstone-student-learning-and-wellness. ↵ - Denial, C. (2019) A Pedagogy of Kindness. Hybrid Pedagogy. Retrieved from https://hybridpedagogy.org/pedagogy-of-kindness/. ↵
2025-03-22T05:08:52.851056	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/types-of-arrival-activities/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:88", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/types-of-arrival-activities/" }	pressbooks	4 Types of Arrival Activities Arrival activities fall into several broad categories: icebreakers, community builders, energizers, content-based activities, and gaming. They can be blended in order to bolster engagement, foster community, and build investment in the class. Arrival activities are purposefully low effort “asks” designed to orient learners to the learning environment. The wide range of possible arrival activities gives instructors the ability to choose those that would best fit their class and benefit their students. However, all arrival activities serve a common purpose: a ‘starting point’ to immediately capture the attention and engagement of students, to connect students to the course material (and to each other), and to set the stage for the class to follow. Icebreakers are a type of arrival activity that have been “designed to help students begin to feel comfortable with each other… characterized by brevity, relatively low-risk involvement, and participation” from all members of the class.[1] These activities encourage connections between students who may not have known each other before the course. They also help to create a sense of comfort with the class itself, and with the concept of experiential learning. Icebreaker questions could be related to the course content (e.g., “which course topic looks most interesting to you and why?”), help inform your teaching (e.g., “what question(s) do you have about the course outline?”), or help learners to get better acquainted, build community, and have fun (e.g., “share one boring fact about yourself”). “I met one of my best friends through an icebreaker in third year university. Without the icebreaker, we may have never begun talking” Former BSc student. Community builders are arrival activities that are “designed to help students to develop a sense of connection and shared focus in a designated group. They are characterized by an emphasis on one or more group variables: e.g., roles, norms, purposes, processes, leadership, or dynamics.”[2] Typically, a group builder activity will take up more class time than an icebreaker, and will require more intentional facilitating on the part of the course instructor. Energizers (or “Re-energizers”) are a type of arrival activity that are “designed to help students to ‘clear their minds’, to re-create personal and group energy, or for transition purposes.”[3] They are typically quick, rely on participant involvement, and are known for their sense of ‘fun’. These ‘fun’ activities have a positive impact on students’ participation, motivation, and enthusiasm for the course. An example might be setting time aside at the start of class for groups to create a team charter ahead of a group project, which would help provide a roadmap for their work – setting meeting times, contact methods, preferred collaborative technologies, roles/tasks and project timelines. These could all be part of one group builder activity or scaffolded over a few classes. Course Content-Based Arrival Activities are an opportunity to reinforce core themes and course sticking points, often through active learning.[4] For example, “entry ticket” activities invite students to individually respond to a low-effort, content-based question at the beginning of class[5]; “brainwriting” tasks allow students to generate ideas in response to a prompt provided to them as they enter the room for later discussion[6]; and “one-minute papers” ask students to write for one minute about what they have learned in the course or what they are having trouble with thus far.[7] Content-based arrival activities can also connect course content and themes to popular culture and contemporary news items. For example, students may be asked to upload live reactions to a piece of media played at the beginning of the class, or to write a short low-stakes reflection on the piece.[8] Games and Internet-based activities don’t necessarily have to be content-based, but they should be engaging and low-stakes for students.[9] Some examples include trivia or Jeopardy-style games, and content-based games. Games may be pre-existing or instructor-created, and can function as a tool that gives students “a novel way to interact with games in order to learn skills and knowledge”; they also support social-emotional development, an important factor in learning.[10] In addition to games, internet-based activities (for example, an Internet scavenger hunt related to course material) and social media (such as Facebook or Twitter) may be used in arrival activities.[11] Social media arrival activities could include group forum discussions, or creating and sharing posts (content-based or open-ended) to a specific hashtag.[12][13] However, course designers should bear in mind when planning activities that open-ended sharing can have the risk of leading to hurtful or inappropriate content being posted. - Boatman, S. A. (1991, April). Icebreakers and group builders for the classroom [Paper presentation]. Annual Meeting of the Central States Communication Association, Chicago, IL, United States. ↵ - Boatman, S. A. (1991, April). Icebreakers and group builders for the classroom [Paper presentation]. Annual Meeting of the Central States Communication Association, Chicago, IL, United States. ↵ - Boatman, S. A. (1991, April). Icebreakers and group builders for the classroom [Paper presentation]. Annual Meeting of the Central States Communication Association, Chicago, IL, United States. ↵ - Brame, C. J. (2016). Active Learning. Vanderbuilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/active-learning/. ↵ - Brown University. (2022). Interactive Classroom Activities. Retrieved from https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/classroom-practices/active-learning/interactive. ↵ - Whenham, T. (2020). 15 active learning activities to energize your next college class. Nureva. Retrieved from https://www.nureva.com/blog/education/15-active-learning-activities-to-energize-your-next-college-class. ↵ - Whenham, T. (2020). 15 active learning activities to energize your next college class. Nureva. Retrieved from https://www.nureva.com/blog/education/15-active-learning-activities-to-energize-your-next-college-class. ↵ - Whenham, T. (2020). 15 active learning activities to energize your next college class. Nureva. Retrieved from https://www.nureva.com/blog/education/15-active-learning-activities-to-energize-your-next-college-class. ↵ - Sharples, M. (2019). Learning from gaming. In Practical Pedagogy (1st Ed). Routledge. https://doi.org/10.4324/9780429485534. ↵ - Ma, M., Oikonomou, A., & Jain, L. (2011). Serious Games and Edutainment Applications. Springer, London. https://doi.org/10.1007/978-1-4471-2161-9_1. ↵ - Sharples, M. (2019). Learning through social media. In Practical Pedagogy (1st Ed). Routledge. https://doi.org/10.4324/9780429485534. ↵ - Sharoff, L. (2019). Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation. Journal of Educators Online, 16(2), 2. https://doi.org/10.9743/jeo.2<IP_ADDRESS>. ↵ - Whenham, T. (2020). 15 active learning activities to energize your next college class. Nureva. Retrieved from https://www.nureva.com/blog/education/15-active-learning-activities-to-energize-your-next-college-class. ↵
2025-03-22T05:08:52.863254	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/advice-on-how-to-incorporate-arrival-activities-into-your-class/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:89", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/advice-on-how-to-incorporate-arrival-activities-into-your-class/" }	pressbooks	5 Advice on How to Incorporate Arrival Activities into Your Class When planning and building arrival activities: - Use the activity to set the tone that you would like to maintain for the rest of the session. - Test out your instructions on someone else – someone not as tech-familiar – and on multiple operating systems. - Imagine yourself entering a room about which you have no information. Who will be there? What will you be expected to do? Where will you ‘sit’? Then, build an activity that would put you at ease. You may also want to include a short welcome note, small instructions, or name tags – all of these elements can be translated into a remote class or an in-person class. - Plan to change it up – don’t always start with the same type of activity. - Formative feedback is a wonderful way to engage in arrival activities. You could end one class/lesson with formative feedback (e.g., start-stop-continue, one thing I learned/muddiest moment, if I could revisit 2 ideas from class today, I would like to learn more about) and then begin the next class with a summary. This system allows you to re-engage with important ideas that students have asked to hear more about, and lets you know if they have missed any main ideas. Using formative feedback as bridge-in allows students to bring their existing knowledge and experience to bear on the information about to be learned and have the chance to see how ideas/details are connected – seeing the forest for a few minutes before working with the trees. - Arrival activities are also really useful in a lab setting (especially for first- and second-year classes where the lecture size is often over 500 people). In the lab, we usually have 30-40 students who are getting to know each other. Creating group-based arrival activities in these scenarios will help the students get to know each other and find friendly faces. For example, asking the students to solve a puzzle or a rhyme allows them to work together on an activity that isn’t too serious. - Get students involved – a ‘group builder’ activity could be assigning groups to create and facilitate a meaningful icebreaker for each of the class meeting times. This creates additional motivation to engage in the activities. - Take a mid-term barometer check on how the arrival activities are landing. This in itself could be an arrival activity, framed as: “Each week our class starts with an arrival activity. How helpful are these to your learning? What would you suggest I start doing? What would you suggest I stop doing? What would you suggest I continue doing?” When introducing arrival activities to your students: - Explain to the class what arrival activities are, what their purpose is, and why you have chosen to include them at the beginning of the class. That way, the students know what to expect when they come to class. - Clearly communicate instructions in multiple ways – a slide, verbally, and if applicable, in the chat. This is particularly helpful if students arrive late (and they do!) and need to get up to speed quickly on what’s going on. - Provide instructions not just for what to do, but also how to do it. For example, if you are asking students to annotate an image, give them the technical steps for how to do this. - It is hard sometimes to give over class time to arrival activities, but there is plenty of evidence that supports the ways in which they promote enduring learning. Arrival activities are not busy work if they are designed specifically and intentionally. In your class, frame and provide the context and purpose of these activities, explain that they are for student to use what they already know, no matter how vast or little, and for them to think about the course content. Let students know that these activities are important for giving context to their learning – that you want them to apply, synthesize, understand, categorize, and put the information/facts/ideas that they learn into context, which they can then use in a variety of different ways. Arrival activities can also highlight how knowledge/ideas/statistical information can be framed differently based off of students’ diverse and varied knowledges and experiences. - Student reluctance to participate can be framed as a desirable difficulty – discuss how learning is challenging and requires effort, but that these activities are designed to enhance enduring learning. - Research highlights the importance of intellectual relationships in learning, and how small study groups support long learn learning and student retention. However, active learning and group work are often seen as barriers to grades rather than as integral to long-term learning. It is helpful for students to know why you want them to explore and discuss together. During the arrival activity: - Monitor the activity as it is happening and intervene if necessary. - Invite students to identify themselves as the creator of a specific contribution if this contribution becomes the subject of the discussion, but do not force it. - Allow students to engage however they want. For example, if you provide a colouring page, recognize that some will colour out of the lines, or doodle on the margin. Give them that space. It will be messy. - Depending on the activity, engage with students while they are doing it. It helps build a positive rapport with students and creates a welcoming, relaxed environment that isn’t directly related to the course. Following the arrival activity: - Keep a record or notes on levels of student engagement. In the remote Zoom room, you could take a screenshot or keep a recording of the activity. You could then paste this screenshot into your slides so that when you review them the next time that you teach, you can make adjustments based on how students engaged. - If students are asked to provide a response, try to incorporate that response into your next lecture. Students will feel heard – that something is actually happening with the information that they are providing. - Gather feedback about the activities. You can ask students which ones they prefer and ask for suggestions, or allow students to choose which kinds of activities you include going forward. - Be prepared that some of the activities are not going to be the success you envision. It is very rare to have all of them meet the outcomes you anticipate. That doesn’t mean it’s not worth doing – switch it up and try something different. When they hit the mark it is worth it!
2025-03-22T05:08:52.878948	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/some-notes-about-inclusion-and-accessibility/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:90", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/some-notes-about-inclusion-and-accessibility/" }	pressbooks	6 The Importance of Inclusion and Accessibility There are many possible arrival activities that can foster active learning. The activities you select will depend very much on the actual students in the class. Most activities can be modified once you know who your students are and where your class will take place. Asking ‘what’s one thing you would like me to know about you as a learner’ as an initial arrival activity can be helpful. You may also want to think about scaffolding activities, building up to them throughout the course, and conducting these activities in small groups rather than in front of a lecture hall. The point is to find out what your students need and who they are. The following are important notes to keep in mind regarding inclusion and accessibility: - All videos should have closed captions that have been checked for accuracy. - If the activities take place before the officially timetabled start of class, do not count them as regular course work. - Be aware of the physical space of your class ahead of time and how students with disabilities might be best supported and accommodated with various activities – moving chairs and desks around can be a navigation or anxiety-inducing barrier for students. If a class is set up as an ‘active learning classroom’ with multiple tables/stations, considering making sure each table has an open spot for students in a wheelchairs or those with service animals. You may also consider posting activities on a learning management system to avoid asking students to move around the room. - Different identities along the axis of disability, race, gender, etc., may be visible, while others may be less visible. It is important that students are not asked to disclose diagnoses, etc. As the instructor, you should be clear that individuals do not have to share personal and private information, and you should know what to do when someone makes an error and asks an inappropriate question. To ensure that you are meeting everyone’s accessibility and inclusion needs, solicit information regarding student needs anonymously – this helps to avoid a person with a visible disability having to tell everyone their own personal needs or speak for ‘all disabled’ people. If gathering this information online, it is important to remember that contributions are not necessarily anonymous unless you adjust your settings. Finally, it is important to let students know whether they will be identified as the authors of contributions or not. - Taking time at the start of class to have your arrival activity double as a “feedback session” can go a long way in establishing a sense of mutual trust and respect in your course. If students feel you are listening, and you are co-creating an experience together that’s authentic, they will likely flag issues of accessibility and inclusion as a result of the openness fostered during these moments. - Note that many of the sample activities included in the package rely on sight (e.g. Boggle, word searches, map, colouring pages, etc.). If you are sharing your screen, the activity will not be accessible to students who use screen readers. Some activities can also be shared via an attachment dropped in the chat so that students who use screen readers can access the activity. Note that other activities (i.e., colouring pages) are only accessible to sighted students. It is important to be aware of this and use a variety of different arrival activities. Sharing your slides at the very start of class and ensuring images include alt text can also increase the accessibility of the activities. If your arrival activity relies on a single question prompt, you could share the prompt on a slide, add it to the chat, and read it out. Note that the attached sample arrival activities include slide descriptions that can be posted into the chat as well as alt text descriptions of all images. - It is important to consider that for many students (including those that are neurodivergent) interacting with peers and engaging with them (and the professor) is not a natural or simple task. For many of these students this means anxiety or frustration. Allow students to have the option to refrain from participation or better yet, offer personal support/guidance or separate activities that can be done individually. - It is also important to consider that for many neurodivergent students, the implementation of new things like arrival activities can make these students anxious due to a change in routine. If these activities are implemented suddenly, it would be beneficial to let these students know beforehand and offer them a “run-down” of what this new change will entail. - It is very important in online learning to have instructions on how to annotate the screen or perform other features in Zoom. Although many of us aren’t new to online learning, we can’t make the assumption that every professor has exposed their students to these features beforehand. - As many of us offer hybrid learning opportunities, consider how the activities will be received in both in-person and virtual environments. It can be challenging to do both well in one session, so consider alternating between activities that might be better suited in person versus online. Some notes about participation: - Make sure students know they don’t have to participate or engage in the activity. - Provide instructions in multiple formats (text on slide, verbally, chat, etc.) for more equitable understanding. - Provide multiple ways of contributing. If you can, let the student choose how they share their contribution (be it through Zoom annotation tools, chat, audio, video, etc.). It may mean that your slide doesn’t get the pretty stamps you were hoping for, but you will get way more shares from students if they can choose. Allow students to engage in ways that are meaningful to them. For example, a neurodiverse student may not appear to be engaged even though they are, or a student with a speech impairment may not want to speak aloud. - Consider physical space. Many students struggle with forward-facing activities if they need to be able to see or hear something behind them (for instance, any student that needs to see faces or read lips for comprehension). Students with mobility barriers (visible or not) can also find it difficult to turn around to engage with something occuring behind them. - For those teaching in-person, it is also important to encourage students to move seats in-between lectures. True class engagement and peer-interaction cannot occur if students stick to one spot for the entire semester and only interact with their close-by peers or friends. Moving seats also gives students the ability to interact equally with the professor who is usually situated at the front of the lecture hall. Fluidity in seating also gives some students who usually refrain from participation (because they are seated very far back or isolated in corners) the opportunity to become more engaged and interactive. Some notes about music: If you are including music as an aspect of your arrival activities, it may be a good idea to keep a few things in mind: - Provide a link if you are streaming videos or using materials from other sources. Sometimes it is preferable to go to the link to experience it, rather than through your shared screen. - If you are playing music, share the song information on a slide (including artist, title, and a link to the video with close captioning). - Do a quick check to make sure that the artist hasn’t engaged in racist/sexist/transphobic/homophobic/etc. behaviour. - Make sure that you are sharing music or art from a diversity of artists. - If you curate a playlist for the class, share it with the students and ask them to recommend new music. Perhaps set a theme (e.g. all Canadian artists). - If students send you recommendations, be sure to use them. - If you have musicians in the classroom, ask if they’d like to provide the music during arrival activities (or during breaks in the class). “I feel arrival activities may be a good way for students to bond over, talk about, and generally just share their ethnic backgrounds with each other. The academic setting does not usually invite students to talk openly or out-of-context-ly about their backgrounds. I had went nearly an entire semester unaware that my seat-neighbour was also an ethnic Albanian; it was a great feeling as this was the only other individual that I met at the university who shared the same background as me. I think it is important to share our backgrounds with each other (if comfortable in doing so) as it helps us each learn new things about each other and appreciate our differences. In courses like History, Politics, Geography, and even a few of my English courses, this can be extremely interestingly relevant in terms of gaining different perspectives and is often necessary to know in order to be sensitive to and aware of diverse cultural/ethnic relations with lecture content. To exemplify, speaking of the Israel-Palestine conflict in History or English classes warrants some cultural caution when contributing to class. As a personal example, I did not appreciate being accused of being an ultra-capitalist for critiquing historical communist events and so, I had to make it evident that I come from a communist dictatorship country.” -Former student
2025-03-22T05:08:52.888490	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/arrival-activity-slide-deck/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:91", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/arrival-activity-slide-deck/" }	pressbooks	7 Arrival Activity Slide Deck The associated slide deck contains a variety of arrival activities. We have focused on arrival activities that are used in an online context, wherein students reply by annotating the shared screen, or by participating in the chat, in a class back-channel, or through the course’s learning management system. However, many of the activities can be used for in-person classes as well. Note that the samples provided here are just the tip of the iceberg in terms of what arrival activities could be. You can access the associated slide deck, alternate activity list, and ALT TEXT summaries here.
2025-03-22T05:08:52.910991	10-18-2024	https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/appendix-a-resources-from-the-environmental-scan/	{ "author": "Co-designed by students, recent graduates, educational developers, librarians,, instructors", "book_url": "https://ecampusontario.pressbooks.pub/arrivalactivities/front-matter/arrival-activities/", "institution": "University of Toronto, Mississauga, Western University, York University, Trent University, University of Guelph", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:92", "subject": "Education, Open learning, distance education", "title": "Arrival Activities", "url": "https://ecampusontario.pressbooks.pub/arrivalactivities/chapter/appendix-a-resources-from-the-environmental-scan/" }	pressbooks	9 Appendix A: Resources from the Environmental Scan A selection of resources from our environmental scan are below, arranged by focus: General Resources and References - High Stakes and Low Stakes Assessment (2021). Instructional Resources. Centre for Innovation in Teaching and Learning (Citl). https://blog.citl.mun.ca/instructionalresources/high-stakes-and-low-stakes-assessment/. - Keyes, C. L. M., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126-133. https://doi.org/10.1080/07448481.2011.608393. Online Learning - Berry, S. (2017). Building community in online doctoral classrooms: Instructor practices that support community. Online Learning, 21(2), 1-22. http://dx.doi.org/10.24059/olj.v21i2.875. - Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003. - Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. http://dx.doi.org/10.1111/jcal.12042. Pedagogy - Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153-159. https://doi.org/10.1080/00405841.2016.1148989. - Sharples, M. (2019). Practical pedagogy: 40 new ways to teach and learn. Routledge. Icebreakers/Activities - Braghirolli, L. F., Ribeiro J. L. D., Weise, A. D., & Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior, 58, 315-324. https://doi.org/10.1016/j.chb.2015.12.063. - Kinsella G.K., Mahon C., & Lillis S. (2017). Using pre-lecture activities to enhance learner engagement in a large group setting. Active Learning in Higher Education, 18(3), 231-242. https://doi.org/10.1177/1469787417715205.
2025-03-22T05:08:53.238820	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/chapter-1/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:102", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/chapter-1/" }	pressbooks	Main Body The Most Amazing Structure on Earth Click play on the following audio player to listen along as you read this section. Some people say the human brain is the most amazing structure on Earth. Our brain is so complex that it took about 700 million years to develop! The human being started out as a wormlike creature that used one end of its body to move forward. This helped the creature sense food, light, and danger as soon as possible. Next, the creature grew a spinal cord that carried messages between the brain and the rest of the body. Eventually, the creature became a fish with a very simple nose, eyes, and ears. Now the brain could receive messages containing sights, sounds, and smells. Over time, the fish grew arms and legs so it could move around on land. For this, it developed a bigger and more complex brain. The parts of the brain for seeing and being social became very strong. Finally, it became human, with a brain highly capable of reason, emotion, creativity, memory, and the ability to judge right from wrong. Believe it or not, people used to think of the brain as useless stuffing. Now we know that the brain is our control centre. The surface of the brain, known as the cerebral cortex, is the part of the brain that makes us so smart. The cerebral cortex has four parts, called lobes. The front lobe is where much of our thinking and feeling happens. The top lobe processes information coming from our skin, muscles, and joints. The side lobe plays an important role in hearing, speech, and long-term memories. The back lobe processes images from our eyes. Which do you think is more powerful: your brain or a supercomputer? You might be surprised to learn that the world’s best supercomputer is only about as powerful as half a mouse brain! Neurons send information to your body telling it what to do, and they receive information from your body about what you are seeing, smelling, tasting, hearing, and feeling. Your spinal cord, which is found down the centre of your back, is the highway the information uses to travel to and from your other body parts. As the information travels from neuron to neuron, pathways are created. When you think about or practice something over and over, those pathways get stronger. That’s how the brain learns and remembers. You were born with most of the neurons you have now, but when you were a baby, you didn’t have many pathways to connect them. As an adult, you now have more than 125 trillion connections between your neurons. No computer on Earth can compete with the speed of your brain and how much information it can hold. Yet the human brain is still very mysterious. Why do our brains need sleep? Why do we dream? What does it mean to be smart? Do we really have a self, or is the self an illusion? There is a lot about the brain that we do not know. Even so, the facts scientists have discovered so far can be very helpful in our daily lives. This book is like a user guide for your brain based on what we do know. It will help you take charge of your ability to learn and grow in the ways that matter most to you. Attributions Human brain Image by geralt is in the public domain. Scans of a brain Image by WikiImages is in the public domain.
2025-03-22T05:08:53.249790	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/the-many-faces-of-genius/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:103", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/the-many-faces-of-genius/" }	pressbooks	Main Body The Many Faces of Genius Click play on the following audio player to listen along as you read this section. Is intelligence something that is measured by success in school? Not always. In 1895, Albert Einstein wrote an exam to get into university. He failed all the non-science parts of the test. Yet Einstein went on to become one of the world’s best-known geniuses. Winston Churchill struggled in school and failed sixth grade. He went on to win a Nobel Prize and be elected prime minister of the United Kingdom twice. Whoopi Goldberg struggled to read and write and eventually dropped out of high school. She went on to win every major award for excellence in show business: the Oscar, Emmy, Tony, and Grammy. These stories show us that intelligence is more complex than something that can be measured by schoolwork and tests. In fact, intelligence is so complex that scientists cannot even agree on how to define it. Some people think of intelligence as the ability to solve problems, learn new things, or adapt to new situations. Others think of intelligence as the ability to cope in the world. Being intelligent is often seen as the same as being good at reading, writing, and math. These are the subjects that schools tend to focus on. But people can be intelligent in a variety of different ways. For example, people can be: - Picture smart: able to visualize, read maps, and draw - Word smart: able to read, write, tell stories, and explain things - Logic smart: able to solve puzzles, work with shapes, see patterns, or figure out machines like computers - Body smart: able to dance, act, play sports, or work with their hands - Music smart: able to pick up a tune or rhythm, sing, play an instrument, or compose music - People smart: able to get along with people, understand how others are feeling, or give good advice - Self smart: able to sort out their feelings, know their strengths and weaknesses, or make personal decisions - Nature smart: able to understand the natural world and their role in it To learn more about what you are good at, try out the quiz at http://www.literacynet.org/mi/assessment/findyourstrengths.html. This website will also give you ideas for using your strengths to improve your reading and writing skills. Attributions Albert Einstein Albert Einstein-Colorized by DonkeyHotey is used under a CC BY 2.0 license. Whoopi Goldberg Whoopi by Archman8 is used under a CC BY SA 2.0 license.
2025-03-22T05:08:53.259932	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/the-many-pathways-to-knowledge/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:104", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/the-many-pathways-to-knowledge/" }	pressbooks	Main Body The Many Pathways to Knowledge Click play on the following audio player to listen along as you read this section. We often think people are either born smart or they aren’t. But geniuses in writing, chess, music, sports, and so on, tend to share three things in common. First, they began learning their skill early in life. Second, they practiced more than 20 hours a week over at least a decade. Third, they took on challenges that were just above their level. This tells us that intelligence is not something we either have or we don’t have; it is something that we can build with practice. Lots of factors other than our brains affect how well we learn. For example, we will have a harder time learning if: we are having difficulties at home; we aren’t getting along with our peers; the information we are learning does not match our interests; our school does not respect our identities; we aren’t getting enough healthy food; or the way something is taught does not fit with how we learn. Often, people who have not done well in school think they are not smart, but really these other factors were part of the problem. In the 1950s, Barbara Arrowsmith-Young was an elementary school student in Toronto. No matter how hard she tried, she could not learn to tell time. She did not understand complex ideas or how they connected to each other. She wrote letters backwards and struggled to learn the rules of math and grammar. Her teachers said she had a learning disability. She dreaded the thought of going to high school so much that she tried to take her own life. When she did not succeed, she felt angry with herself for not even being able to get that right. But the world is a better place because Barbara survived that difficult time. When Barbara was 25 years old, she learned about a scientist who found that the structure of the brain could be changed by experience and exercise. She decided to create exercises to change her brain to do the things she was supposedly unable to do. She practiced turning the hands of a watch to the correct time. Then she practiced drawing clock faces that showed the correct time. Slowly, she made these exercises harder and tried to do them faster. She practiced everyday, sometimes up to 12 hours a day. Eventually, she could tell time, and she also began to understand the rules of math and grammar. The exercises she made up actually changed the structure of her brain. Scientists say there are two possible explanations. One explanation is that the parts of her brain that work well were able to change their structure to make up for the parts that didn’t. The other explanation is that the parts of her brain that didn’t work changed until they did. After this amazing success, Barbara went on to create more exercises to solve other problems she was experiencing. For example, she learned to read maps and overcome her physical clumsiness. Barbara’s story suggests that a brain that gets labelled as having a learning disability may just learn differently. Everybody learns in their own way and at their own pace. If we try different approaches, we may be able to find an approach that works best for us. Today, Barbara runs schools that help students who learn in different ways. Many more people who thought they couldn’t learn have found out that they can. Attributions Learning Image by geralt is in the public domain.
2025-03-22T05:08:53.272351	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/boost-your-brainpower/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:105", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/boost-your-brainpower/" }	pressbooks	Main Body Boost Your Brainpower Click play on the following audio player to listen along as you read this section. Many different factors affect how well we learn. While we can’t control all of these factors, there are many that we can. Below are 10 things we can do to help our brains work better. 1. Eat healthy foods The fuel for the brain comes from the calories in the food we eat. In fact, 20% of the calories we eat are used by our brain. Not all calories are equally good for your brain. Canada’s Food Guide explains how to make healthy choices. Research suggests that some foods might be especially good for memory and concentration, such as egg yolk, whole grains, nuts, fish, dark green leafy vegetables, beans, strawberries, and blueberries. 2. Drink enough water The brain is more than 70% water. If we don’t drink enough water, it affects our concentration. We need around six to eight glasses of non-sugary, non-alcoholic fluid each day. Research suggests that the brain does not do well with sudden rushes of sugar, so sweet fizzy drinks do not really help your brain. 3. Going for a walk, a run, or a bike ride really helps get oxygen to your brain. Taking deep breaths and stretching also helps. 4. Rest Getting enough rest boosts our mood and helps us concentrate. What’s more, when we are asleep, the brain practices what we were doing during the day. We actually learn in our sleep. If you have a hard time falling asleep at night, try listening to gentle music, thinking positive thoughts, or reading something funny to relax you. Avoid video games and exciting TV shows in the hour before bedtime. 5. Manage your stress levels It can be hard not to feel stressed out by schoolwork that we find challenging. Stress stops the brain from working at its best. Some people find it helpful to imagine a beautiful box. When it’s time to focus on schoolwork, imagine putting all the things that stress you into that box. Imagine a place where you put the box away until you have time to deal with what’s inside. 6. Organize yourself Being organized helps you decide how to use your time well. Use a day planner or calendar to keep track of important times and dates. This will help you plan ahead, set priorities, be on time, and meet deadlines. Make to-do lists every week and set goals for when you will finish each thing on your list. 7. Trying new things makes dopamine in your brain. Dopamine helps you feel excited and satisfied. Try listening to music that’s different from what you normally listen to. Cook something you’ve never cooked before. Learn the words to a song. Taste something you’ve never tasted before. Start a new hobby or sport. Go to an art gallery. 8. You might reward yourself, too. Do something you enjoy like watching a TV show, talking to a friend on the phone, eating a treat, or taking a rest. Also, practice positive self-talk. When you make a mistake, try thinking “how fascinating!” instead of “well, that was stupid!” This will help you stay motivated. 9. Create an environment where you work well Try changing the environment you work in to see what feels best. Many people work better in light from a window. Temperature can also make a difference. A room that is too warm might make you feel sleepy. Lots of people find it easier to concentrate in rooms that are tidy. Some people find it helpful to listen to music while they study. Others prefer silence. Finally, get rid of any distractions. Let people in your home know that you need to be left alone. 10. Involve your senses The brain takes in information through the senses. Your brain will have an easier time focusing and remembering when vision, hearing, smell, touch, and taste are involved. Use your vision to help you learn by imagining what you read — like a movie in your mind. This is called visualizing. Highlight and underline important information. When you take notes, use different colours. Make charts, mind maps, flashcards, and diagrams, or draw pictures. Use your hearing to help you learn by reading out loud. Explain the new information to a friend and talk about it. Use your sense of taste by chewing gum while you learn. Use your sense of touch by holding a stress ball or smooth stone while you study. Attributions Vegetables Image by congerdesign is in the public domain. Resting Image by Prinz-Peter is in the public domain. Office supplies Image by stokpic is in the public domain.
2025-03-22T05:08:53.283295	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/memory-magic/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:106", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/memory-magic/" }	pressbooks	Main Body Memory Magic Click play on the following audio player to listen along as you read this section. Dave Farrow is a Canadian recorded in the Guinness Book of World Records for Greatest Memory. As a student, Dave had a learning disability called dyslexia. He found ways to improve his memory in order to do well in school despite his struggles with reading and writing. In 2008, he set a world record by memorizing the order of 59 decks of playing cards in two days. How did his brain store all this information? Dave says anyone’s brain can do it, but it helps to understand how memory works. The information enters your sensory memory, which can hold lots of information, but only for a few seconds. If you pay attention to the information, it goes into your short-term memory. This is why learning to pay attention is an important first step. To help the brain focus, Dave recommends breaking big tasks down into smaller tasks. He sets a timer and works as hard as he can for short periods of time until the timer goes off. Then he takes a small break. This keeps his focus strong. Your short-term memory can only hold information for 15 seconds to a few minutes. In addition, short-term memory can only hold about seven things at a time. Memory champions like Dave have to hold long lists of information in their short-term memory at one time. To do this, they use different tricks. One trick is to look at the first letter of each word in the list you want to memorize. Then, make a word or phrase using all those letters. This is called an acronym. For example, if you want to remember all the colours in the rainbow, try remembering the name Roy G. Biv. Each letter in Roy G. Biv matches the first letter of a colour: red, orange, yellow, green, blue, indigo, violet. When you want to remember the colours of the rainbow, just think of Roy G. Biv and you will have an easier time. Another trick is to organize information into chunks. For example, when you try to remember a telephone number, your brain usually remembers it in chunks. You remember the area code as one chunk, the next three numbers as a chunk, and the final four numbers as a chunk. This way, your brain only has to remember three things instead of 10. This works for words as well as numbers. Say you want to improve your vocabulary. When you learn a new word, study words that share the same meaning. This way, you learn several new words at one time and you only need to memorize one definition. This is called a synonym. For example, these words mean big: huge, enormous, gigantic, large, and massive. A third memory trick is to use visualization. Say you want to memorize how people developed from wormlike creatures into human beings. First, create a picture in your mind for each stage (I can see a worm, a fish, a monkey, and a human). Then, think of a path you regularly walk along. For example, I often walk from the sidewalk, into my house, and into the kitchen. For instance, in the garden I can see a worm. Beside the garden is a garbage can. I go in the house, and the first door goes into a bedroom. I can see a monkey jumping on the bed. Next to the bedroom is the kitchen. My partner, a human, is cooking dinner. Visualization works because the brain remembers images well, and the wackier the image is, the easier it is to remember. If you keep reviewing the information, it will go into your long-term memory. The more you practice recalling the information, the better you will be at remembering it. Try these tips the next time you need to remember a phone number, a new word, or something for school. Attributions Playing cards Image by gepharts3d is in the public domain. Dave Farrow Dave Farrow by Zacharylim is used under a CC BY SA 4.0 license.
2025-03-22T05:08:53.295729	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/put-to-the-test/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:107", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/put-to-the-test/" }	pressbooks	Main Body Put to the Test Click play on the following audio player to listen along as you read this section. Some students bring good luck charms to school on test days. They might keep a four-leaf clover in their pocket or wear a pair of lucky underwear. While these things can’t hurt, there are better ways of doing well on a test. Writing a test is like running a marathon. Both activities require you to do your best for a long time. There are a couple of strategies you can use to stay relaxed, focused, and motivated for the whole test. Runners train before a big race. They practice their skills in the same conditions they will face in the marathon. You can train for a test in a similar way. Start by thinking about the types of questions that will likely be on the test. For a reading test, there may be comprehension questions on vocabulary, main idea, details, cause and effect, sequence, and inferences. You may also be asked to summarize the text. For a writing test, you will likely be asked to write a paragraph about a given topic. The topics will often involve describing something, explaining how to do something, telling a story about something, or giving your opinion about something. Study what your instructor has taught you about how to answer each question type. The goal of a test is usually to independently apply the skills you have learned and practiced in class. Just like before a big race, it is a good idea to take care of your basic needs before the test begins. For example, get plenty of sleep the night before. During the day of the test, get enough to eat. Go to the bathroom ahead of time. These things will help you focus. When you get the test, don’t forget to put your name on it. Then, take a quick look at each page. A long test may have different sections. Notice how many marks each section is worth. Like a runner, you will want to be careful about your pace. If you have a limited amount of time to complete the test, you will want to leave yourself enough time for the sections that are worth the most marks. Now you are ready to begin answering the questions. Read the instructions and questions very carefully. Make sure you understand what you are being asked to do. If you do not understand a question, ask your instructor. If you feel nervous, you may want to build your confidence by starting with the questions that are easiest for you. Some runners use positive self-talk when they are struggling. They tell themselves things like, “I feel good about myself and my abilities. I am not going to worry. I will do the best that I can.” Give this strategy a try. You can also take short brain breaks between sections to take some deep breaths, roll your neck and shoulders, and massage your temples. During a reading test, it can help to do a quick pre-reading exercise you have been taught, even if it is not part of the instructions. For example, try scanning the text to figure out the topic before you read the whole thing more carefully. Then think about what you already know about the topic. Predict the details that might be in the reading. For a writing test, pre-writing is a very important first step. Brainstorm your ideas and organize them before you start writing. Some students skip these two things, but they probably shouldn’t. Unlike a marathon, it doesn’t matter who finishes first during a test. Check your grammar and spelling. Make sure your instructor will be able to read your handwriting. Finally, be sure that you answered every question. Follow these tips and, if your lucky underwear doesn’t work, you will have a solid backup plan in place. Attribution Runner Image by tpsdave is in the public domain.
2025-03-22T05:08:53.311108	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/the-sixth-sense-intuition/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:108", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/the-sixth-sense-intuition/" }	pressbooks	Main Body The Sixth Sense: Intuition Click play on the following audio player to listen along as you read this section. A fire broke out in the kitchen of a house in Chicago, Illinois. A team of firefighters kicked down the door of the house. They stood in the living room as they sprayed water at the fire in the kitchen. Strangely, the fire would not go out. One of the firefighters had a feeling that something was very wrong. “Get out, now!” he ordered. The team ran out of the house. Moments later, the floor they had been standing on in the living room collapsed. Looking back, the firefighter believed his brain must have had the ability to know the future. A researcher who studies decision-making wasn’t so sure. He talked to the firefighter about what was going through his mind before he told everyone to get out of the house. The researcher found out that the firefighter had noticed three strange things: water was not putting out the fire, the living room was unusually hot, and the fire was unusually quiet. The researcher believed that the firefighter’s intuition recognized this pattern and knew that the situation was not safe. The story shows that intuition can be a very important factor in decision-making. Intuition is the ability to know something without any proof. It is sometimes known as a “gut feeling,” “instinct,” or “sixth sense.” For hundreds of years, intuition has had a bad reputation among scientists. It has often been seen as inferior to reason. But these days, many researchers see intuition as our brain’s way of taking a shortcut based on our memories and knowledge. Like our ability to reason, sometimes our intuition is accurate and sometimes it’s not. Intuition has long been a valued part of many First Nations cultures. It is recognized as one of many ways of knowing. Knowledge can be passed down from our elders, gained from experience, and revealed to us through dreams, visions, and intuitions. There are many situations when intuition is more useful than reason. For example, intuition lends itself to making art. Some couples claim they “just knew” they were meant to be together from the moment they met, so intuition may play an important role in choosing a mate. Intuition is also the part of the brain many people use to explore their spiritual side. At the same time, our quick-thinking brains tend to have some biases. For example, our brains tend to think that something that is attractive must be good, when this isn’t necessarily true. We also tend to pay attention to information that confirms our beliefs and ignore information that challenges our beliefs, causing us to believe things that are wrong. Sometimes we make a quick decision without thinking of all the possible options and end up regretting it. As a result, it is likely wise to use a balance of reason and intuition in our decision-making. Attributions Firefighter Image by skeeze is in the public domain. Dreamcatcher Image by Free-Photos is in the public domain.
2025-03-22T05:08:53.322678	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/the-big-five-personality/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:109", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/the-big-five-personality/" }	pressbooks	Main Body The Big Five: Personality Click play on the following audio player to listen along as you read this section. “Who am I?” It’s a question most people spend a lifetime answering. The answer often depends on things like our cultural background, gender, skills, jobs, hobbies, appearance, and of course, our personality. Our personality is the way that we think, feel, and act. Most researchers agree that personality can be described by five factors. The five factors are based on how open, conscientious, extroverted, and sensitive we are. The following five questions can help you reflect on who you are. 1. How open are you? An open person is someone who is interested in new ideas and experiences. They are imaginative and curious. They often have lots of hobbies that they dip in and out of. They may also be seen as unpredictable or unfocused. A person who is closed to new ideas and experiences probably likes routine and tradition. This person may have one hobby that they are deeply interested in. They are likely practical. They may also be seen as closed-minded. 2. How conscientious are you? A conscientious person is someone who works hard. They do what they say they will do. They are well organized and on time. They may also be seen as stubborn or fussy. A person who is less conscientious is likely easy-going. They can deal with sudden changes in plans. They may struggle to get things done, so they can be seen as lazy. 3. How extroverted are you? An extroverted person is someone who gets energy from being around other people. They enjoy talking and don’t mind being the centre of attention. They are confident and more likely to take risks. They may also be seen as bossy. An introverted person is someone who gets energy from being alone. They prefer to spend time with one or two friends rather than groups of people. They tend to be good at listening and reflecting. They may also be seen as shy or cold. 4. How agreeable are you? An agreeable person is someone who is friendly and easy to get along with. They tend to generally trust other people. They care a lot about how people feel and like to help others. They may also be seen as easy to control or trick. A person may be seen as less agreeable if they care deeply about ideas, even if speaking out means hurting someone’s feelings. As a result, this person is more likely to get into arguments. This person may challenge others to do what’s right. 5. How sensitive are you? A highly sensitive person is very affected by their environment. They are more likely to feel stressed out and nervous. They tend to worry a lot about what others think of them. They may also feel emotions, including love and pleasure, more strongly. It is possible that they have better instincts, perhaps from being more alert. A person who is less sensitive to their environment is more likely to feel calm, relaxed, and confident. They may also be seen as uncaring. The kind of personality we have is influenced by our genes, our upbringing, and our experiences. Personality tends to change over time. Research shows that we can change our personality. However, psychologists suggest we will probably be happier if we change to meet our needs, rather than try to meet our idea of the perfect personality. Attributions Who am I? Image by RyanMcGuire is in the public domain. Facial expression Image by LenaSevcikova is in the public domain
2025-03-22T05:08:53.335537	09-19-2023	https://opentextbc.ca/abealfreader5/chapter/33/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader5/front-matter/about-the-book/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:110", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 5", "url": "https://opentextbc.ca/abealfreader5/chapter/33/" }	pressbooks	Main Body Secrets of a Happy Brain Click play on the following audio player to listen along as you read this section. https://media.bccampus.ca/id/0_q8fex9vk?width=608&height=70&playerId=23449753 The human brain remembers negative experiences more easily than positive ones. Our brains may have developed this way because threats, like dangerous animals, had a more immediate effect on our ancestors’ survival compared to positive things like food or shelter. Research suggests that our level of happiness depends partly on factors we cannot control — our genes and our life circumstances. But our level of happiness is also shaped by the choices we make. If you’ve been chasing wealth, fame, good looks, material things, and power, you may be looking for happiness in all the wrong places. Psychologists suggest that the following seven habits make people happier. 1. Forming close relationships People who form close relationships tend to be happier than those who do not. The number of friends we have is not important. What matters is the quality of our relationships. Relationships that bring happiness usually involve the sharing of feelings, mutual respect, acceptance, trust, fun, and empathy. 2. Being kind People who make a habit of caring for the well-being of others tend to be happier. This might involve volunteering for an organization or reaching out to support friends and family on a regular basis. 3. Getting exercise People who exercise regularly improve both their physical and mental well-being. Some research has shown that exercise can be as effective as medication in treating depression. 4. Finding your flow When we are so interested in an activity we enjoy that we lose track of time, we are in a state of flow. The activity could be making art, playing piano, surfing, or playing a game. People who experience flow in their work or hobbies tend to be happier. 5. Getting in touch with your spirituality People who include spirituality in their daily life tend to be happier. Practicing spirituality is a way of recognizing and trying to understand the wonder and beauty of existence. Some people do this by going to a place of worship or praying. Some people practice yoga or meditation. Some people go for long walks in nature. 6. Discovering and using your strengths People are more likely to be happy if they know what their strengths are and use them regularly. People who set goals and use their strengths to achieve them tend to be happier. People are especially happy when they can use their strengths to serve the greater good. 7. Thinking positively People who think positively by being grateful, mindful, and optimistic are more likely to be happy. Being grateful means being thankful. Being mindful means being open to, focusing on, and enjoying the experiences of the present moment. Being optimistic means being hopeful about the future. Take good care of your brain. The “most amazing structure on Earth” deserves your appreciation. Attributions Happy Image by tpsdave is in the public domain. Buddhist monk Image by sciencefreak is in the public domain.
2025-03-22T05:08:53.350716	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/chapter-1/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:111", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/chapter-1/" }	pressbooks	Main Body The Story of Our Human Rights Click play on the following audio player to listen along as you read this section. Human beings like us have been around for about 100,000 years. In the last 7,000 years, we have built a world with big cities, powerful governments, rapid trade, special traditions, and beautiful art. Depending on where we live, we eat different food, wear different clothes, live in different houses, speak different languages, worship different gods, and play different games. These many differences are what make human beings so amazing. But history has shown that these differences can also lead to conflict and war. After World War II, people around the globe began to wonder — in a world of so much difference, how can we promote peace, life, freedom, and respect? This is how the United Nations was born. One of the first jobs of the United Nations was to decide on a list of rights that belong to every human being. A right is something that everyone deserves to have, just because they are human. The list of rights was called the Universal Declaration of Human Rights. The Universal Declaration of Human Rights says: - It doesn’t matter how rich or poor we are. It doesn’t matter what colour our skin is or what country we are from. It doesn’t matter what gender we are or what gender we are attracted to. It doesn’t matter if we have a disability. We all have equal rights. No one can legally treat us as less than human. - We have the right to be safe from harm. - We have the right to believe what we want and to express ourselves. - We have the right to work. - We have the right to vote and to disagree with the government. - We have the right to get help from our government if we are out of work, sick, disabled, or old. - We have the right to food, housing, and health care. - We have the right to a free basic education. Canada created many laws to make sure Canadians would have all the rights in the Universal Declaration of Human Rights. But did you know that our government has not always stood up for equal rights? In the history of Canada, people have often been treated as less than human. So how did we get to where we are today? In these pages, you will read the stories of Canadians who dared to stand up for our human rights. Media Attributions - Photo montage © geralt is licensed under a Public Domain license - War © hucky is licensed under a Public Domain license - United Nations © geralt is licensed under a Public Domain license - Canada Day © Monam is licensed under a Public Domain license Fast Being unable to agree Treating people in a way that shows they are important The same for each person.
2025-03-22T05:08:53.366412	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-viola-desmond/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:112", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-viola-desmond/" }	pressbooks	Main Body The Story of Viola Desmond Click play on the following audio player to listen along as you read this section. Viola Desmond was an African Canadian woman from Nova Scotia. She lived in a time when black women were expected to be servants in houses, and black men were expected to be servants on trains. From a young age, Viola dreamed of having her own business. By 1946, she was making her dreams come true. Viola was only 32, yet she had her own beauty salon. She had set up a school to train other black women to work in the beauty business. She also had her own line of beauty products. One day, she was driving across Nova Scotia to make a delivery. But then her car broke down in New Glasgow. She decided to go see a movie while she waited for her car to be fixed. She went to the Roseland Theatre. It was a brick building with a big sign that lit up at night. She paid for a ticket and went inside. The theatre had a main floor and a balcony. Viola sat on the main floor because her eyesight was poor and she needed to be close to the screen. Just as the movie started to play, she felt a tap on her shoulder. A staff person told her she could not sit there. Her ticket was for the balcony. Viola went back to the ticket booth. She asked for a ticket for the main floor. The ticket seller said, “We don’t sell tickets on the main floor to you people.” That’s when she realized that the balcony was for black people. The main floor was for white people. Viola said that she could not see from the balcony. She put the extra money for a main floor ticket on the counter. The ticket seller would not take it, but she went back to her seat anyway. That’s when the manager came. He told her to move to the balcony, or he would call the police. Viola told him to go ahead. She wasn’t moving. She was doing nothing wrong. Sure enough, the police came. They asked her one more time to move. Viola said no. So the police grabbed her by the arms and took her from the theatre. They had to drag her. “I just sort of went limp,” Viola said. “I wasn’t going to make it easy for them.” The police took Viola to prison. She sat up awake the whole night. The next day, she was taken to court. Nobody had told her she could call a lawyer, so she had to argue for herself. She didn’t know how courtrooms worked, and she was found guilty. Her husband begged her to forget about what had happened and move on. But Viola bravely took the case back to court. Sadly, she lost once more. But Viola’s case brought people together to fight for equal rights in Nova Scotia. They kept up the battle, and, in 1954, the province finally got rid of the laws that made it legal to treat black people differently from white people. People of colour are now equal under the laws of Canada. However, racism is alive in many Canadians’ hearts and minds. Viola’s story invites us to ask: What can we do to make sure that history does not repeat itself? Media Attributions - Viola Desmond © Hantsheroes is licensed under a Public Domain license - Barber Invite © FaceGuard is licensed under a Public Domain license - The_Hoyts_Regent_Theatre © John Vandenberg is licensed under a Public Domain license - Interior_of_the_old_Supreme_Court_of_Canada © Skeezix1000 is licensed under a Public Domain license Something that is sold in stores Floppy or without strength A person who helps people with the law Responsible for carrying out a crime or doing something wrong
2025-03-22T05:08:53.380761	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-nellie-mcclung/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:113", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-nellie-mcclung/" }	pressbooks	Main Body The Story of Nellie McClung Click play on the following audio player to listen along as you read this section. In 1882, a nine-year-old girl from the Prairies was at a community picnic. The summer sun was high in the sky. People sat on tablecloths spread over the green grass. They ate sandwiches and watermelon. They drank tea and lemonade. And boys were lining up for a race. The nine-year old girl wanted to run in that race. But she was told that races were for boys only. It was not nice for girls to run. Their skirts might fly up and their legs might show. One day, she would see to it that women could do the things that men could do — like vote. Her name was Nellie McClung. Running in races wasn’t the only thing girls weren’t allowed to do. Back then, it was illegal for women to vote, be in government, own property, or go to university. This is because men were thought to be more reasonable than women. Only men were reasonable enough to take part in the world of government and business. Women were seen as emotional. This made them “more fit” for the world of homemaking and childcare. When Nellie grew up, she poked holes in these old ideas. She spoke to large crowds in favour of women’s right to vote. Some Canadians worried that women’s rights would lead to the breakdown of the family. With a colourful hat on her head and a charming sense of humour, Nellie changed hearts and minds. Women’s rights activists in Europe and America often used violence to get their point across. Nellie used humour, instead. She starred in a play where she debated men’s right to vote. She began by telling the men how nice they looked. Then she pointed out that most of the people in prison were men, and men made up only a small number of the people who went to church. How could these people be trusted with politics? Big crowds came to see Nellie’s play. They roared with laughter. It became fashionable to support women’s rights. White women were finally allowed to vote in federal elections in 1918. As a result of racist laws, women of colour and Aboriginal women would not be allowed to vote until much later. In 1921, Nellie served as one of the first female MLAs in the government of Alberta. It was often said that women’s involvement in politics would lead to divorce. Nellie and her husband Wes proved those claims wrong. Wes was proud of his wife. “I don’t mind being Mr. Nellie McClung,” he’d say with a smile. One day, Nellie’s friend Emily Murphy invited some friends to her house for tea. They talked about how unfair it was that women were not allowed to sit in the Senate. This is because women were not seen as “persons” in the eyes of the law. The women decided to take the matter to court. After a long battle, they won the case in 1929 — but Nellie wasn’t finished. “The end is not yet!” she said. Even though women had won many legal rights, they were still not treated as equal to men. This was especially true for women of colour. Unlike most women’s rights activists of her time, Nellie called for an end to racism. Even as she grew older and her health declined, she kept writing and speaking for equal rights. Nellie said, “Because I’ve got a bad heart my doctor has told me not to write. I assume he meant books so I keep busy on letters, editorials, and messages.” If she hadn’t died in 1951, she would probably still be fighting for women’s rights today. Media Attributions - Picnic_in_a_wooded_area © Tangerinehistry is licensed under a Public Domain license - Nellie_McClung © JKelly is licensed under a Public Domain license - Women_voter_outreach_1935_English_Yiddish © Kheel Center is licensed under a CC BY (Attribution) license - WLMK_unveiling_plaque_to_Valiant_Five © JKelly is licensed under a Public Domain license A discussion where people express different viewpoints about something One of the groups that help make laws in Canada Became worse An article in a newspaper or magazine that reflects the opinion of the editors
2025-03-22T05:08:53.394635	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-tommy-douglas/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:114", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-tommy-douglas/" }	pressbooks	Main Body The Story of Tommy Douglas Click play on the following audio player to listen along as you read this section. In 1919, Tommy Douglas was a teenager standing on a rooftop in downtown Winnipeg. He was looking down on a huge crowd of workers protesting low wages. They could not give their families a good quality of life, even though they worked very hard. Suddenly, the police pulled out their guns and shot over 20 of the protesting workers. Two people died. Many more were hurt. Tommy was deeply affected by what he saw that day. He believed everyone should have a good quality of life, whether they were rich or poor. He thought it was wrong that people who fought for their rights were being killed. When he was 26, he became a minister so he could help people. His first job was in Saskatchewan. When the miners in his town went on strike, he brought them food and blankets. Once more, the police came in. They shot and killed three people. Tommy had seen enough. He decided to go into politics to make life better for poor people. He joined a socialist party called the CCF. People tried to scare voters by saying he was a communist. So Tommy told a story about a place called Mouseland. To make a change, next time the mice voted for the fat white cats. Of course, nothing changed. Finally one day, a mouse got the idea to vote for other mice. The story ends with everyone calling him a communist! This story helped people understand socialism. The cats were like the rich people who were in government at the time. On the other hand, the mice were the working class people that Tommy wanted to see in government. With his bold ideas and ability to speak to a crowd, Tommy connected with voters. He became premier of Saskatchewan in 1944. He had this job until 1961. During that time, Tommy kept his promises to make life better for everyone in Saskatchewan. At the time, only big cities had power for heat and lights. Tommy brought in power across the province. He made a law that bosses had to give workers at least two weeks of paid vacation. He made a bill of rights saying people of all races and genders are equal. The biggest change of all was that he brought in free health care for everyone in the province. Health care was personal for Tommy. When he was a young boy, he got an infection in his leg. His family was poor and could not afford health care. He was going to lose his leg. Thankfully, a doctor agreed to operate on his leg for free. Most people were not as lucky as he had been in his time of need. In 1959, Tommy brought in free health care for everyone in Saskatchewan, rich and poor. Before long, many people across Canada wanted the same health care rights that people in Saskatchewan had. In 1961, Tommy was voted into the federal government. The federal government put many of Tommy’s ideas in place for the rest of Canada. These ideas included money for seniors, minimum wage, and even health care. In a country-wide vote, in 2004, Canadians named Tommy Douglas as the greatest Canadian of all time. Media Attributions - Flag-Billboard-Forward_with_CCF,_1944 © Jwkozak91 is licensed under a Public Domain license - Tommycropped © Samuell is licensed under a Public Domain license - Canada_Parliament_Buildings © Jonathankslim is licensed under a CC BY-SA (Attribution ShareAlike) license Someone who believes the government should run health care, schools, and other major services Someone who believes the government should own everything. People and companies should not own property, like houses or cars. The leader of a province The level of government responsible for things that affect the whole country
2025-03-22T05:08:53.408426	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-joy-kogawa/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:115", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-joy-kogawa/" }	pressbooks	Main Body The Story of Joy Kogawa Click play on the following audio player to listen along as you read this section. Joy Kogawa remembers her childhood home in Vancouver fondly. The house always had the smell of wood burning in the fireplace. The walls were covered with paintings, photos, and bookcases. The sounds of music, storytelling, and laughter sailed through the air. Her bedroom had toy boxes filled with cars, dolls, and games. A cherry tree stood in the yard outside her window. But her happy days there were cut short. In 1941, a warplane from Japan dropped a bomb on the United States. Canada went to war with Japan. The prime minister of Canada thought that Japanese Canadians might be spies. So he had all Japanese Canadians taken from their homes. They were sent to live and work in camps. To pay for the camps, their homes and belongings were sold. Most of the people sent to the camps were born in Canada. Half of them were under the age of 19. Both the RCMP and the military agreed the prime minister’s decision did not make sense. But the prime minister did it anyway. He wanted Canada to be mostly for white people. He hoped the Japanese Canadians would just go back to Japan. Joy Kogawa was six years old when her family was forced from their home. They were put onto a train and shipped to a camp in Slocan, British Columbia. The family had to live in a one-room shack. It was a heat trap in the summer and an ice box in the winter. Her family was forced to work on a farm. Joy had to work alongside them in the beet fields — often instead of going to school. She dreamed of going back to her home in Vancouver. After the war, Joy did not want to be thought of as Japanese. She thought of herself as a white person. It was a way of trying to forget the painful past. One day, Joy came across some letters. They were written by a Japanese Canadian woman from Vancouver and sent to her brother in Toronto. The letters were about how terrible it was to live in a time of so much racism. The writer called for justice. These letters gave Joy an idea. She decided to write a story based on what had happened to her family. She wrote a book called Obasan. As she wrote it, she began to accept herself as Japanese Canadian. And she began to want justice, too. Joy began to work for justice for the Japanese Canadians who had been put in camps. She worked with others to hold meetings, write letters, and organize rallies. Her book, Obasan, helped people across Canada to understand the terrible things that had happened. Finally, in 1988, the federal government said it was sorry for what had happened. It paid back part of what it had taken from Japanese Canadians. It promised to work to make sure such a terrible injustice never happens again. In 2005, Joy’s childhood house in Vancouver was going to be torn down. Joy helped raise enough money to buy it back. To this day, the house still stands in Vancouver. It stands as a reminder of the injustice of racism and war. If we remember our past, we can avoid making the same mistakes in the present. Media Attributions - A_young_evacuee_of_Japanese_ancestry_waits_with_the_family_baggage_before_leaving_by_bus_for_an_assembly_center. © U.S. National Archives and Records Administration is licensed under a Public Domain license - Japanese_internment_camp_in_British_Columbia © JKelly is licensed under a Public Domain license - Joy Kogawa & Places That Matter plaque © monnibo is licensed under a CC BY-NC-ND (Attribution NonCommercial NoDerivatives) license In a loving way The Royal Canadian Mounted Police, also known as Mounties The army, navy, and air force Unfair treatment
2025-03-22T05:08:53.422973	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-jim-egan/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:116", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-jim-egan/" }	pressbooks	Main Body The Story of Jim Egan Click play on the following audio player to listen along as you read this section. At one time, the word “queer“ was an insult. The road to pride began with Jim Egan. Jim was born in Toronto in 1921. As a young man, he began visiting bars quietly known to be gay meeting places. He had to be careful. The police in Toronto often went to these places. They would trick gay men by pretending to be gay, too. Then they would arrest them. The men’s names would be printed in newspapers. They often lost their jobs, their family, and their friends. Landlords would not rent to them. Jim met a man named Jack in one of those bars. They fell in love. The world seemed like a less lonely place. Jim loved to read. He noticed queer people were being written about a lot more in the newspapers. This upset Jim. He could not stay silent. So, in 1949, he began writing letters to the newspapers. He protested the way they talked about gay people. He called for equal rights under the law. This was at a time when no one else was speaking up. Over the next 10 years, his letters appeared in many places, including TIME magazine. In 1963, a reporter from Maclean’s magazine wrote a story about Jim. It was the first positive report about queer people by a major Canadian news company. Jim used a fake name to avoid arrest. Jack was uncomfortable with Jim’s activism. He was worried that one day they might be thrown in jail. So Jim agreed to give up his activism. They moved across the country to Vancouver Island and started a new life. In 1969, Prime Minister Pierre Trudeau finally got rid of the law that made queer relationships illegal. Trudeau said, “There’s no place for the state in the bedrooms of the nation.” Jim and Jack no longer had to worry about being put in prison. In the 1980s, AIDS began taking the lives of gay men. Jim returned to queer activism — and this time, Jack was right by his side. They helped run an AIDS organization. They also ran a drop-in group out of their home for queer people. Jim retired in 1987. The government would not give him and Jack the same amount of money that married men and women get when they retire. Jim and Jack had been together for over 40 years. They took the government to court. It took eight years, but the courts made it illegal to discriminate based on who people are in love with. This was the first time queer people in Canada had human rights. In 2005, Canada became the fourth country in the world to make same gender marriage legal. Canada became a worldwide leader in queer rights. Just think – it all began with one man who decided to write a letter! Media Attributions - Rainbow_flag_breeze © Benson Kua is licensed under a CC BY-SA (Attribution ShareAlike) license - Marchers_at_Toronto_Pride_2014 © Stacie DaPonte is licensed under a CC BY-SA (Attribution ShareAlike) license - Wedding-chantelois-gomez © Mm.toronto is licensed under a Public Domain license Someone whose gender or romantic relationships are outside of what is traditional Doing things that support change in the world The government To unfairly treat a person differently from other people
2025-03-22T05:08:53.439600	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-elijah-harper/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:117", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-elijah-harper/" }	pressbooks	Main Body The Story of Elijah Harper Click play on the following audio player to listen along as you read this section. An eight-year-old boy named Elijah sat in the forest with his grandfather. He lived on a reserve in Manitoba called Red Sucker Lake. His grandfather was showing him how to make a beaver trap. Elijah loved spending time on the land. He had learned all about hunting and fishing from his grandfather. One day, a small plane landed on the lake. A white man stepped out. He was sent by the government. His job was to take Elijah from his grandparents and bring him to residential school, or boarding school. Elijah didn’t want to get on the plane, but he had no choice. At that time, First Nations people didn’t have any rights. They weren’t allowed to vote or be in government. The laws said that First Nations children had to go to residential school, so they would become more like white people. Elijah spent the next 10 years in residential school. The teachers cut his hair. They told him that the things he had learned from his grandfather were the ways of the heathens, or godless people. He was punished if he tried to speak his own language. During that time, many of his classmates tried to run away. But they were always caught and brought back. By the time Elijah became an adult, the laws keeping First Nations people out of government had changed. Elijah had an idea. If he was in government, he could help First Nations people stand up for their rights. So, in 1981, he ran to be an MLA, or member of the government. He won! He was the first Aboriginal MLA in the history of Manitoba. Even as an MLA, it was hard to make change. The students who went to the residential schools didn’t know about their culture anymore. They didn’t feel like they belonged anywhere. They also had to deal with a lot of racism. Elijah was starting to feel powerless. But his chance to make a difference was just around the corner. In Ottawa, the prime minister of Canada wanted to pass a bill, or a suggested law. The bill was supposed to help the country stay united. It said that Canada was created by the English and the French. It protected French language and culture. But it didn’t say anything about the role of First Nations people in building Canada. It did nothing to protect First Nations cultures or languages. The prime minister needed all of the MLAs in Manitoba to agree to the bill to make it a law. But when it was Elijah’s turn to vote, he held up an eagle feather and spoke the word, “No.” He felt that Canada had a duty to protect First Nations language and culture, too. With that, the prime minister’s bill did not pass. It was a moment that put First Nations issues front and centre in Canadian politics. If the country wanted to stay united, First Nations rights couldn’t be ignored. Elijah Harper inspired a new wave of First Nations people to take part in politics. He paved the way for movements like Idle No More, which was just getting started when he passed away in 2013. The eagle feather that was laid to rest the day he died has been picked up once more. Media Attributions - Red_Sucker_Lake_First_Nations © Timkal is licensed under a CC BY-SA (Attribution ShareAlike) license - Residential School © BiblioArchives / LibraryArc is licensed under a CC BY (Attribution) license - Elijah Harper And Menno Wiebe © Mennonite Church USA Archives has no known copyright restrictions. - Idle_No_More_2013_Ottawa_1 © Moxy is licensed under a CC BY-SA (Attribution ShareAlike) license A small piece of land the government forced First Nations people to live on Schools that Aboriginal children in Canada were forced by the government to attend. The goal was to remove the children from their families and culture so that they would become more like the white settlers. A racist word used to describe people who do not follow a Christian religion Member of the Legislative Assembly. A person who voters choose to represent their area in the provincial government First Nations, Inuit, and Metis A suggested law that is presented to the government Affect someone in a way that leads her or him to do good things Organized actions taken by people working together to achieve something
2025-03-22T05:08:53.453705	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/the-story-of-gabor-mate/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:118", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/the-story-of-gabor-mate/" }	pressbooks	Main Body The Story of Gabor Maté Click play on the following audio player to listen along as you read this section. A baby boy named Gabor lay crying in his crib. No matter what his mother did, he would not stop crying. So his mother called the doctor. The doctor told her that all of the Jewish babies he knew were crying. This was in Hungary during World War II. The Nazis had taken over the country. They were doing terrible things to Jews. Gabor’s family was Jewish. Gabor’s dad was forced to do hard work every day for the Nazis. Gabor’s aunt was missing. Gabor was only a baby, so he could not have known these things. But he could probably feel his mother’s deep sadness and stress. So he cried and cried. The doctor could not really help. Today, Gabor Maté lives in Vancouver. He still struggles to feel at peace. He goes shopping to feel better. He spends lots of money on music records. His wife gets mad at him. They cannot afford for Gabor to keep buying new records. There is no space in their house for more records. But he can’t stop. Gabor has developed an addiction to shopping. An addiction is a strong and harmful need to do something. Gabor is now a doctor and he works with people who have drug addictions. People with drug addictions face a lot of judgment. They often get blamed for their addiction. Gabor thinks that this is wrong. He says addiction is usually the result of a stressful childhood. People with addictions have lived through trauma, such as violence or loss. Yet, the government treats them like criminals. They are put in jail because drug use is illegal. This does nothing to help them get better. Is there a better way? Gabor calls on everyone to treat people with addictions with compassion. He writes books, gives speeches, and goes on talk shows to spread this message. He says we must stop judging people for the ways they cope with their difficult lives. We must make a world where people can get their needs met and everyone is treated with respect. If we lived in this kind of world, more children would grow up healthy. Fewer people would need to do drugs to cope. We have not built this kind of world yet. Until we have, Gabor works to reduce the harm done by addiction. He keeps people with addictions alive — and as healthy as possible. British Columbia is a worldwide leader in this approach. For example, BC is home to a place called Insite. Drug users can get clean needles from Insite. They can also do drugs at Insite. If they overdose, a nurse will make sure they do not die. There is no other place like it in North America. When the government tried to close Insite, Gabor was one of many people who spoke out. Today, Insite’s doors are still open and it continues to save hundreds of lives. But as a doctor, Gabor Maté is not just saving lives. He is helping to build a world where every life is worth living. Media Attributions - Gabor_Maté_-_01 © Gabor Gastonyi is licensed under a CC BY-SA (Attribution ShareAlike) license - In the Realm of Hungry Ghosts © elycefeliz is licensed under a CC BY-NC-ND (Attribution NonCommercial NoDerivatives) license - insite – Operation Phoenix © Stephen Dyrgas is licensed under a CC BY-NC-ND (Attribution NonCommercial NoDerivatives) license A member of a German political party controlled by Adolf Hitler The act of forming an opinion about someone or something that is sometimes disapproving A very difficult experience that causes someone to have mental and emotional problems for a long time A feeling of wanting to help someone in trouble
2025-03-22T05:08:53.474604	09-19-2023	https://opentextbc.ca/abealfreader4/chapter/standing-up-for-your-human-rights/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader4/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:119", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 4", "url": "https://opentextbc.ca/abealfreader4/chapter/standing-up-for-your-human-rights/" }	pressbooks	Main Body Standing Up for Your Human Rights Click play on the following audio player to listen along as you read this section. Martin Luther King Jr. said, “Injustice anywhere is a threat to justice everywhere.” What would you do if your human rights were being ignored? Many people want to stand up for themselves, but don’t know where to start. If you decide to stand up for your rights, here are some questions that will help you make a plan: How are your rights being ignored? Write down your problem in a sentence. Here are some examples of human rights problems: - Someone at work often makes racist jokes. You have asked him or her to stop, but the problem continues. - The bathroom in your house has had a mould problem for a long time, and your landlord will not fix it. - The government raised the fees for your education, and you can no longer afford them. - You receive income assistance, and the money is not enough to meet your basic needs, like food and housing. What is your goal? Be clear about what you want to happen. For example: \| Problem \| Goal \| \|---\|---\| \| Someone at work often makes racist jokes. You have asked him or her to stop, but the problem continues. \| Your boss will make a rule about workplace bullying. There will be training for staff members about safe work spaces. \| \| The bathroom in your house has had a mould problem for a long time, and your landlord will not fix it. \| Your landlord will have repairs done in the next month. \| \| The government raised fees for your education, and you cannot afford them. \| The government will put more money into education so the fees will be lower. \| \| You receive income assistance, and the money is not enough to meet your basic needs, like food and housing. \| The government will give more money to people on income assistance. \| Who should you speak to? Always try to speak to the person who has responsibility for the problem you face. Find out the “chain of command,” or levels of people who make decisions. If the first person in the chain of command does not help you, go up to the next person in the chain. What might get in your way? Be creative to find ways to deal with these challenges. \| Challenge \| Solution \| \|---\|---\| \| I don’t know enough about the problem. \| Find an organization that tries to solve problems like yours. See if it has someone who can help you learn more. \| \| I haven’t stood up for myself much before. \| Find a friend, a family member, or someone from an organization who will help you with your writing or go with you to meetings. \| \| English is my second language. \| \| \| Fixing this problem will take more reading and writing skills than I have right now. \| \| \| I worry that people will judge me. \| Think about what matters to you most. What do you need to do to stay true to the things you believe in? How can you do this in a way you can be proud of? \| What can you use to make your point? - Keep notes about the 5 W’s of the problem — who, what, where, when, and why. - Keep any letters or forms related to the problem. - Ask friends, family, doctors, or support workers to write letters that back up what you are saying. - For some problems, you might want to take photos. - Try to stay calm, be clear about what you need, and be respectful. How will you speak up? You can: - write a letter - send an email - make a phone call - book an appointment - join an organization - vote for people who share your beliefs Who can you turn to for support? Your support people might be: - family - friends - an MLA or MP - an organization - a support group What will you do if this plan doesn’t work out? It’s a good idea to have a back-up plan. This will help you stay strong and not give up. Are you willing to: - change your goals? - speak out in a different way? - talk to different people in the chain of command? - get help from different people? As you work to make the world a better place, remember the words of a Canadian named Jack Layton, “My friends, love is better than anger. Hope is better than fear. Optimism is better than despair. So let us be loving, hopeful, and optimistic. And we’ll change the world.” Media Attributions - martin-luther-king-25271_640 © Nemo is licensed under a Public Domain license - Layton quote © unknown Unfair treatment Money that the government gives people who are out of work, sick, disabled, or old Having the job of taking care of something or someone Something difficult A company, business, club, or group that was put together for a special purpose A feeling that good things will happen in the future A feeling of no hope
2025-03-22T05:08:53.487292	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/searching-for/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:120", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/searching-for/" }	pressbooks	Unit 1: Mysteries in BC History Searching for Sasquatches Click play on the following audio player to listen along as you read this section. When you talk to a judge, you have to tell the whole truth and nothing but the truth. A man named Albert Ostman from British Columbia told a judge that he was once kidnapped by a family of sasquatches. Was he telling the truth? In 1924, Ostman said he went camping in the woods of British Columbia. One night, he was sleeping in his sleeping bag. Suddenly, something lifted him up. It carried him through the woods while he was balled up in his sleeping bag. This went on for three hours. Then he was dumped out onto the ground. He looked up to see a family of four sasquatches looking down at him. The sasquatch family held him at their camp. They would not let him leave. After six days, he was finally able to escape. A reporter named John Green was interested in stories like this one. He wanted to get to the bottom of the mystery of the sasquatch. So he put together hundreds of reports by people who said they had seen the animal. Green’s research says the sasquatch is a big and hairy beast that looks like an ape. It walks on two legs. It stands three metres tall. It can run very fast, and it smells very, very bad. If you drive to Harrison Hot Springs, you will see a sign that says, “Land of the Sasquatch.” Many people say they have seen a sasquatch in this area. In 1957, the government of Harrison Hot Springs started a search party to look for the beast. They didn’t find it. Stories of the sasquatch are not new. Many First Nations people in British Columbia have told stories about a big ape-like beast for thousands of years. Very old paintings and carvings show ape-like beasts, too. But there is no proof that the sasquatch is real. No sasquatch bones have ever been found. There are no photos or videos of a sasquatch that scientists say are real. Scientists know that an ape three metres tall did exist 200,000 years ago. Scientists think this ape has died out. Many people who believe in the sasquatch say that maybe the ape did not die out after all. Maybe this is the ape we now call a sasquatch. Just in case the sasquatch is real, it is on the list of protected animals in British Columbia! Word Patterns The letters –dge like in judge make the /j/ sound. The d is usually silent. The letters –tch like in sasquatch make the /ch/ sound. The t is usually silent. These patterns are only found at the end of a word or syllable, or after a short vowel. Media Attributions - tent-548022_640 © bhossfeld is licensed under a CC0 (Creative Commons Zero) license - Sasquatch Statue © Bernell is licensed under a Public Domain license - Harrisons_Hot_Springs_Mountain_by_ajithrajeswari © Ajith Rajeswari is licensed under a Public Domain license - Archaeologist_working_in_Trench © Sue Hutton is licensed under a CC BY-SA (Attribution ShareAlike) license
2025-03-22T05:08:53.501922	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/the-shooting-of-ginger-goodwin/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:121", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/the-shooting-of-ginger-goodwin/" }	pressbooks	Unit 1: Mysteries in BC History The Shooting of Ginger Goodwin Click play on the following audio player to listen along as you read this section. On a spring day in England in 1887, a baby with red hair was born. His name was Albert Goodwin, but his family called him “Ginger.” Coal was very important back then. Coal is a black rock that can be used for fuel. It was used to run trains and steamboats. Albert “Ginger” Goodwin became a coal miner at age 15. That is how he found himself in British Columbia. There were lots of coal mining jobs on Vancouver Island. Coal mining was not a safe job. The coal dust made the workers sick. Sometimes gas in the ground made the workers sick, too. Sometimes mines caved in. Many miners wanted the right to be safe at work. So in 1912, some workers on Vancouver Island went on strike. Ginger was one of them. He spoke out for workers’ rights. When the strike ended, the mining company would not give him his job back. The company was angry that he had spoken out. So Ginger moved to the mainland of British Columbia. He continued to fight for workers’ rights. At that time, Canada was fighting in World War I. In 1917, the government made a law that all men aged 20 to 35 must fight in the war. Ginger did not believe in war. He also had many health problems from working in the mines. A doctor looked at him and said he was not fit to go to war. Ginger began to speak out against the law that forced men to go to war. Shortly after, he got a letter from the government saying he needed to be seen by a doctor again. This time, the doctor said he was fit for war. Many people were sure that the government was trying to get rid of him for speaking out. Ginger escaped to a cabin on Alone Mountain near Comox Lake. He was joined by some other men who would not fight in the war. People in the nearby town helped them hide by bringing them food and water. Police spent months looking for the men. A police officer named Campbell said he would get Goodwin dead or alive. One day in 1918, Campbell and two other police officers went to Alone Mountain looking for the men. The two police officers went one way and Campbell went another. Then the two police officers heard a shot ring out. They went toward the sound. They found Ginger’s dead body on the ground. Campbell had shot him. Campbell said he had to because Ginger pointed a gun at him. The police burned the cabin where Ginger was shot. Some people thought that it was a cover-up. They said it was not right that Ginger was killed. They thought the government finally got what it wanted. The government got rid of Ginger Goodwin. Miners and friends carried Ginger’s coffin on their shoulders through the streets of the town. People followed behind for six kilometres. That day, all the workers in British Columbia put down their tools and went on strike. They protested the shooting of Ginger Goodwin. It was the first general strike of British Columbia. Today, we wonder what really happened on that summer afternoon in 1918 on Alone Mountain. Work Patterns The bold words in this story have these word patterns: The word ending –igh has three letters. But it makes one sound. The letters –igh make a long /i/ sound. These letters are usually followed by t like these words: - right - rights - fight - fighting The word ending –ain has two vowels that make one sound. The vowels –ai can make the long /a/ sound. Words from this story that contain this ending include: - mainland - against - again The word mountain contains the letters –ain like mainland and again. But it doesn’t have the long /a/ sound. The last word family in this lesson is the –ound family. The two vowels –ou can make the same sound you make when you stub your toe: ow! Here are the words in this story that contain this word ending: - found - ground - sound Media Attributions - Hazelton_coal_miners © BaomoVW is licensed under a Public Domain license - Elwood_Cabin_Rio_Grande_Forest_Colorado_September_2013 © Drunk Driver is licensed under a CC BY-SA (Attribution ShareAlike) license - goodwinFuneral © Hilda Anggraeni is licensed under a CC BY (Attribution) license
2025-03-22T05:08:53.520475	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/the-gentleman-bandit/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:122", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/the-gentleman-bandit/" }	pressbooks	Unit 1: Mysteries in BC History The Gentleman Bandit Click play on the following audio player to listen along as you read this section. In the days before cars, people and goods travelled a long way on horses and trains. Horses and trains were easy targets for bandits looking to make easy money. Bill Miner was one of the most feared train bandits. He spent four years of his life here in British Columbia. This is the story of those four years. Wanted posters with Bill Miner’s face were put up all over the west coast of the United States. Bill needed to escape. He slipped across the border into Canada. George Edwards was the name he gave anyone who asked who he was. He went from town to town in British Columbia. He had no trouble making friends. He was a charming man. He played the fiddle. He showed people how to dance. He was known as a real gentleman. Nobody thought he could be a bandit. During this time, he got to know the area around Mission, British Columbia. Many trains of the Canadian Pacific Railway, or the CPR, passed through the area. He knew where the trains were coming from and where they were going. He knew how often they passed. By talking to the railroad workers, he found out what the trains carried. One day in September 1904, a CPR train stopped outside of Mission to fill up with water. Bill and two men climbed onto the train with their faces covered. Bill pulled a gun on the man driving the train. He took the man’s money and gold watch. Word spread to the passenger cars that the train was being robbed. The passengers hid their money and took out their guns. They were ready for the bandits. But the bandits unhooked the passenger cars from the train. The train went on without them. Next, the bandits made a worker open the train’s safe. Inside was $7,000, mostly in gold. They took it all. Bill chatted with the man driving the train. He gave him his money and watch back. Then he wished him a good day and got off the train with his two men and the gold. This was the first time the CPR was ever robbed. It was in all of the newspapers across British Columbia. But the posters did not describe Bill’s face because it had been covered up. Bill went to Chilliwack. He played pool and poker. He even played poker with police officers. He didn’t get caught. He spent his money freely and told people he made it from mining. Two years later, Bill and two friends climbed aboard another CPR train. This time the train was near Kamloops. One of the men’s masks slipped. Someone saw his face. Another mistake was made. They unhooked the passenger car, just like last time. But this time, they also unhooked the train car with all the money. They only made $15.50 from the robbery. They wished the workers a good night and got off the train, very upset. The bad luck continued. About a week later, the police found the bandits in the woods making a meal over a campfire. A gunfight followed. It ended with Bill being arrested. Bill said his name was George Edwards but nobody believed him. He was brought to a prison in Kamloops. When he arrived, a local photographer named Mary Spencer took a photo. That photo was printed in newspapers all across Canada. Yet, not many people across British Columbia were mad at Bill. In fact, many people were fond of him! They thought he was charming, bold, and handsome. They called him “The Gentleman Bandit.” When Bill was brought to a prison in New Westminster, a crowd of fans was waiting to see him. Bill was expected to stay in that prison until the day he died. But less than a year later, some friends dug a hole under a prison fence. Bill Miner got away. Nobody knows how he was able to escape the province unseen. It was like he disappeared into thin air. He left British Columbia and never returned. British Columbians still talk about “The Gentleman Bandit” to this day. Word Patterns Sometimes when you get stuck on a big word, it helps to look for smaller words inside of the big word. Below are examples from this story: - gentleman = gentle + man - railroad = rail + road - newspapers = news + papers - campfire = camp + fire - gunfight = gun + fight Other times, two words talk about just one thing. Here are examples from this story: - train bandits - British Columbia - wanted posters - United States - passenger cars - police officers - prison fence Media Attributions - Bill_Miner © Doctor Sunshine is licensed under a Public Domain license - Canadian_Pacific_Railroad © Esquin has been cropped is licensed under a Public Domain license - Orient_Saloon_at_Bisbee,_Arizona…_Faro_game_in_full_blast. © U.S. National Archives and Records Administration is licensed under a Public Domain license - BCPenitentiaryConstruction1877 © Kyd is licensed under a Public Domain license
2025-03-22T05:08:53.537324	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/all-together-now-bc-festivals/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:123", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/all-together-now-bc-festivals/" }	pressbooks	Unit 2: Snapshots of BC Culture All Together Now: BC Festivals Click play on the following audio player to listen along as you read this section. In places across British Columbia, people come together for festivals that celebrate the things that make their hometown special. Every year, about 20,000 grey whales swim past the west coast of Vancouver Island. The whales travel from Mexico to the Arctic and back again. The whole trip is about 16,000 kilometres. This is one of the longest yearly journeys of any mammal. Each March, the people who live around the Pacific Rim National Park hold a festival to celebrate the whales’ journey. The festival is known as the Pacific Rim Whale Festival. The whales travel very close to the shore as they swim north. This allows people to gather together to watch them from land as well as from boats. On the east coast of Vancouver Island, you can spot mammals of a different sort moving through the water — people in bathtub boats! The city of Nanaimo is home to the world’s oldest and best-known bathtub boat race. It started out as a silly event in 1967. Today, Nanaimo’s World Championship Bathtub Race is a serious sport that brings racers and visitors from around the world. Vancouver is home to another famous festival on the water — the Dragon Boat Festival. Dragon boat racing started in China over 2,000 years ago. It was brought to Vancouver during Expo 86. It returned as a yearly event in 1989 as a way to celebrate the many cultures living together in the city. The festival begins with a ceremony to awaken the dragon and give the people and boats the dragon’s strength. Each boat has a dragon’s head carved on the front and a tail on the back. The boat holds a team of about 20 people, who paddle to the beat of a drummer seated at the front. One of Canada’s largest winter festivals takes place in the Rocky Mountains of British Columbia. It’s the Vernon Winter Carnival, which is held each February. Some of the major events include a BC snow sculpture contest, sports using giant hot air balloons, and a parade. During the carnival, people can have a friend, co-worker, or boss arrested by carnival cops who then throw them in “jail” until they raise enough money for bail. All money raised goes to support the carnival. The festivals of British Columbia are a way for the many people who live here to enjoy nature, share a laugh, and learn about one another. Word Patterns When you see the suffix –er, –or, or –ar at the end of a word, it often means “a person who.” - A baker is a person who bakes. - An actor is a person who acts. Words in this story that fit this pattern are: - racers - visitors - drummer - co-worker The suffix –est means “the most.” - Fastest means the most fast. - Strongest means the most strong. - Lightest means the most light. Words in this story that fit this pattern are: - longest - oldest - largest New vocabulary words have been underlined in the story. Media Attributions - Pacific Rim National Park – Wickaninnish Beach © Kyle Duhamel is licensed under a CC BY (Attribution) license - Bathtub Race © Moosealope is licensed under a CC BY (Attribution) license - Dragon Boat Festival © Ruth Hartnup is licensed under a CC BY (Attribution) license - Sunrise at Silver Star, Vernon, BC © David Truss is licensed under a CC BY-NC-SA (Attribution NonCommercial ShareAlike) license
2025-03-22T05:08:53.554571	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/bold-and-bright-sook-yin-lee/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:124", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/bold-and-bright-sook-yin-lee/" }	pressbooks	Unit 2: Snapshots of BC Culture Bold and Bright: Sook-Yin Lee Click play on the following audio player to listen along as you read this section. Sook-Yin Lee has been called “a cultural Jill of all trades.” This means she can do a little bit of everything. She’s a musician, actor, writer, filmmaker, and broadcaster. Since she was a child, she has loved putting on a show. At the heart of a good show is a good story. She says stories are how she makes sense of a world that’s both strange and wonderful. Sook-Yin grew up in North Vancouver. Her parents moved to British Columbia from China. They were strict and her mom used to hit her. So Sook-Yin ran away when she was 15. Her sister Dede went, too. Together, they lived on the streets. Dede fell in with a violent gang and died very young. Sook-Yin turned to the arts for survival. In the late 1980s, she became the lead singer of a Vancouver-based punk band called Bob’s Your Uncle. The owner of MuchMusic heard about her and asked her to try out for a job as a VJ. A VJ is like a DJ for music videos. She landed this dream job. She quickly became known for being smart, funny, and fearless. Sook-Yin celebrated by kissing another woman on air. And on her last day at MuchMusic, she said goodbye by mooning the camera. In 2002, she moved to CBC Radio as host of a show called Definitely Not the Opera. The show is about Canadian pop culture. What makes Sook-Yin different is that she doesn’t hold back. She shares her stories on the air, too. In 2006, CBC threatened to fire Sook-Yin for starring in a racy film called Shortbus. After the film was shown at the Cannes Film Festival, people stood and clapped for 20 minutes. This act sent a loud message about letting artists express themselves. So CBC didn’t fire her after all. Since then, Sook-Yin has continued to live by her motto: be bold, shine bright. She shows us how storytelling and the arts can help us find who we are, connect with others, and make it through whatever life has in store for us. Word Patterns The suffix –less means “without.” In this story, for example, fearless means without fear. Other examples (not in this story) include: - Homeless means without a home. - Careless means without care. The suffix –ful means “full of.” In this story, for example, joyful means full of joy and wonderful means full of wonder. Other examples (not in this story) include: - Fearful means full of fear. - Careful means full of care. - Beautiful means full of beauty. Vocabulary The underlined words in this story (listed below) are from the synonyms task you did in Unit 2 of Course Pack 3. If you get stuck on a word from your SYN-Circles, see if the synonyms help you. - strange - strict - violent - embarrassing - modern - racy - motto - bold Media Attributions - Sook-Yin Lee © Karon Liu is licensed under a CC BY-SA (Attribution ShareAlike) license - BobsYourUncle © Bugfix1960 is licensed under a CC BY-SA (Attribution ShareAlike) license - CBC_Vancouver_Studios_(Vancouver_2010) © Bull-Doser is licensed under a Public Domain license - Shortbus at King’s Cross © Mark Hillary is licensed under a Public Domain license
2025-03-22T05:08:53.572997	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/spread-the-word-first-nations-languages-in-bc/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:125", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/spread-the-word-first-nations-languages-in-bc/" }	pressbooks	Unit 2: Snapshots of BC Culture Spread the Word: First Nations Languages in BC Click play on the following audio player to listen along as you read this section. The land we now call British Columbia is home to more First Nations languages than any other part of Canada. About 32 First Nations languages are spoken here. But many of these languages are at risk. For example, there are now fewer than 10 people who can speak the language of the Skwomesh Nation. Most of the speakers are over the age of 65. Then there is a young man named Khelsilem Rivers. Khelsilem is 24 years old. He has learned the Skwomesh language and spends much of his time working to keep it alive. He lives in a house with other young people who want to speak their traditional language every day. Why is language so important? Language is how we practice our culture. It is how we share our stories, our songs, our history, and our teachings. It is part of our identity. It connects us to our family who came before us. Knowing our language helps us be healthy in mind, body, and spirit. Why are First Nations languages at risk? When white people came to Canada, they thought they were better than First Nations people. They thought First Nations people should be just like white people. So they made it against the law to practice First Nations culture. From the 1880s until the 1990s, First Nations children were taken from their families and sent to boarding schools. At these schools, they were told never to speak their language. If they did, they would be punished. Now as adults, many have forgotten their language or do not feel safe speaking it. Some languages are said to be sleeping, because there is no one left who can speak them. Today, most people in British Columbia see that what happened was racist and wrong. Khelsilem compares this history to what happens when a forest is destroyed by a fire. First, the flowers will come back. Then the grasses and weeds will return. Then the shrubs and berry bushes will grow. Next, the softwood trees will come. Finally, the hardwood trees will return. Now the hardwood forest will renew itself. Each stage made way for the next stage. Khelsilem hopes to set up the next wave of Skwomesh people so they will be like that hardwood forest. He is starting a school called the Skwomesh Language Academy. Like Khelsilem, First Nations people across British Columbia are working to save their languages. There are First Nations language programs for pre-school children. There are camps where First Nations kids learn to do everyday tasks the way their families did them for thousands of years. There are programs for adults to spend time with elders who know their First Nations language. Settlers can help, too. Settlers are people who moved to British Columbia from other places. Settlers can listen to people speak their languages. Settlers can learn something about the First Nations land where they live. Settlers can also find ways to support First Nations language learning in their area. We cannot rewrite the past. But we can work toward healing. Word Patterns Now you will study a new word pattern. This pattern is like the consonant-vowel-consonant (CVC) pattern, but it has an e on the end. So we call them CVCE words. Here are some examples: - bone - cake - bike Check that each word above has the consonant-vowel-consonant-e pattern. The e on the end of these words is sometimes called the bossy e or the magic e. That’s because the e tells the other vowel to make a long sound. Read the CVCE words again and notice the long vowel sound. A long vowel sound is when the vowel says its own name. CVCE words found in this story are: - home - these - time - alive - came - like - white - made - taken - safe - stage - hopes - wave - save - places - rewrite Media Attributions - Power Shift BC © Caelie_Frampton is licensed under a CC BY (Attribution) license - Indian_school © Fawcett5 is licensed under a Public Domain license - Maple_birch2 © Cephas is licensed under a CC BY-SA (Attribution ShareAlike) license - Central Coast Regional District © Province of British Columbia is licensed under a CC BY-NC-ND (Attribution NonCommercial NoDerivatives) license - Idle No More © The Indignants is licensed under a CC BY-ND (Attribution NoDerivatives) license
2025-03-22T05:08:53.589278	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/the-rare-spirit-bear/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:126", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/the-rare-spirit-bear/" }	pressbooks	Unit 3: Wild BC The Rare Spirit Bear Click play on the following audio player to listen along as you read this section. There are lots of wonders in the Great Bear Rainforest. There are trees that are more than a thousand years old. There are waterfalls rushing off mossy mountains. There are wolves that fish — and there are black bears that are white. These bears are known as “spirit bears.” Spirit bears are rare. They are only found in British Columbia. In all of British Columbia, only about 1 in 100 black bears has white fur. Most spirit bears live in the Great Bear Rainforest. This rainforest is on the coast of British Columbia. On some of the islands in the Great Bear Rainforest as many as 1 in 3 black bears has white fur. They also eat small animals such as baby deer and baby moose. Most of all, they love salmon. Spirit bears have an easier time than black bears at catching salmon. Their white fur makes them harder for the salmon to see. After getting nice and fat over the spring, summer, and fall, the bears sleep in their dens all winter. During the winter, spirit bears can go without food for up to seven months. Spirit bears mostly live alone. They mate in the summer but do not stay with their partner. The mother gives birth in January or February. The Great Bear Rainforest is the traditional land of 12 different First Nations. These First Nations groups have never hunted the spirit bear. It is now against the law for anyone in British Columbia to hunt a spirit bear. Without the threat of people or any other animals, spirit bears can live to over 25 years old. Yet many people say the spirit bear is at risk. A company called Enbridge would like to put a pipeline through the Great Bear Rainforest. The pipeline would carry oil. The oil would then be shipped across the sea to Asia on oil tankers. Some people are worried about oil spills. A big oil spill in the Great Bear Rainforest would destroy the place where most of the spirit bears on earth live. Oil spills are difficult to clean up. Enbridge says the spirit bears are not at risk. They say pipelines and oil tankers are very safe. They also say that the pipelines will help people in lots of ways. Building pipelines will create jobs for local people. Enbridge will pay taxes to the government, which can be used for schools and hospitals. Is the spirit bear at risk? What do you think should become of the home of the spirit bear? Word Patterns The letter y can make lots of different sounds, depending on where it shows up in a syllable. A syllable that begins with y usually makes a /y/ sound like in yellow and these words from the story: - year - yet A one syllable word that ends in y usually makes a long /i/ sound, like in cry and this word from the story: by. If the word has more than one syllable and ends in a y, the y usually makes a long /e/ sound, like in baby. The story has these words, too. - mossy - many - only - mostly - January - February - ready - any - company - carry - very Media Attributions - Kermode bear/Spirit bear © Haplochromis is licensed under a CC BY-SA (Attribution ShareAlike) license - Great Bear Rainforest © Jim Maloney is licensed under a CC BY-NC-ND (Attribution NonCommercial NoDerivatives) license - Kermode bear near Lava Lake © miguelphotobooth is licensed under a CC BY (Attribution) license - Spirit Bear cub © beingmyself is licensed under a CC BY-ND (Attribution NoDerivatives) license - Sign at Hartley Bay © Meghan Coughlin is licensed under a CC BY-ND (Attribution NoDerivatives) license - Enbridge pipeine marker © Environmental Defence Canada is licensed under a CC BY-NC (Attribution NonCommercial) license
2025-03-22T05:08:53.612994	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/the-journey-of-the-salmon/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:127", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/the-journey-of-the-salmon/" }	pressbooks	Unit 3: Wild BC The Journey of the Salmon Click play on the following audio player to listen along as you read this section. For many First Nations people in British Columbia, the salmon is a symbol of trusting your senses and working hard at your goals. Salmon sense the right time to leave the sea. Starting in the fall, they swim thousands of kilometres to return to the same place where they were born. It is a difficult journey. They must swim upriver. They must leap up waterfalls. They must avoid bears and eagles. If they are lucky, they make it back to the place where they were born. They turn bright red to show that they are ready to mate. The female digs a nest. Then she lays thousands of eggs. The male puts sperm on the eggs at the same time. Both of the salmon die soon after. Only a few of the eggs hatch. The young salmon leave the nest after a couple of days. They swim downriver to the sea. On the way, the bears and eagles are a threat once more. Many salmon do not make it to the sea. Those that do make it live in the ocean until they are about four years old. Then they return to their birthplace, just like their parents did. The amazing cycle of life continues. Scientists do not know how salmon are able to find their way to their birthplace. Some say they can smell their way back. Birds, bears, and even trees depend on the salmon. Dead salmon left on the forest floor by animals act like food for the trees. Salmon is also a traditional food for many First Nations people in British Columbia. They have fished salmon from the rivers and oceans since the beginning of time. Some communities hold a ceremony to welcome the salmon as they return to their birthplaces. In recent years, people have started building salmon fish farms. Fish farmers drop nets and cages into the ocean. They fill the nets and cages with salmon. They raise the salmon for food. Fish farmers say that fish farms are good for people and good for the earth. Fish farms are keeping wild salmon safe from overfishing. Fish farms are making jobs for people. But some people say that fish farms are bad for the earth. Fish farms are spreading sea lice. The drugs that fish farmers give the salmon are doing harm to other sea life. Finally, many seals and sea lions are getting stuck in the nets of fish farms and drowning. Fish farms are a hot topic in British Columbia. Some First Nations communities may have found an answer. A few communities are building fish farms on land, rather than in the ocean. They are using closed tanks, rather than nets and cages. This may be a way to protect the earth and make money at the same time. Word Patterns An r-controlled syllable is a syllable that has a vowel followed by the letter r. The r changes the vowel sound. The vowel sound is neither short nor long. Read these words: - her - bird - burn The –er, –ir, and –ur in the middle of these words all make the same sound. That means there are three ways to spell this sound: -er, -ir, and -ur. The –er is the most common. Examples of these sounds in this story are below: - first - return - were - upriver or rivers - waterfalls - turn - sperm - downriver - birthplace - farmers - birds - overfishing - answer - rather The letters –ar can make many sounds. For now, think of their sound as the one you hear in the word car. Examples of this sound in this story are: - starting or started - farms - farmers - harm The letters –or can also make many sounds. For now, think of their sound as the one you hear in horn. Examples in this story are: - born - forest Media Attributions - Chinook Salmon © Pacific Northwest National Laboratory – PNNL is licensed under a CC BY-NC-SA (Attribution NonCommercial ShareAlike) license - Salmon_newborn © OpenCage is licensed under a CC BY-SA (Attribution ShareAlike) license - Chena Village: smokehouse © Diane Cordell is licensed under a CC BY-ND (Attribution NoDerivatives) license - Fish_cages © Thomas Bjørkan is licensed under a CC BY-SA (Attribution ShareAlike) license - Shrimp_hatchery © National Oceanic and Atmospheric Administration is licensed under a Public Domain license
2025-03-22T05:08:53.629353	09-19-2023	https://opentextbc.ca/abealfreader3/chapter/spy-hopping-with-killer-whales/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader3/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:128", "subject": "Language learning: reading skills, , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 3", "url": "https://opentextbc.ca/abealfreader3/chapter/spy-hopping-with-killer-whales/" }	pressbooks	Unit 3: Wild BC Spy-Hopping with Orca Whales Click play on the following audio player to listen along as you read this section. Did you know that there are about 300 orca whales living off the coast of British Columbia year-round? Orca whales show up in many First Nations stories. In some tales, orca whales take people from canoes and turn them into whales, too. An orca whale near the shore is sometimes seen as one of these people trying to talk to their family. Whales live in family groups called pods. A pod has between 5 and 30 whales. Pods always stay together. A female orca whale is called a cow. She is the head of the family. A male orca whale is called a bull. Cows and bulls mate for life. Cows will have about five babies in their lifetime. When a baby is born, it comes out tail first. The mother brings it to the surface of the water. The baby takes its first breath of air. After a half an hour, the baby can swim on its own. By age two, it can hunt. A bull will live up to 50 years. A cow will live up to 90 years. The orca whales in the pod talk to each other. They talk using fast, high clicks. The sounds can be as loud as a jet. Each pod has its own sounds. Did you know that orca whales cannot breathe underwater? They must breathe air through a blowhole on top of their head. They can hold their breath for up to 15 minutes as they dive deep into the ocean. Orca whales are one of the fastest animals in the world. They have tails called flukes. Their flukes give them power when swimming. Their two flippers help them steer. Their fin keeps them stable when they go fast. Orca whales usually swim close to shore and near the surface of the water. Sometimes they spy-hop. This means they stay upright in the water to look around. Sometimes they breach. This means they jump right out of the water and land with a big splash. In British Columbia, orca whales do something no one understands. They come onto some beaches and rub their bodies on the smooth, round pebbles. Sometimes they do this for hours. They do not do this in other parts of the world. Orca whales are good hunters. To hunt, they send out sound waves. Then they listen as the sound waves come back. This tells them where to find food. They eat fish and small sea mammals. Salmon is their favourite. They eat about 50 kilograms of salmon a day. They work together to hunt. They also herd fish into a small area and then gulp them down. Up north, they tip floating sea ice so that seals, walruses, and sea lions will slide into the mouth of another whale who has been waiting there. The biggest threat to orca whales is people. People build dams on rivers. The dams kill many salmon. With less salmon to eat, orca whales die, too. People move lots of oil across the sea in big ships. Sometimes oil leaks out of ships. The oil is soaked up by small animals. Then the orca whales eat those small animals and get sick. Also, the loud noises from the engines of oil tankers make it hard for whales to use sound waves to find food. People take orca whales out of the wild. About 150 orca whales have been taken out of the wild. They are put in pools for shows. Often the fins of whales that are kept in pools flop to one side. This is a sign of stress. An orca whale taken from the sea will only live about five more years. Many people want to help orca whales. They say we should not build dams on rivers. They say we should not allow more oil tankers along the coast of British Columbia. They say we should not allow people to keep whales in pools. They can’t imagine a British Columbia without orca whales. Can you? Word Patterns When we read, we sometimes come across words we cannot sound out or do not understand. Sometimes writers put a definition of a word in the text so that you don’t have to look it up in a dictionary. Here are some examples you will see in the reading above: - A female orca whale is called a cow. - A male orca whale is called a bull. When the writer does not give us the meaning, we can make a guess based on what makes sense. To make a good guess, we have to think about the other words around it. Read this sentence: - Orca whales must breathe air through a ____________ on top of their head. What word might make sense in the blank? Once you make a guess, you will likely find it easier to read this sentence: - Orca whales must breathe air through a blowhole on top of their head. Media Attributions - Victorious Orca © Digicla is licensed under a CC BY (Attribution) license - Orca_pod_southern_residents © National Oceanic and Atmospheric Administration is licensed under a Public Domain license - Surfaced Orca II © A.Davey is licensed under a CC BY (Attribution) license - Orca_anatomy © Mlewan. This image has been modified. is licensed under a Public Domain license - Oil_tanker_in_Japan © Mohan R is licensed under a CC BY (Attribution) license - Keiko the Killer Whale © unknown is licensed under a Public Domain license
2025-03-22T05:08:53.641050	09-19-2023	https://opentextbc.ca/abealfreader2/chapter/chapter-1/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader2/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:129", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 2", "url": "https://opentextbc.ca/abealfreader2/chapter/chapter-1/" }	pressbooks	Langston Hughes: A Poet’s Life Chapter 1 Click play on the following audio player to listen along as you read this section. Many people think that poems are not for them. They may not have read a poem by a good poet. A good poet can make us feel less cut off from the world. A good poet can make us see the world with new eyes. A good poet can make us feel alive. Many people think Langston Hughes was a very good poet. Langston was black. He grew up in a time when white people did not treat black people well. So he wrote poems about the need to make a better world. Many people still do not treat black people well. So we still need Langston’s poems. His poems give us hope. This is a book about the life and poems of Langston Hughes. You can find more of his poems in books or on the web. Media Attributions - slam poetry © Nopal Media is licensed under a CC BY (Attribution) license
2025-03-22T05:08:53.650936	09-19-2023	https://opentextbc.ca/abealfreader2/chapter/chapter-2/	{ "author": "Shantel Ivits", "book_url": "https://opentextbc.ca/abealfreader2/front-matter/accessibility-statement/", "institution": "", "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "provenance": "pressbooks-0000.json.gz:130", "subject": "Language learning: reading skills, , , , ,", "title": "BC Reads: Adult Literacy Fundamental English - Reader 2", "url": "https://opentextbc.ca/abealfreader2/chapter/chapter-2/" }	pressbooks	Langston Hughes: A Poet’s Life Chapter 2 Click play on the following audio player to listen along as you read this section. Langston Hughes is from the USA. Not long ago, black people in the USA were made to work for white people. They worked long days for no pay. They were slaves. This is part of a poem Langston wrote about being a slave. I am the one who labored as a slave, Beaten and mistreated for the work that I gave – Children sold away from me, my husband sold, too. No safety, no love, no respect was I due. – from “The Negro Mother“ Langston was not a slave. But his great-grandmother was. Her name was Lucy Langston. The white man who owned her fell in love with her. So he set her free. He could not marry Lucy. The law said white people could not marry black people. But they did live together. They also had children together. One of the children was Charles Langston. He was the grandfather of our poet. Media Attributions - la negresse © Clay Williams is licensed under a CC BY (Attribution) license

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