Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.

Table of Contents
I. An Introduction to Reasoning
II. Argument Analysis
III. An Introduction to Evaluation
IV. An Introduction to Deductive Arguments
V. Common Inductive Arguments
VI. Social Arguments
VII. Scientific Reasoning

Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.

Arithmetic | Algebra provides a customized open-source textbook for the math developmental students at New York City College of Technology. The book consists of short chapters, addressing essential concepts necessary to successfully proceed to credit-level math courses. Each chapter provides several solved examples and one unsolved “Exit Problem”. Each chapter is also supplemented by its own WeBWork online homework assignment. The book can be used in conjunction with WeBWork for homework (online) or with the Arithmetic | Algebra Homework handbook (traditional). The content in the book, WeBWork and the homework handbook are also aligned to prepare students for the CUNY Elementary Algebra Final Exam (CEAFE).

This course is an arithmetic course intended for college students, covering whole numbers, fractions, decimals, percents, ratios and proportions, geometry, measurement, statistics, and integers using an integrated geometry and statistics approach. The course uses the late integers model—integers are only introduced at the end of the course.

The text is mostly an adaptation of two other excellent open- source calculus textbooks: Active Calculus by Dr. Matt Boelkins of Grand Valley State University and Drs. Gregory Hartman, Brian Heinold, Troy Siemers, Dimplekumar Chalishajar, and Jennifer Bowen of the Virginia Military Institute and Mount Saint Mary's University. Both of these texts can be found at http://aimath.org/textbooks/approved-textbooks/.
The authors of this text have combined sections, examples, and exercises from the above two texts along with some of their own content to generate this text. The impetus for the creation of this text was to adopt an open-source textbook for Calculus while maintaining the typical schedule and content of the calculus sequence at our home institution.

This text is an adaptation of two very excellent open-source textbooks: Active Calculus by Dr. Matt Boelkins and APEX Calculus by Drs. Gregory Hartman, Brian Heinold, Troy Siemers, Dimplekumar Chalishajar, and Jennifer Bowen. Topics include integrals, volume, arcs, density, physics applications, differential equations, and hyperbolic functions.

Table of Contents:
1. Using Definite Integrals to Find Volume
2. Volume by The Shell Method
3. Arc Length and Surface Area
4. Density, Mass, and Center of Mass
5. Physics Applications: Work, Force, and Pressure
6. An Introduction to Differential Equations
7. Separable differential equations
8. Hyperbolic Functions

Historical developments in Western art from 18th century to the mid-20th century. Focus on European and American art.

Table of Contents:

Module 1 Materials & Techniques Artists Use
Module 2 Neoclassicism & the French Revolution
Module 3 Romanticism in Spain & France
Module 4 Romanticism in England & Germany
Module 5 Realism
Module 6 Impressionism & Post-Impressionism
Module 7 Modernism & Symbolism
Module 8 Expressionism & Cubism
Module 9 Futurism, Dada & World War I
Module 10 de Stijl & Surrealism
Module 11 The Great Depression & World War II

This course is particularly focused on helping you develop visual literacy skills, but all the college courses you take are to some degree about information literacy. Visual literacy is really just a specialized type of information literacy. The skills you acquire in this course will help you become an effective researcher in other fields, as well.

E-book version available here: https://library.achievingthedream.org/herkimerartappreciation/

The history of Art is long and varied, spanning tens of thousands of years from ancient paintings on the walls of caves
to the glow of computer-generated images on the screens of the 21st century.

Table of Contents:

I. Chapter 1: Introduction
II. Chapter 2: Proto-Renaissance (1300–1400)
III. Chapter 3: 1400–1500—Art in Northern Europe
IV. Chapter 4: 1400–1500—Art in Italy
V. Chapter 5: 1500–1600—High Renaissance and Mannerism in Italy
VI. Chapter 6: 1500–1600—The Age of Reformation: Northern Renaissance Art
VII. Chapter 7: 1600–1700—Baroque Art in Italy
VIII. Chapter 8: 1600–1700—Baroque Art in Flanders, Dutch Republic, Spain and France
IX. Chapter 9: 1700–1800—The Age of Enlightenment
X. Chapter 10: 1800–1848—Industrial Revolution Part I
XI. Chapter 11: 1848–1907—Industrial Revolution Part II
XII. Chapter 12: 1907–1960—Age of Global Conflict Part I
XIII. Chapter 13: 1907–1960—Age of Global Conflict Part II
XIV. Chapter 14: 1960–Now—Age of Post-Colonialism Part I
XV. Chapter 15: 1960–Now—Age of Post-Colonialism Part II
XVI. Course Information
XVII. Textbook Online
XVIII. Meet the Class
XIX. Bulletin Board
XX. Icebreaker
XXI. Museum Project
XXII. Module 1 Renaissance Art
XXIII. Module 2 Baroque Art
XXIV. Module 3 Neoclassical and Romantic Art
XXV. Module 4 Impressionism and Later 19th Century Art
XXVI. Module 5 Early 20th Century Art and Architecture
XXVII. Module 6 1960–Now—Age of Post-Colonialism Part I, and II
XXVIII. Module 7 Globalism_Non-Western Art
XXIX. Module 8 Post Modernism Art Dealing with the Issues of Feminist Identity

This course includes materials on AI programming, logic, search, game playing, machine learning, natural language understanding, and robotics, which will introduce the student to AI methods, tools, and techniques, their application to computational problems, and their contribution to understanding intelligence. The material is introductory; the readings cite many resources outside those assigned in this course, and students are encouraged to explore these resources to pursue topics of interest. Upon successful completion of this course, the student will be able to: Describe the major applications, topics, and research areas of artificial intelligence (AI), including search, machine learning, knowledge representation and inference, natural language processing, vision, and robotics; Apply basic techniques of AI in computational solutions to problems; Discuss the role of AI research areas in growing the understanding of human intelligence; Identify the boundaries of the capabilities of current AI systems. (Computer Science 405)

Courses on Artificial Intelligence (AI) and Librarianship in ALA-accredited Masters of Library and Information (MLIS) degrees are rare. We have all been surprised by ChatGPT and similar Large Language Models. Generative AI is an important new area for librarianship. It is also developing so rapidly that no one can really keep up. Those trying to produce AI courses for the MLIS degree need all the help they can get. This book is a gesture of support. It consists of about 95,000 words on the topic, with a 3-400 item bibliography.

This course serves as an introduction to the major artistic and architectural traditions of Ancient Egypt and the Ancient Near East. This course will explore how artifacts and monuments can be used to study the history and culture of the ancient world. It is divided into two units that chronologically focus on the art, architecture, and archaeology of each region. The first unit examines Ancient Egyptian tombs, monuments, and art from the Early Dynastic (c. 3100-2650 BCE) through the Roman (30 BCE- 4thcentury CE) periods. The second unit focuses on Ancient Near Eastern artistic and architectural traditions from the late Neolithic (c. 9500-4500 BCE) through the conquest of the Achaemenid Persian Empire (550-330 BCE) by Alexander the Great. Upon successful completion of this course, the student will be able to: Identify major ancient Egyptian and Near Eastern architectural sites, monuments, and works of art; Identify the general characteristics of ancient Egyptian and Near Eastern art and recognize the names and characteristics of the major art historical time periods of each region; Describe how art and architecture can be used to understand the politics, history, and culture of Ancient Egypt and the Near East; Explain ancient Egyptian and Near Eastern cosmology, conceptions of the afterlife, and kingship, as well as their relationship to architectural sites, monuments, and works of art. (Art History 201)

In this course, the student will study the art of Classical Antiquity. The different units of the course reflect the main chronological stages in art development in Ancient Greece and Rome, from the coming together of the Greek city-state and the emergence of ĺÎĺĺĺŤgeometric art (around 900 B.C.) to the fourth century A.D. shift that took place within Roman culture and art due to the growing influence of Christianity. Upon successful completion of this course, the student will be able to: Explain why ancient Greek and Roman art can be studied together as ĺÎĺĺĺŤthe art of Classical Antiquity; Trace the timeline of major events in Ancient Greece and Rome; Link important developments in the history of Ancient Greece and Rome to specific geographical contexts; Explain how important historical developments and social-historical contexts had an impact on artĺÎĺĺÎĺs evolution in Ancient Greece and Rome; Identify the important stylistic and technical developments of Ancient Greek and Roman art; Discuss important artworks, presenting relevant information on each workĺÎĺĺÎĺs historical context and constitution; Discuss important artists in terms of the style of their work. (Art History 202)

Anthropology is the study of all humans in all times in all places. But it is so much more than that. “Anthropology requires strength, valor, and courage,” Nancy Scheper-Hughes noted. “Pierre Bourdieu called anthropology a combat sport, an extreme sport as well as a tough and rigorous discipline. … It teaches students not to be afraid of getting one’s hands dirty, to get down in the dirt, and to commit yourself, body and mind. Susan Sontag called anthropology a “heroic” profession.” What is the payoff for this heroic journey? You will find ideas that can carry you across rivers of doubt and over mountains of fear to find the the light and life of places forgotten. Real anthropology cannot be contained in a book. You have to go out and feel the world’s jagged edges, wipe its dust from your brow, and at times, leave your blood in its soil. In this unique book, Dr. Michael Wesch shares many of his own adventures of being an anthropologist and what the science of human beings can tell us about the art of being human. This special first draft edition is a loose framework for more and more complete future chapters and writings. It serves as a companion to anth101.com, a free and open resource for instructors of cultural anthropology.

The inspiration for this text grew out of a simple question that emerged over a number of years of teaching math to Middle School, High School and College students.

Practically speaking, what is the origin of a particular polynomial?

So much time is spent analyzing, factoring, simplifying and graphing polynomials that it is easy to lose sight of the fact that polynomials have a wealth of practical uses. Exploring the techniques of interpolating data allows us to view the development and birth of a polynomial. This text is focused on laying a foundation for understanding and applying several common forms of polynomial interpolation. The principal goals of the text are:

1). Breakdown the process of developing polynomials to demonstrate and give the student a feel for the process and meaning of developing estimates of the trend (s) a collection of data may represent.

2).Introduce basic matrix algebra to assist students with understanding the process without getting bogged down in purely manual calculations. Some manual calculations have been included, however, to assist with understanding the concept.

3).Assist students in building a basic foundation allowing them to add additional techniques, of which there are many, not covered in this text.

The materials within this guide are intended to support multidisciplinary teams in or during the pre-production phase of serious game design as they collaborate in a facilitated workshop. It is critical that the workshop facilitators are familiar with the conceptual framework and proposed methodology in order to better support participants as they collaborate in the game design brainstorming and protoyping steps.

This open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education

This open textbook was revised in 2018 under a Round Eleven Mini-Grant for Revisions and explores the topic of various fine arts integrations within elementary curricula. Topics include:

Music
Visual Arts
Literary Arts
Performing Arts
Physical Education and Movement

Astronomy is designed to meet the scope and sequence requirements of one- or two-semester introductory astronomy courses. The book begins with relevant scientific fundamentals and progresses through an exploration of the solar system, stars, galaxies, and cosmology. The Astronomy textbook builds student understanding through the use of relevant analogies, clear and non-technical explanations, and rich illustrations. Mathematics is included in a flexible manner to meet the needs of individual instructors.