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Stand up, Speak out book cover

Stand up, Speak out

CC BY-NC-SA (Attribution NonCommercial ShareAlike)   English (United States)

Author(s): Josh Miller, Marnie Lawler-Mcdonough, Megan Orcholski, Kristin Woodward, Lisa Roth, Emily Mueller

Publisher: University of Wisconsin-Milwaukee Libraries. Adapted from University of Minnesota Libraries Publishing edition, 2016. This edition adapted from a work originally produced in 2011 by a publisher who has requested that it not receive attribution.

Last updated: 12/08/2022

In a world that is bombarded by information, the skills set of public speaking is more important today than ever. According to an address given by Tony Karrer at the TechKnowledge 2009, the New York Times has more information in one week than individuals in the 1800s would encounter in a lifetime. Currently, the amount of information available to people doubles every 18 months and is expected to double weekly by 2015. In a world filled with so much information, knowing how to effectively organize and present one’s ideas through oral communication is paramount.

From audience analysis to giving a presentation, Stand up, Speak out: The Practice and Ethics of Public Speaking will guide students through the speech making process. The authors focus on the process of speech making because they have created this book to be a user-friendly guide to creating, researching, and presenting public speeches. While both classic and current academic research in public speaking guide this book, the authors believe that a new textbook in public speaking should first, and foremost, be a practical book that helps students prepare and deliver a variety of different types of speeches — and that is the primary goal of this book.

With practicality in mind, the authors developed, Stand up, Speak out: The Practice and Ethics of Public Speaking, as a streamlined public speaking textbook. Many public speaking textbooks today contain over twenty different chapters, which is often impossible to cover in a ten-week quarter or a sixteen-week semester; this textbook is eighteen unique chapters. The fifteen chapters are divided into four clear units of information: introduction to public speaking, speech preparation, speech creation, and speech presentation.

In addition to practicality, this text has a focus on the ethics of public speaking from both a source’s and a receiver’s point of view. In 2006 Pearson, Child, Mattern, and Kahl examined the state of ethics in public speaking textbooks. Specifically, the researchers used the NCA Credo on Ethical Communication to guide their study of ethics in public speaking textbooks. Ultimately, the researchers focused on eight specific categories of public speaking ethics content areas: freedom of speech, honesty, plagiarism, ethical listening, ethical research, hate words, diversity, and codes of ethics. As a whole, the top ten public speaking books varied in their degrees of exposure to the various ethical issues. The authors believe that using the NCA Credo on Ethical Communication as the basis for discussing ethics within this book in addition to the latest research in ethics and communication will help students see how ethics can be applied to the public speaking context. All three of the coauthors on this text have conducted research on the topic of communication ethics and written about how ethics is important in every facet of students’ communicative lives.

Stand up, Speak out: The Practice and Ethics of Public Speaking, is intended for the one-semester Public Speaking course. Check it out for yourself and see if its combination of practicality and ethics, and public speaking topics and skills that will suit the needs of your course and students.

Principles of Natural Language Processing book cover

Principles of Natural Language Processing

CC BY-NC (Attribution NonCommercial)   English

Author(s): Susan McRoy

Subject(s): Computer science, Artificial intelligence

Publisher: Susan McRoy

Last updated: 25/08/2021

This book allows a reader with a background in computing to quickly learn about the principles of human language and computational methods for processing it.  The book discusses what natural language processing (NLP) is, where it is useful, and how it can be deployed using modern software tools. It covers the core topics of modern NLP, including an overview of the syntax and semantics of English, benchmark tasks for computational language modelling, and higher level tasks and applications that analyze or generate language. It takes the perspective of a computer scientist. The primary themes are abstraction, data, algorithms, applications and impacts. It also includes history and trends that are important for understanding why things have been done the way that they have.

Survey of Astronomy book cover

Survey of Astronomy

CC BY (Attribution)   English

Subject(s): Astronomy, space and time

Publisher: University of Wisconsin Milwaukee

Last updated: 09/03/2020

Welcome to Astronomy, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

About OpenStax

OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012 and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

About OpenStax resources

Customization

Astronomy is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.

Because our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book.

Instructors also have the option of creating a customized version of their OpenStax book. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your book page on OpenStax.org for more information.

Errata

All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. Since our books are web based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on OpenStax.org. Subject-matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past errata changes on your book page on OpenStax.org.

Format

You can access this textbook for free in web view or PDF through OpenStax.org, and for a low cost in print.

About Astronomy

Astronomy is written in clear non-technical language, with the occasional touch of humor and a wide range of clarifying illustrations. It has many analogies drawn from everyday life to help non-science majors appreciate, on their own terms, what our modern exploration of the universe is revealing. The book can be used for either a one-semester or two-semester introductory course (bear in mind, you can customize your version and include only those chapters or sections you will be teaching.) It is made available free of charge in electronic form (and low cost in printed form) to students around the world. If you have ever thrown up your hands in despair over the spiraling cost of astronomy textbooks, you owe your students a good look at this one.

Currency and accuracy

Astronomy has information and images from the New Horizons exploration of Pluto, the discovery of gravitational waves, the Rosetta Mission to Comet C-G, and many other recent projects in astronomy. The discussion of exoplanets has been updated with recent information—indicating not just individual examples, but trends in what sorts of planets seem to be most common. Black holes receive their own chapter, and the role of supermassive black holes in active galaxies and galaxy evolution is clearly explained. Chapters have been reviewed by subject-matter experts for accuracy and currency.

Flexibility

Because there are many different ways to teach introductory astronomy, we have made the text as flexible as we could. Math examples are shown in separate sections throughout, so that you can leave out the math or require it as you deem best. Each section of a chapter treats a different aspect of the topic being covered; a number of sections could be omitted in shorter overview courses and can be included where you need more depth. And, as we have already discussed, you can customize the book in a variety of ways that have never been possible in traditional textbooks.

Student-centered focus

This book is written to help students understand the big picture rather than get lost in random factoids to memorize. The language is accessible and inviting. Helpful diagrams and summary tables review and encapsulate the ideas being covered. Each chapter contains interactive group activities you can assign to help students work in teams and pool their knowledge.

Interactive online resources

Interesting “Links to Learning” are scattered throughout the chapters, which direct students to online animations, short videos, or enrichment readings to enhance their learning. Also, the resources listed at the end of each chapter include links to websites and other useful educational videos.

Feature boxes that help students think outside the box

A variety of feature boxes within the chapters connect astronomy to the students’ other subjects and humanize the face of astronomy by highlighting the lives of the men and women who have been key to its progress. Besides the math examples that we’ve already mentioned, the boxes include:

  • Making Connections. This feature connects the chapter topic to students’ experiences with other fields, from poetry to engineering, popular culture, and natural disasters.
  • Voyagers in Astronomy. This feature presents brief and engaging biographies of the people behind historically significant discoveries, as well as emerging research.
  • Astronomy Basics. This feature explains basic science concepts that we often (incorrectly) assume students know from earlier classes.
  • Seeing for Yourself. This feature provides practical ways that students can make astronomical observations on their own.

End-of-chapter materials to extend students’ learning

  • Chapter Summaries. Summaries give the gist of each section for easy review.
  • For Further Exploration. This section offers a list of suggested articles, websites, and videos so students can delve into topics of interest, whether for their own learning, for homework, extra credit, or papers.
  • Review Questions. Review questions allow students to show you (or themselves) how well they understood the chapter.
  • Thought Questions. Thought questions help students assess their learning by asking for critical reflection on principles or ideas in the chapter.
  • Figuring For Yourself. Mathematical questions, using only basic algebra and arithmetic, allow students to apply the math principles given in the example boxes throughout the chapter.
  • Collaborative Group Activities. This section suggests ideas for group discussion, research, or reports.

Beautiful art program

Our comprehensive art program is designed to enhance students’ understanding of concepts through clear and effective illustrations, diagrams, and photographs. Here are a few examples.

Model of a Pulsar. In this illustration the Earth is drawn below center, in the path of an approaching “Beam of particles and radiation”. The pulsar, labeled “Neutron star”, is drawn at upper right as a blue sphere. Its rotation axis is drawn vertically upward, with a counter-clockwise arrow around it indicating the direction of rotation. The magnetic field lines are drawn in a plane perpendicular to the rotation axis as concentric red ellipses on either side of the star. The field lines intersect the surface of the star at the “North magnetic pole”, which faces Earth, and the “South magnetic pole”, which faces toward upper right. The beam of radiation is emitted from the poles of the magnetic field, and extend toward upper right and lower left.
How a Pulsar Beam Sweeps over Earth.
Map of the Milky Way Galaxy. Over-plotted on this data-based illustration of the Milky Way is a coordinate system centered on the Sun, which is located about half way from the center and the bottom of the image. It is a polar coordinate system, with zero degrees straight up from the Sun, 90O to the left, 180O straight down and 270O to the right. Distances are shown as circles of increasing radius centered on the Sun. Distances from 15,000 ly to 75,000 ly are indicated in increments of 5,000 ly. Moving outward from the Sun along the zero degree line are the “Near 3kpc Arm”, “Far 3 kpc Arm” and the “Sagittarius Arm”. Moving outward from the Sun along the 330O line (to the right of zero) are the “Norma Arm” and the “Scutum-Centaurus Arm”. Moving outward from the Sun along the 90O line are are the: “Orion Spur”, “Perseus Arm” and the “Outer Arm”.
Structure of the Milky Way Galaxy.
Illustration of Rift and Subduction Zones. The upper panel shows a rift zone beneath an ocean. At left is a vertical scale of 100 km, from the ocean surface down to the top of the mantle’s partially melted zone, which is labeled at the bottom of the diagram. At top center the mid-ocean rift zone is shown, with arrows pointing left and right indicating the direction of plate motion. Directly below the rift zone magma rises up to fill the spaces and cracks between the separating plates, creating mountains and volcanoes. At far right, the thickness of the crust is indicated, consisting of the basalt from the volcanoes and sediment from their erosion. The thickness of the lithosphere is also shown, from the ocean surface down to the top of the mantle’s partiallyh melted zone. Finally, at the left and right portions of the illustration the older rocks are labeled, with arrows pointing away from the rift zone. The further from the rift, the older the rocks. The lower panel shows a subduction zone beneath an ocean. At left is a vertical scale of 100 km, from the ocean surface down to the top of the mantle’s partially melted zone, which is labeled at the bottom of the diagram. At top center the oceanic trench is labeled. To the right of the trench ocean crust and sediments are indicated, with arrows pointing left showing the motion of the crust toward the trench. At the trench, the ocean crust is forced beneath the continental crust, which is labeled on the left of the diagram. The ocean crust moves down toward the partially melted zone. As it does so, the melting ocean crust becomes hot enough to rise up to the surface (to the left of the trench in this diagram) and create the volcanoes of an island chain. At far right the thickness of the lithosphere is shown, from the ocean surface down to the top of the mantle’s partially melted zone.
Two Aspects of Plate Tectonics.
A global color image of Pluto, showing a dark area in the lower left covered with impact craters, and a larger light area in the center and lower right that is flat.
Pluto Close Up.

Additional resources

Student and instructor resources

We’ve compiled additional resources for both students and instructors, including Getting Started Guides, PowerPoint slides, and an instructor answer guide. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.

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OpenStax partners with the Institute for the Study of Knowledge Management in Education (ISKME) to offer Community Hubs on OER Commons – a platform for instructors to share community-created resources that support OpenStax books, free of charge. Through our Community Hubs, instructors can upload their own materials or download resources to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant course content. We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an opportunity both to enrich your courses and to engage with other faculty.

To reach the Community Hubs, visit https://www.oercommons.org/hubs/OpenStax.

Partner resources

OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on OpenStax.org.

About the authors

Senior contributing authors

Andrew Fraknoi, Foothill College
Andrew Fraknoi is Chair of the Astronomy Department at Foothill College and served as the Executive Director of the Astronomical Society of the Pacific from 1978–1992. His work with the society included editing Mercury Magazine, Universe in the Classroom, and Astronomy Beat. He’s taught at San Francisco State University, Canada College, and the University of California Extension. He is editor/co-author of The Universe at Your Fingertips 2.0, a collection of teaching activities, and co-author of Solar Science, a book for middle-school teachers. He was co-author of a syndicated newspaper column on astronomy, and appears regularly on local and national radio. With Sidney Wolff, he was founder of Astronomy Education Review. He serves on the Board of Trustees of the SETI Institute and on the Lick Observatory Council. In addition, he has organized six national symposia on teaching introductory astronomy. He received the Klumpke-Roberts Prize of the ASP, the Gemant Award of the American Institute of Physics, and the Faraday Award of the NSTA.

David Morrison, National Aeronautics and Space Administration
David Morrison is a Senior Scientist at NASA Ames Research Center. He received his PhD in astronomy from Harvard, where he was one of Carl Sagan’s graduate students. He is a founder of the field of astrobiology and is known for research on small bodies in the solar system. He spent 17 years at University of Hawaii’s Institute for Astronomy and the Department of Physics and Astronomy. He was Director of the IRTF at Mauna Kea Observatory. Morrison has held senior NASA positions including Chief of the Ames Space Science Division and founding Director of the Lunar Science Institute. He’s been on science teams for the Voyager, Galileo, and Kepler missions. Morrison received NASA Outstanding Leadership Medals and the NASA Exceptional Achievement Medal. He was awarded the AAS Carl Sagan medal and the ASP Klumpke-Roberts prize. Committed to the struggle against pseudoscience, he serves as Contributing Editor of Skeptical Inquirer and on the Advisory Council of the National Center for Science Education.

Sidney C. Wolff, National Optical Astronomy Observatories (Emeritus)
After receiving her PhD from the UC Berkeley, Dr. Wolff was involved with the astronomical development of Mauna Kea. In 1984, she became the Director of Kitt Peak National Observatory, and was director of National Optical Astronomy Observatory. Most recently, she led the design and development of the 8.4-meter Large Synoptic Survey Telescope. Dr. Wolff has published over ninety refereed papers on star formation and stellar atmospheres. She has served as President of the AAS and the ASP. Her recently published book, The Boundless Universe: Astronomy in the New Age of Discovery, won the 2016 IPPY (Independent Publisher Book Awards) Silver Medal in Science.

All three senior contributing authors have received the Education Prize of the American Astronomical Society and have had an asteroid named after them by the International Astronomical Union. They have worked together on a series of astronomy textbooks over the past two decades.

Contributing authors

John Beck, Stanford University
Susan D. Benecchi, Planetary Science Institute
John Bochanski, Rider University
Howard Bond, Pennsylvania State University, Emeritus, Space Telescope Science Institute
Jennifer Carson, Occidental College
Bryan Dunne, University of Illinois at Urbana-Champaign
Martin Elvis, Harvard-Smithsonian Center for Astrophysics
Debra Fischer, Yale University
Heidi Hammel, Association of Universities for Research in Astronomy
Tori Hoehler, NASA Ames Research Center
Douglas Ingram, Texas Christian University
Steven Kawaler, Iowa State University
Lloyd Knox, University of California, Davis
Mark Krumholz, Australian National University
James Lowenthal, Smith College
Siobahn Morgan, University of Northern Iowa
Daniel Perley, California Institute of Technology
Claire Raftery, National Solar Observatory
Deborah Scherrer, retired, Stanford University
Phillip Scherrer, Stanford University
Sanjoy Som, Blue Marble Space Institute of Science, NASA Ames Research Center
Wes Tobin, Indiana University East
William H. Waller, retired, Tufts University, Rockport (MA) Public Schools
Todd Young, Wayne State College

Reviewers

Elisabeth R. Adams, Planetary Science Institute
Alfred N. Alaniz, San Antonio College
Charles Allison, Texas A&M University–Kingsville
Douglas Arion, Carthage College
Timothy Barker, Wheaton College
Marshall Bartlett, The Hockaday School
Charles Benesh, Wesleyan College
Gerald B. Cleaver, Baylor University
Kristi Concannon, King’s College
Anthony Crider, Elon University
Scott Engle, Villanova University
Matthew Fillingim, University of California, Berkeley
Robert Fisher, University of Massachusetts, Dartmouth
Carrie Fitzgerald, Montgomery College
Christopher Fuse, Rollins College
Shila Garg, Emeritus, The College of Wooster
Richard Gelderman, Western Kentucky University
Lee Hartman, University of Michigan
Beth Hufnagel, Anne Arundel Community College
Francine Jackson, Brown University
Joseph Jensen, Utah Valley University
John Kielkopf, University of Louisville
James C. Lombardi, Jr., Allegheny College
Amy Lovell, Agnes Scott College
Charles Niederriter, Gustavus Adolphus College
Richard Olenick, University of Dallas
Matthew Olmstead, King’s College
Zoran Pazameta, Eastern Connecticut State University
David Quesada, Saint Thomas University
Valerie A. Rapson, Dudley Observatory
Joseph Ribaudo, Utica College
Dean Richardson, Xavier University of Louisiana
Andrew Rivers, Northwestern University
Marc Sher, College of William & Mary
Christopher Sirola, University of Southern Mississippi
Ran Sivron, Baker University
J. Allyn Smith, Austin Peay State University
Jason Smolinski, Calvin College
Michele Thornley, Bucknell University
Richard Webb, Union College
Terry Willis, Chesapeake College
David Wood, San Antonio College
Jeremy Wood, Hazard Community and Technical College
Jared Workman, Colorado Mesa University
Kaisa E. Young, Nicholls State University