Knowledge Base

Resource Cards

The QUBES Resource System is a way to publicly share and interact with resources. Once shared, Group managers can display resource cards, a condensed and browsable view of resource records, within Group pages.

More information on posting Resources | More information on page editing

If your project has generated materials on QUBES, you may want to display them within your project's group space. To display condensed versions of resource records, you can use the publication macro. Please note, to edit pages and implement the macro, you must be a manager in your group.

First, navigate to the group where you would like resource cards to display. Click on the "Group Manager" button. This button is in different locations in Hub groups and Supergroups, as displayed below.

hub group with a group manager button and red arrow pointing to it 

super group with red arrow pointing to group manager button in upper right corner

Click "Manage Group Pages" in Hub groups and "Pages" in Supergroups to be taken to the page management area. This will look the same in both Hub groups and Supergroups. Then click the title of the page you would like to display resource cards in. Please note, if you create a new page to display only resource cards, the page id cannot be "resources." Using "resources" will send users to a different area of your group, likely resulting in an error. You can use "resource" instead. 

In the page editor, a macro is used to display cards. Macros are useful commands that fall in between html code and direct entry into the page editor. You can either click the "Add Macro" button to view the code for macros, or you can enter the code directly.

Displaying resource cards:

The most basic way to display a card is by id. The resource id is at the end of the url, for example in this url: https://qubeshub.org/qubesresources/publications/145/1 the resource id is 145. The last number in a url specifies the version.

Display resources by id:  

[[Publications(id=145;247;249)]]

2014 QUBES Minisymposium at the Seventh International Symposium on Biomathematics and Ecology: Education and Research

Drew LaMar, Carrie Diaz Eaton, Jeremy M Wojdak, DorothyBelle Poli, Bob Sheehy, Sam S Donovan, Kristin Jenkins, Tom Gower

Version: 1.0

Collection of presentations that were part of a minisymposium at the Seventh International Symposium on Biomathematics and Ecology: Education and Research in 2014.
QUBES, BEER, minisymposium
1.7K
282
0
0
01.2018

2015 Quantitative Biology Education Summit

Kristin Jenkins, Sam S Donovan, Tanya Dewey, Tom Gower, Drew LaMar

Version: 1.0

Abstract for a meeting, 2015 Quantitative Biology Education Summit.
meeting, QUBES, RCN, quantitative biology
1.5K
265
0
0
01.2018

QUBES: Building a community to promote undergraduate quantitative biology education

Sam S Donovan, Carrie Diaz Eaton, Kristin Jenkins, Drew LaMar, Jeremy M Wojdak, Gabriela Hamerlinck, Arietta Fleming-Davies, Hayley Orndorf

Version: 1.0

QUBES is designed to improve communication among educators, assist faculty in understanding and implementing novel content and teaching strategies in their classrooms, and create an academic reward system that emphasizes teaching as well as research.
QUBES
1.3K
405
0
0
08.2017

Resources can also be displayed by project or by group. To specify by group or project, use the id found in the url of the project or group. You can also specify sponsor ribbons, which style of card you would like, focus area tags, and the order in which cards appear. See code and examples below:

Limit the number of resources displayed:

[[Publications(project=myproject, limit=5)]]

Display resources using list view

[[Publications(id=518, view=list)]]

List view:

Faculty professional development in quantitative biology promotes scholarly teaching

Gabriela Hamerlinck, Kevin Kidder, Sondra Marie LoRe, Pam Bishop, Kristin Jenkins, Sam S Donovan

Version: 1.0

Poster presented at NABT 2017 in St. Louis, Missouri
Published on 05.2018
2.1K Views
289 Downloads
0 Adaptations
professional development, NABT, Resources @ QUBES - Teaching & Reference

Display resources in the legacy style:

[[Publications(id=518, style=legacy)]]

Legacy style:

Add a sponsor logo:

[[Publications(id=518, sponsor=teamqubes)]]

Displays a sponsor logo with each resource, linking to Group "mygroup" (multiple sponsors are allowed if separated by a semicolon). 

Faculty professional development in quantitative biology promotes scholarly teaching

Gabriela Hamerlinck, Kevin Kidder, Sondra Marie LoRe, Pam Bishop, Kristin Jenkins, Sam S Donovan

Version: 1.0

Poster presented at NABT 2017 in St. Louis, Missouri
professional development, NABT, Resources @ QUBES - Teaching & Reference
2.1K
289
0
0
05.2018

Pull from varied sources:

[[Publications(group=mygroup1;mygroup2, project=myproject, id=2;6;8)]]

Display by tag:

[[Publications(pubtype=qubesresource, tag=ecology;genetics)]]
Are plants of genotype T/T tall? Are those of genotype t/t short? Let's find out in this short activity entirely based on a segment of: Smith's (2014) "It’s Not Your Grandmother’s Genetics Anymore!"
genetics, introductory biology, clickers, environment, plants, in-class activity, genotype, phenotype, Mendel
80
22
0
0
04.2024

RIOS Working Group - Debunking the Myth that Race is Biological

Melanie Lenahan, Karen Gaffney, Jalissa Mitchell, Caitlin Schneider, Sydney Lehrer

Version: 1.0

This RIOS Working Group grant funding compensated Raritan Valley Community College (RVCC) students for creating curricular materials that could be used to debunk the myth that race is biological. Not only does this myth persist, but belief in it is rising. This is a serious problem for two reasons. First, this belief is false; second, it is dangerous, with harmful and even fatal consequences. This myth has served as a rationale and justification for white supremacy, colonialism, genocide, slavery, eugenics, and more. Institutions of higher education have an opportunity to take a more active role in debunking the myth that race is biological through teaching.
genetics, biology teaching, race, Open Pedagogy, antiracism, rios funded, RIOS Working Group
312
134
0
0
03.2024
Our interdisciplinary pedagogical case study explores the differences between rural and urban coyotes at the levels of organismal and community ecology. The focus is on how coyotes’ gut microbiomes could affect their behavior via changes in the immune, endocrine, and nervous systems. The health and fitness of rural and urban coyote populations vary dramatically. Urban coyote health is poor as a result of their consumption of carbohydrate-rich anthropogenic food, compared to the natural protein-rich diet found in natural food sources. This case explores how altered microbiomes resulting from differences in diet can influence behavioral changes through the gut-brain axis, involving multiple physiological systems. The case showcases the interdisciplinary nature of science by having students explore the connection between macro- (whole organisms and communities of organisms) and micro-level (cellular and molecular interactions within an organism) systems. The case study is designed for introductory biology undergraduate students but can be adapted for more advanced and subdiscipline-focused courses within the life sciences. CourseSource DOI: https://doi.org/10.24918/cs.2024.3
Vision and Change, ecology, introductory biology, Immunology, microbiology, diet, animal behavior, microbiome, core concepts, coyotes, Brain, gut-brain axis, ImmunoReach, cytokine, dysbiosis
137
25
0
0
02.2024

Sorting

Display publications in mygroup from oldest to newest (rather than default newest to oldest):

[[Publications(group=mygroup, sortby=date, sortdir=asc)]]

Override the default sort by publish date and display publications in order given by id:

[[Publications(id=2;1;3, sortby=id, sortdir=none)]]

 

DataNuggets Resources

Drew LaMar

Version: 1.0

DataNuggets Resources
DataNuggets
2.0K
259
0
0
02.2016

 

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