Welcome to the volleyball activity content. As you work through the content, keep in mind there will be a quiz at the end to assess your knowledge.

The comprehensive e-book "Volunteers4Europe" is the result of the European project of the same name, which was carried out from 2018 to 2020. The project, co-financed by the European funding programme Erasmus Plus, focused on the documentation of interesting volunteer activities in the participating partner countries. The project teams from Germany, Estonia, France, Italy and Sweden produced many photo reportages of volunteer activities, which are now all available in this e-book. On more than 600 pages, the multifaceted nature of volunteering in Europe becomes visible. There are examples from civil protection, nature conservation, environmental protection, nature conservation and animal welfare. In addition, many volunteer activities in social areas are presented, for example in senior citizens' work, for people with disabilities, with a migration background or with other disadvantages.
All age groups can volunteer in the most diverse areas. The project teams hope that with this e-book they will not only make visible and acknowledge the enormous achievements of many volunteers, but also that many readers will find inspiration for their own voluntary commitment.

Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration. The chapters in this collection describe and reflect on collaborative partnerships among middle schools, high schools, colleges, and universities that are designed to prepare students for the kinds of work and civic engagement required to succeed in and contribute to society. The WAC partnerships celebrated in this collection include frameworks to build connectivity between institutions while addressing Common Core State Standards, academic and non-academic collaborations around science education, WAC partnerships in Argentina and Germany, and both long- and short-term collaborations.

In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.

With the easy-to-use, yet powerful web design platforms available today (e.g., Wix, Google Sites, Weebly, Wordpress), anyone can create a website. However, that doesn't mean that every website will be valuable to readers. Nor does it mean that simply creating a website will enrich your students' learning. Websites need to be accessible, well-designed, easy-to-navigate, and easy-to-scan, otherwise, viewers will leave quickly and unhappy.

If you want to create an educational website that enriches student learning or presents information to students' family members or amplifies your digital reputation, then make sure to explore each of the five chapters in this book. This book offers a selection of tips, examples, and resources to ease your web design experience and improve your results.

1st Edition

Word Count: 29491

ISBN: 978-0-6487698-1-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This text endeavours to focus on wellbeing promotion in educational contexts as schools and other educational contexts play a pivotal role in teaching students about nonviolence, promoting understanding of diversity, endowing people with a shared purpose and meaning and the skills and behaviours to create a more inclusive, healthy, and positive future.

Word Count: 37065

ISBN: 978-0-6456796-4-9

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

For writing center and writing program scholars, administrators, and practitioners hungry for changing how we labor and how we teach writing, this book details several interventions, pedagogies, and programmatic approaches that place wellness, vulnerability, and anti-racist community care at the forefront of our work. For practitioners outside of the United States, I hope that this book generates meaningful conversations about wellness challenges and care opportunities and leads to interventions that are culturally-specific and site-specific. Of course, as I have detailed in my other work on wellness and labor, the pandemic has given new urgency to these conversations and has upped their stakes. This book, then, is an artifact of a pre-pandemic world. While subsequent revisions have woven in pandemic-specific reflections and information, we are still sorting through the wreckage of a harrowing year. In years to come, I hope that we will look back on this period of uncertainty and fear, and process how the pandemic reshaped us: our work, our tutoring and teaching practices, our attitudes about our institutions, our profession, our programmatic goals. I also hope we examine what the pandemic failed to reshape and the many aspects of the academy that the pandemic adversely shaped.

Short Description:
In the spring semester of 2020, undergraduate students in a basic level Cognitive Psychology course not only learned about the basics of cognition, but they additionally learned how to wisely apply those basics. Learning what matters, matters, after all. In this edited volume, each chapter reflects the culmination of their semester-long group projects. Each chapter includes relevant "cognition basics," an explanation of the "Wise Intervention" framework, and an application suggestion to the specific context selected by each group. Topic applications are as diverse as were the collective student interests and are relevant to students, teachers, coaches, parents, and more.

Word Count: 54250

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This text gives an overview of development, beginning in the mother’s womb through about the age of eight. It starts with a look at perspectives of early childhood, including how children have been viewed historically as well as cross-culturally. Following this chapter, there is a complete overview of the important theorists that have helped to deepen and bring clarity to how children develop. These theories include psychodynamic, behavioral, social cognitive theory, cognitive theory, humanistic, multiple intelligence, growth mindset, and Bloom’s taxonomy. Understanding the implications of each theory is important foundational knowledge for the study of development.

Chapters Three and Four give an overview of the domains of development, followed by an overview of the developing brain. Chapter Five takes a look at the prenatal period, including the birth and postpartum process. Chapter Six describes development in infancy, and Chapter Seven describes the toddler years, including safety considerations that are critical for this period. Chapter Eight looks at the preschool years, including the role of peers, play, and television (and other electronics) in development. Chapter Nine concludes the text with a brief look at the start of what is known as the school-age years, universally recognized as between the ages of five and eight.

Why Do I Have to Take This Course? A Guide to General Education helps students think about why they take General Education courses and what significance they have, individually and as a program as a whole. It allows students the time to contemplate connections, the potential reasons for developing certain learning outcomes and skills, and the applications to other courses as well as their professional and personal lives. General education is viewed through the lens of what John Lewis called "good, necessary trouble," expanding on how the liberal arts and sciences contribute to understanding and creating change in the world. Sections include stories, research, testimonies and reflections about student success, links to further readings, and activities.

This textbook focuses on play and learning through Fleer's Conceptual PlayWorld. This evidence informed model helps teachers to plan innovative practices relevant for a range of discipline concepts. The teachers and children after reading/hearing a children’s book or nursery rhyme or fairytale jump into the story as characters from the book/story, go on adventures, meet challenges that they solve and return to the real world enriched, and excited to go back in for another adventure (potentially bringing with them things they have learned to enrich their play).

This Womanist Praxis Academy is an expansion of WWC's Resource Corner GoogleDrive folder and our community education workshop materials. We invite others to contribute to this growing curriculum so information is accessible to all those who need it.

Short Description:
The word workaround has entered general English usage to refer to a makeshift method of overcoming or bypassing a problem, an example being the events that took place after an explosion on the Apollo 13 spacecraft in 1970. Until recently, the concept was limited primarily to technical contexts. This book explores the origins of workarounds, the challenges of identifying and managing them, and the potential benefits and risks involved. It discusses the use of workarounds in different settings and also takes a look at future challenges.

Word Count: 47179

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Establish, run, and sustain an open working group

Short Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. This resource contains three sections to help users establish, run, and sustain a working group.

Long Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. The process of creating this resource involved gathering examples from post-secondary institutions, curating other available resources, and condensing them into a short, usable resource. This resource contains three sections to help users establish, run, and sustain a working group.

Word Count: 22089

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Establish, run, and sustain an open working group

Short Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. This resource contains three sections to help users establish, run, and sustain a working group.

Long Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. The process of creating this resource involved gathering examples from post-secondary institutions, curating other available resources, and condensing them into a short, usable resource. This resource contains three sections to help users establish, run, and sustain a working group.

Word Count: 22686

ISBN: 978-1-77420-038-4

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels?

The Reading/Writing Connection in Libraries

Short Description:
Writing Boxes: The Reading/Writing Connection in Libraries is a guidebook and source of programming inspiration for all librarians working with early to young adult readers. Librarians will find thematic, easy to implement, hour-long writing workshops that require only paper, markers, and excited young writers. Writing Boxes further explores the essential connection between reading and writing by pairing each workshop with mentor texts to model writing, providing librarians with exemplary books to spark writing responses across genres, formats, and curricula. For a digital PDF, download here

Word Count: 36531

ISBN: 978-1-946135-55-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This English Composition textbook is adapted from Writing for Success with additional scaffolding and context for ESL students. Level: TLEE, 1 below TLEE; Skills: writing, reading, student success

A Guide for Multilingual Students

Word Count: 17214

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)