Inchworms are so simple in their movement which makes it a fun challenge to build and animate their movement. The inchworm shifts its weight during its "pinching/folding" to push the front and pull the back.

SKILLS + GOALS
Construction
-Build the project following assembly instructions
Carpentry
-Basic carpentry principals and hardware
Animation
-Learn how to animate a single cycle of movement to create continuous movement.
& More!

** Kits are available for purchase at makestuffmove.com **

How to use the features of our SOCK IO + Animate shield combo.

Welcome to Make Stuff Move! The following diagram will get things moving quickly.

Transformations and Interventions in Technocultures

Short Description:
Exploring the pathways offered by the intersection of the digital and the humanities, Making Sense of Digital Humanities seeks to support students and faculty engaging with the complex ways digital humanities enhances our understanding of modern society.

Long Description:
Taking up the challenge of navigating the complex world of digital humanities, Making Sense of Digital Humanities offers readers an exploration of the many ways scholars have employed the diverse toolkit of digital humanities to create a better understanding of the synergies and disruptions created by technological change. Rooted in a concern for the daunting tasks associated with teaching and learning about the digital humanities, this volume hopes to provide easy entry into a complex topic while highlighting how an understanding of digital humanities can transform our thinking about technology in the modern world.

Word Count: 67845

ISBN: 978-1-62610-121-0

(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.)

Word Count: 27961

(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 book will help you to understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.

The primary goal of this book is to help you learn to think like a mathematician in some very specific ways. You will:

• Make sense of problems and persevere in solving them. You will develop and demonstrate this skill by working on difficult problems, making incremental progress, and revising solutions to problems as you learn more.

• Reason abstractly and quantitatively. You will demonstrate this skill by learning to represent situations using mathematical notation (abstraction) as well as creating and testing examples (making situations more concrete).

• Construct viable arguments and critique the reasoning of others. You will be expected to create both written and verbal explanations for your solutions to problems. The most important questions in this class are “Why?” and “How do you know you're right?” Practice asking these questions of yourself, of your professor, and of your fellow students.

Throughout the book, you will learn how to learn mathematics on you own by reading, working on problems, and making sense of new ideas on your own and in collaboration with other students in the class.

This open textbooks covers theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaChildren are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?NewParaThis book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

Long Description:
Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?

This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

Word Count: 75231

ISBN: 9781942341208

(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:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaBonczek Evory approaches the act of writing poetry from a practitioner’s perspective and as an act of play. The text provides strategies and detailed practices that nurture and maintain creative states necessary for all stages of writing.

Long Description:
Bonczek Evory approaches the act of writing poetry from a practitioner’s perspective and as an act of play. The text provides strategies and detailed practices that nurture and maintain creative states necessary for all stages of writing.

Word Count: 58614

ISBN: 978-1-942341-49-9

(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.)

Student Success and First Year Experience are learning community courses at UTA that teach new students academic success skills to aid their transition to college. The goal of the courses is to help students identify their individual needs, determine what resources are appropriate, recognize the faculty role in their development, and formulate a plan for an actively engaged and enriched experience from campus to career. The courses will be taught by Peer Academic Leaders (PALs) and faculty, staff and/or graduate students to provide guidance, raise awareness and understanding of students' majors and help support collaborative and co-curricular opportunities available within the School/College. This open educational resource is the required textbook for both courses.

We intend this book to act as a guide writ large for would-be champions of OER, that anyone called to action by the example set by our chapter authors might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.

If you have an interest in openness, open education, research skills or want to find out more about the impact of Open EducationalResources (OER), then this resource is for you. You could be:

Using an OER with students and interested in assessing its impact
Facilitating sessions on open practice with students or colleagues and looking for inspiration
Working on a research project and wanting to find out more about incorporating open research techniques into your own practice
Curious about the benefits and challenges of open research
Looking to use open tools in your research
Wanting increased impact for your research
Interested in open research on OER
This resource will help you explore what open research is, how you can ethically and openly share your findings so others can reuse or developyour work, and the role of reflection and open dissemination. Whilstmany challenges and issues apply to all aspects of research (forexample choosing an appropriate methodology), open research bringsa range of different opportunities and challenges; it's these that weare specifically interested in exploring. What can openness add to theresearch process?

Word Count: 71531

ISBN: 978-0-6487698-0-4

(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.)

Each unit begins with a chapter of fiction about a teacher and students in one ESL class. Reading comprehension and reading skills exercises follow. Prefix and suffix vocabulary-focus exercises are included. Academic Word List vocabulary exercises help students build a strong foundation in both receptive and productive knowledge. The following chapters in each unit expand on unit themes through non-fiction articles focusing on academic preparation, international experiences, and cultural adjustment. Vocabulary is repeated and comprehension and reading skills are further practiced.

Students apply several methods developed to identify and interpret patterns to the identification of fingerprints. They look at their classmates' fingerprints, snowflakes, and "spectral fingerprints" of elements. They learn to identify each image as unique, yet part of a group containing recognizable similarities.

Government agencies frequently contract with nonprofit or for-profit organizations to provide services to improve the well-being of their clients―for example, by reducing recidivism, homelessness, or drug use. Governments have traditionally paid service providers on the basis of the number of clients they treat.
The past decade has seen a number of Pay for Success (PFS) or results-based finance (RBF) programs, in which service providers are paid for their outcomes or results. For example, whereas a government agency contracting with a service provider to reduce recidivism among young men released from prison would traditionally have paid the service provider for the hours spent counseling a client, a PFS contract pays the organization for success in reducing the clients’ rate of recidivism from some baseline.
This handbook is written for government officials considering the adoption of Pay For Success (PFS) programs and for students in public policy and business schools interested in studying outcomes-oriented government contracts for services. Part One introduces concepts necessary to develop and operate a service delivery program and then surveys some of the issues specific to PFS. Part Two presents two detailed case studies and a number of shorter descriptions of PFS programs. Part Three focuses on the components of PFS programs; it also discusses barriers to their development and ways of overcoming them.

The contents of this book were developed under an Open Textbooks Pilot grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Aperçu : Bienvenue dans les leçons de codage Make Stuff Move. Cette première leçon va vous montrer comment définir la couleur et la luminosité du pixel et l'allumer sur notre bouclier d'animation Make Stuff Move.

Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology.
This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.

Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.