Contents include student-produced common home care aids, dental products, and caries risk assessment evidence and treatment recommendations. It is meant as a chairside guide to aid in patient education as well as clinical guidance for the dental hygiene clinician.

This presentation discuss how important physical activity and sleep in children is if you want to prevent obesity and cardiovascular disease. We will present the main cross sectional results from the OPUS School Meal Study. The focus will be on screen time for children, the amount of moderate-to-vigorous physical activity (MVPA), and sleep time. We will also touch upon differences in boys and girls as well as week and seasonal patterns.

This presentation introduces factors for maintaining a healthy lifestyle. In continuation of this, we will discuss the rationale for including measurements of activity and sleep in the OPUS School Meal Study. Furthermore, we will describe the methods used to quantify physical activity and sleep. Finally, we will highlight the important ongoing data analyses from the physical activity and sleep measurements.

In 2021, the Student Senate at Roger Williams University passed a resolution to initiate coursemarking in RogerCentral, the portal in which students search and register for classes. This resolution is licensed CC-BY, in hopes that other student governments can benefit from seeing model language.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

A 37 year old female from Brazil presented with paresthesia and cramping in the left calf. She also reported transient loss of strength in the left arm. Neurological examination revealed paresthesia on the entire left side of her body. No clinical abnormality was noted on physical examination, including breast and lymph node examination. During hospitalization, she presented sensorimotor seizure of the left arm and leg. Cerebral MRI showed a rolandic right lesion of postcentral gyrus with FLAIR hypersignal (Figure 1), heterogeneous enhancement and edema around the lesion (Figures 1 and 2). Laboratory tests, including blood cell count and CSF puncture, did not find any abnormality. Cerebral biopsy for diagnosis was performed.

Students work in pairs to pick black and white beads out of a bag to represent the percent of renewable and nonrenewable resources used in different countries, and then graph the information.

Welcome to our Introduction to Theater – Learning Resources Spring 2018 book. The purpose of this book is to provide open educational resources for those who study Theater. It’s being authored by many helpful Cleveland State University Theater students, as well as Lisa Bernd, PhD, and Heather Caprette, MFA. In the spirit of open, it’s our desire that any alterations of the assignments be shared openly with others, at no charge, but realize we can’t control for this and there’s not always an easy way for someone to share publicly. Many authors of OER generate resources to freely help students and teachers because they realize the challenges students are facing with affording an education and educational materials. We realize this challenge and it’s our desire that these resources be provided for free.

Short Description:
This was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.

Word Count: 5962

(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 was a collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.

Word Count: 12599

(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.)

A collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.

Welcome to Critical Theory! We know that this field probably seems daunting, but now that you’re here, we’re here to help you get more comfortable with concepts such as ideology, constructivism, and the uncanny, to name a few. This handbook is a student-built guide that explains and exemplifies different literary theories. Written in accessible language with modern-day examples, this handbook seeks to make literary theory more manageable.

This handbook is a blend between a traditional textbook and an experimental anthology. It includes a range of pieces that show students grappling with the concepts themselves. Moreover, it’s free and organized according to the theories presented in the syllabus.

This anthology is a collection of student writing from Lake Washington Institute of Technology. The class that these students wrote these essays in is unique, as are the students themselves. This class, English 093-099-101, is a multilevel English composition course that blends pre-college (093 and 099) with college writing (101). The purpose of this multilevel course is to enable students to complete more than one level of English coursework in the same quarter, thus saving them time and money and helping them to achieve their academic goals more quickly and easily. The students in this class are special, and not just because they are enrolled in different levels of English in the same classroom. They come from a wide variety of backgrounds and educational experiences. Many are currently in high school or trying to complete a high school equivalency. Others are international students. The majority are immigrants. A great many are first-generation college students. Some are in workforce retraining and find themselves in a classroom for the first time in decades. What they have in common is that almost all of them are new to the conventions of American academic essay writing.

This book shares student stories written in an accelerated English (ENGL 093/099/101) course within general education and the Integrated Basic Education Skills and Training (I-BEST) program.

The writings in this book were collected from students and their professors at Lansing Community College. The requirement was that the writings included needed to be something that had been submitted for a class at LCC and that it received a 3.0 or better. I wasn’t looking for perfect work. I was looking for good work. I hoped that the OER (Open Educational Resource) that resulted from this collection would help students and faculty learn about what teachers and students here were thinking and writing about. I hoped that student writers would feel some pride and satisfaction at seeing their work published and acknowledged as being good. I wasn’t worried about perfection, but I did ask instructors about what they would have recommended that students continue to work on to improve their writing, because especially student writing is a process. As I edited this work, I added a bit of punctuation and fixed some spelling, standardized fonts, and indicated paragraphs, but for the most part left the mechanics as they were. I wanted readers to be able to see the work that was submitted as it was submitted complete with mechanical flaws.Of course in writing classes we also work to polish format, but as one faculty member said to me, you have to have something to say!

The idea of perfection is worth consideration. Some of my colleagues seemed reluctant to encourage students to submit work because they seemed worried that the student work wouldn’t be good enough or would somehow reflect on them as instructors. But I know they give 3.0’s and 4.0’s and I know that students do work instructors judge as good enough. I especially liked hearing from the instructors who participated about what they valued; I think students and other instructors may also find that interesting. Over and over again I heard instructors value novelty, risk taking, and a clear writing voice.

I am grateful to the students who submitted their work and my colleagues who sat and talked with me about their students’ work. I am also grateful to the Lansing Community College Board of Trustees who agreed to fund this sabbatical project. The sabbatical I took during the Spring Semester of 2020 gave me time to reflect and celebrate the writing of students and think about and read more about publication of students’ writing. I am also grateful to Associate Professor of Integrated English Amy Larson—OER Project Manager and Professor of Economics James Luke who both consulted with me about creating this text to be housed at Open LCC. Thanks also to Lydia Warnke, one of the Department of Integrated English staff who helped me work on the formatting required by Open LCC. I would never have made the deadline without her help. Finally, thanks to Professor of Integrated English Jill Reglin who was my Sabbatical Committee Mentor; her encouragement was invaluable.

Because this is an OER perhaps a couple more examples were added during the summer of 2021. I hope other students will be inspired to add their pieces\ or at least develop more confidence about their writing in the future. To that end I have include the release form used for this project in the appendix. There is also a brief annotated bibliography discussing publishing student writing. Doing this research helped me see that there is a long history of discussion about publishing student writing and only beginning to be much current work on the topic. I hope to find more scholarly work being done about blogging, podcasts, and using modern media forms of publishing, but that is research for another day.