...for the Master of Science in Education Degree Department of Workforce Education and Development In the Graduate School Southern Illinois University – Carbondale December 1, 2011 TABLE OF CONTENTS Chapter Page I. INTRODUCTION ……………………………………………….…………..1 Background……………………………………………………………….1 Statement of the Problem………………………………………………….6 Research Questions………………………………………………………..7 Significance of the Problem……………………………………………….7 II. REVIEW OF RELATED LITERATURE………………………………..…..9 Demographics…………………………………………………………….10 Best Practices……………………………………………………………..16 Student Characteristics…………………………………………………...24 III. CONCLUSIONS AND RECOMMENDATIONS…………………….…….32 Summary …...…………………………………………………………….32 Findings .………..……………………………………………………….. 33 Recommendations………………………………………………………...38 REFERENCES………………………………………………………….. 41 VITA………………………………..……………………………………52 AN ABSTRACT OF THE R ESEARCH PAPER OF Lora Hines, for the Master of Science degree in Workforce Education and Development, presented on December 1, 2011, at Southern Illinois University at Carbondale. TITLE: WHAT INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE MAJOR PROFESSOR: Glen Blackstone Online education programs have grown tremendously in the past 10 years. From 1991 to 2006, online enrollments have grown from virtually 0 to over 2.35 million students. Over 3.5...
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...staff a package to support the mission. Currently, The Tongue and Quill is widely used by Air Force military and civilian members, professional military school educators and students, and civilian corporations around the United States. As United States Air Force employees, it is important we communicate clearly and effectively to carry out our mission. This handbook together with AFMAN 33-326, Preparing Official Communications, will provide the necessary information to ensure clear communications— written or spoken. The use of the name or mark of any specific manufacturer, commercial product, commodity, or service in this publication does not imply endorsement by the Air Force To all you enthusiastic users worldwide, keep up the good fight! SUMMARY OF REVISIONS This revision improved organization; rearranged layout; updated quotes, art and word lists; and added material on preparing to write and speak, writing with focus, communicating to persuade, research, meetings, briefings and listening; updated information on electronic communication and e-mail, and added information on Air Force writing products such as awards, decorations and performance reports. Supersedes AFH 33-337, 30 June 1997. OPR: ACSC/DEOP (Mrs. Sharon McBride) Certified by: ACSC/DEO (Lt Col Bart Kessler) Pages: 378 /Distribution F Acknowledgements The Tongue and Quill has been a valued Air Force...
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...Salvatore fdedi.tex V2 - 11/10/2012 9:37 A.M. Page iv International Economics Eleventh Edition Dominick Salvatore Fordham University VICE PRESIDENT & EXECUTIVE PUBLISHER EXECUTIVE EDITOR OPERATIONS MANAGER CONTENT EDITOR SENIOR EDITORIAL ASSISTANT CONTENT MANAGER SENIOR PRODUCTION EDITOR ASSOCIATE DIRECTOR OF MARKETING MARKETING MANAGER LEAD PRODUCT DESIGNER SENIOR MEDIA SPECIALIST DESIGN DIRECTOR SENIOR DESIGNER COVER PHOTO CREDIT George Hoffman Joel Hollenbeck Yana Mermel Jennifer Manias Erica Horowitz Lucille Buonocore Sujin Hong Amy Scholz Jesse Cruz Allison Morris Elena Santa Maria Harry Nolan Madelyn Lesure ©lightkey/iStockphoto This book was set in 10/12 Times Roman by Laserwords and printed and bound by R. R. Donnelley-JC. The cover was printed by R. R. Donnelley-JC. Copyright © 2013, 2010, 2007, 2004 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Very Short Introductions are for anyone wanting a stimulating and accessible way in to a new subject. They are written by experts, and have been published in 15 languages worldwide. Very Short Introductions available from Oxford Paperbacks: ANCIENT PHILOSOPHY Julia Annas THE ANGLO-SAXON AGE John Blair ARCHAEOLOGY Paul Bahn ARISTOTLE Jonathan Barnes Augustine Henry Chadwick THE BIBLE John Riches Buddha Michael Carrithers BUDDHISM Damien Keown CLASSICS Mary Beard and John Henderson Continental Philosophy Simon Critchley Darwin Jonathan Howard DESCARTES Tom Sorell EIGHTEENTH-CENTURY BRITAIN Paul Langford The European Union John Pinder Freud Anthony Storr Galileo Stillman Drake Gandhi Bhikhu Parekh HEIDEGGER Michael Inwood HINDUISM Kim Knott HISTORY John H. Arnold HUME A. J...
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...Literary Theory: A Very Short Introduction ‘Jonathan Culler has always been about the best person around at explaining literary theory without oversimplifying it or treating it with polemical bias. Literary Theory: A Very Short Introduction is an exemplary work in this genre.’ J. Hillis Miller, University of California, Irvine ‘An impressive and engaging feat of condensation . . . the avoidance of the usual plod through schools and approaches allows the reader to get straight to the heart of the crucial issue for many students, which is: why are they studying literary theory in the first place? . . . an engaging and lively book.’ Patricia Waugh, University of Durham Jonathan Culler LITERARY THEORY A Very Short Introduction 1 Great Clarendon Street, Oxford o x2 6 d p Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Athens Auckland Bangkok Bogotá Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Paris São Paulo Shanghai Singapore Taipei Tokyo Toronto Warsaw with associated companies in Berlin Ibadan Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Jonathan Culler 1997 The moral rights...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...OVERVIEW OF FEDERAL TAX PROVISIONS AND ANALYSIS OF SELECTED ISSUES RELATING TO NATIVE AMERICAN TRIBES AND THEIR MEMBERS Scheduled for a Public Hearing Before the SENATE COMMITTEE ON FINANCE on May 15, 2012 Prepared by the Staff of the JOINT COMMITTEE ON TAXATION May 14, 2012 JCX-40-12 CONTENTS Page INTRODUCTION AND SUMMARY I. 1 GENERAL RULES REGARDING THE TAXATION OF INDIAN TRIBES AND TRIBAL MEMBERS AND THE TAXING POWERS OF INDIAN TRIBES ................. 3 A. Income Taxation of Indian Tribes and Wholly Owned Tribal Corporations................ 3 1. Federal income taxation of Indian tribes and wholly owned tribal corporations ... 3 2. State taxation of Indian tribes ................................................................................. 4 B. Tax Treatment of Enrolled Members of Indian Tribes ................................................. 7 1. Federal tax............................................................................................................... 7 2. State tax................................................................................................................... 7 C. Taxing Powers of Indian Tribes .................................................................................... 9 D. Alaska Native Settlement Trusts................................................................................. 10 II. SELECTED FEDERAL TAX RULES AND ISSUES RELATING TO INDIAN TRIBES AND THEIR MEMBERS ............
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...1 EDUCATIONAL RESEARCH Unit Structure 1.0 Objectives 1.1 Introduction 1.2 Sources Acquiring Knowledge 1.3 Meaning, Steps and Scope of Educational Research 1.4 Scientific Method, aims and characteristics of research as a scientific activity 1.5 Ethical considerations in Educational Research 1.6 Paradigms of Educational research 1.7 Types of Research 1.7.a Fundamental 1.7.b Applied Research 1.7.c. Action Research 1.0 OBJECTIVES : After reading this unit, you will be able to: 1 To explain the concept of Educational Research 2 To describe the scope of Educational Research 3 To state the purpose of Educational Research 4 To explain what is scientific enquiry. 5 To explain importance of theory development. 6 To explain relationship among science, education and educational research. 7 To Identity fundamental research 8 To Identity applied research 9 To Identify action research 10 To Differentiate between fundamental, applied, and action research 11 To Identify different paradigms of research 2 1.1 INTRODUCTION : Research purifies human life. It improves its quality. It is search for knowledge. If shows how to Solve any problem scientifically. It is a careful enquiry through search for any kind of Knowledge. It is a journey from known to unknown. It is a systematic effort to gain new knowledge in any kind of discipline. When it Seeks a solution of any educational problem it leads to educational...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...TOPIC 1: THE AMERINDIANS Week 1: THE ARAWAKS (Theme One) PAPER: CORE CONTENT----BAHAMIAN-WEST INDIAN HISTORY References: Bahamian History Bk.I by Bain, G. Macmillan,1983 2.Caribbean story Bk. I and II By Claypole, W Longman (new edition) 1987 3. Development to Decolonization by Greenwood R, Macmillan, 1987 4.Caribbean people Bk.I by Lennox Honeychurch. Nelson, 1979 The Migration of the Indians to the New World. It is believed that the people who Columbus saw when he came to the New World were nomadic hunters from central and East Asia who followed the buffalo and deer. When the herds moved, people moved after them because they were dependent on the animals for food. It is therefore suspected that the herds led the people out of Asia by the north-east, across the Bering Strait and into North America. They crossed the sea by an ice –bridge when it was frozen over during the last Ice-Age. They did not know that they were crossing water from one continent to another. Map 1 Amerindians migration from central Asia into North America. The Amerindians settled throughout North America and were the ancestors of the many Red Indian tribes we know today, as well as the Eskimos in the far north. In general, they were nomadic but some followed settled agricultural pursuits and developed civilizations of their own like the Mayas in South America (check internet reference for profile on this group, focus on...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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