...JAN-14 JAN-15 JAN-16 JAN-17 Tue Wed Thu Fri Try to make the appointment with the library Post on the DT Post the response Pose the second response Via phone Internet Internet Internet 2 0.25 0.25 1 0.25 0.25 Set up the appointment Post my own thought about the course and introduction Response my colleges Response my colleges E-campus E-campus E-campus E-campus Discussion Discussion Discussion JAN-18 Sat Read How Full is Your Bucket BOOK 4 5 Reading Reading , and send an email to My instructor Email JAN-19 JAN-20 Sun Mon Day off school Post on the DT Internet 2 2 Discussion Post my own thought about the course and introduction E-campus 2 JAN-21 JAN-22 JAN-23 Tue Wed Thu Post the response Post the response Reading about Bloom`s Taxonomy Internet Internet Online 0.25 0.25 3 0.25 0.25 4 Discussion Discussion Research paper Response my colleges Response my colleges Searching online about taxonomy and getting references from the library to write the paper E-campus E-campus Online JAN-24 JAN-25 JAN-26 JAN-27 JAN-28 JAN-29 JAN-30 JAN-31 Feb-1 Feb-2 Feb-3 Feb-4 Feb-5 Feb-6 Feb-7 Feb-8 Feb-9 Feb-10 Feb-11 Feb-12 Feb-13 Feb-14 Feb-15 Feb-16 Feb-17 Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon More Reading about Bloom`s Taxonomy More Reading about Bloom`s Taxonomy Research paper Talk to my instructor on the phone Post on the...
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...State University Library Abraka, Nigeria Introduction Reading is an attempt to absorb the thought of the author and know what the author is conveying (Leedy 1956). Studying is the interpretation of reading materials. Study habits and skills are particularly important for postgraduate students, whose needs include time management, notetaking, Internet skill, the elimination of distractions, and assigning a high priority to study. Fielden (2004) states that good study habits help the student in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji (2002) states that study habits are learning tendencies that enable students work privately. Azikiwe (1998) describes study habits as the way and manner a student plans his or her private reading outside lecture hours in order to master a particular subject or topic. Study habits help students master their areas of specialization. The objective of this study is to examine the study habits of postgraduate students in selected Nigerian universities, looking at duration, place of study, materials used for study, and their main motivators. This study will help to establish whether postgraduates are on par with their peers in other countries in the acquisition of intellectual skills. Literature Review Study habits may be taken for granted, particularly in developing countries. In Africa, there is widespread reading in all scholarly fields, but less is being achieved in writing...
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...|[pic] |Course Syllabus | | |Axia College/College of Humanities | | |HUM/176 Version 3 | | |Media and American Culture | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The course provides an introduction to the most prominent forms of media that influence and impact social, business, political, and popular culture in contemporary America. It explores the unique aspects of each medium as well as interactions across various media that combine to create rich environments for information sharing, entertainment, business, and social interaction in the U.S. and around the world. Policies Students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the...
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...Problems: Chapters 1, 2, and 4 Details: Using the Module 1 readings, course website links, the GCU Library, the Internet, and/or other sources of literature as needed, complete the following problems: Chapter 1 – Online Research: Common Law Chapter 2 – Problems and Problem Cases: Problem 6 Chapter 4 – Problems and Problem Cases: Problems 4 and 7 Responses should not typically exceed 200 words for each problem and should contain citations from relevant sources if applicable. Complete the problems for each chapter first by stating the question(s) you are addressing, then by stating your responses. All problems and answers should be turned in on the same page/document. Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required. BUS 340 Module 2 Assignment Problems: Chapters 5 and 6 Details: Using the Module 2 readings, course website links, the GCU Library, the Internet, and/or other sources of literature as needed, complete the following problems: Chapter 5 – Problems and Problem Cases: Problem 13 Chapter 6 – Problems and Problem Cases: Problem 11 Responses should not typically exceed 200 words for each problem and should contain citations from relevant sources if applicable. Complete the problems for each chapter first by stating the question(s) you are addressing, then by stating your responses. All problems and answers should be turned in on the same page/document...
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...Problems: Chapters 1, 2, and 4 Details: Using the Module 1 readings, course website links, the GCU Library, the Internet, and/or other sources of literature as needed, complete the following problems: Chapter 1 – Online Research: Common Law Chapter 2 – Problems and Problem Cases: Problem 6 Chapter 4 – Problems and Problem Cases: Problems 4 and 7 Responses should not typically exceed 200 words for each problem and should contain citations from relevant sources if applicable. Complete the problems for each chapter first by stating the question(s) you are addressing, then by stating your responses. All problems and answers should be turned in on the same page/document. Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required. BUS 340 Module 2 Assignment Problems: Chapters 5 and 6 Details: Using the Module 2 readings, course website links, the GCU Library, the Internet, and/or other sources of literature as needed, complete the following problems: Chapter 5 – Problems and Problem Cases: Problem 13 Chapter 6 – Problems and Problem Cases: Problem 11 Responses should not typically exceed 200 words for each problem and should contain citations from relevant sources if applicable. Complete the problems for each chapter first by stating the question(s) you are addressing, then by stating your responses. All problems and answers should be turned in on the same page/document...
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...|[pic] |Syllabus | | |School of Business | | |MGT/431 | | |Human Resource Management | Course Description This course focuses on the strategic role of human resource management, personnel planning and job analysis, personnel selection, performance appraisal, compensation, training, and development from the vantage point of the manager. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly...
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...Making Us Stupid?” summary and response Summary: In the article of “Is Google Making Us Stupid?”, Nicholas Carr argues that the Internet is changing the way our mind works and has some negative effects on our lives. In the article of “Is Google Making Us Stupid?”, Nicholas Carr argues that the Internet is changing the way our mind works and has some negative effects on our lives. The article begins with that the Internet is the excellent resource where we can find whatever we want for everything, and we are becoming more and more dependent on it in the field of writing, reading and so on. Afterwards, Carr claims that it has a large distraction on our mind, and we even cannot concentrate on a long reading material. As he said, technology is becoming more important than people. In the end, he also tells us that Google is trying to invent an artificial brain to replace our "slow" brains that we already have. In the article of “Is Google Making Us Stupid?”, Nicholas Carr argues that the Internet is changing the way our mind works and has some negative effects on our lives. He views the idea that the Internet is an obstacle for individuals to think deeply, and it is rebuilding our mind and memory. As Carr said, nowadays, it is so difficult for him to focus on a long paper; instead, he always spends a lot of time on the Internet. In the past, the writers like him should stay in the library to study for several days, but now, because of the Internet, it just takes them a couple...
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...Flavia Tamayo English 101 January 23rd 2016 The Internet is Not Dumbing Us Down Nicholas Carr, the technology writer laments the rise of the internet in our lives in his article, “Is Google Making Us Stupid?” published in 2008. Carr compares reading on the internet with the printed version and comes into the conclusion that reading through the internet is basically the shallower form of reading. Starting his article describing his problems by describing new technologies to be “chipping away my capacity for concentration and contemplacing”.(Carr 236) Because of the internet, he is unable to keep his focus on reading any books or long articles. Therefore, affirming that the long term use of the internet is harmful for concentration and contemplation, consequently affecting people to become dumber and digitals fools. Fortunately, that is not true. Internet is not making people dumb, it has rather changed the object of focus. Knowledge now is moving from one room to the hyperlink medium, from content to connections and from libraries to network. In other words, it is not wrong to say that we are in fact truly getting smarter with the increadible amount of informations available in the internet. Nicholas Carr says that from the past few years, he has been feeling an uncomfortable sense that his way of thinking when reading has changed with the excess use of the internet, claiming: “My mind now expects to take in information the ...
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...|[pic] |Syllabus | | |College of Social Sciences | | |PSY/315 Version 2 | | |Statistical Reasoning in Psychology | Copyright © 2010, 2009, 2006 by University of Phoenix. All rights reserved. Course Description This is an introductory course in applied statistics, with particular emphasis in psychology. Both descriptive and inferential statistics are included. In addition, this course provides the basic statistical background and understanding needed. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...Syllabus School of Business ACC/340 Version 4 Accounting Information Systems I ACC/340 Schedule 10/10/2013 – 11/07/2013 Campus: Puerto Rico Campus Group ID: BA0913RE 3 Credits 36 Hours Copyright © 2009, 2007, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course is designed to provide accounting students with the proper mix of technical information and real-world applications. Areas of study include fundamental concepts and technologies (what computers can do for business), the Internet, intranets, electronic commerce, information systems development, basic project management principles, decision support systems, and the benefits of computer and human synergy. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Bagranoff, N. A., Simkin, M. G., & Strand, C. S. (2008). Core concepts of accounting information systems (10th ed.)....
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...E-Marketing summary Chapter 1 Senders: Consumers send tens of millions of messages and put millions of photographs and videos online. They think and work according to tried and trusted patterns. Utilization of customer date builds up a lot of experience for direct marketers. Wehkamp placed the first direct response advertisement on TV magazines. (direct response: consumers can order directly from there) Direct marketing tools used by: mail order companies, insurance companies, training institutes, banks, the automotive industry, fund raisers, publishers, thousands of commercial product and service suppliers.( sort: direct mail, telephone, email , internet) Producers of fast moving consumers goods use: Mass media: newspapers ,door-to-door, flyers, radio, TV. In mass communication the marketers are usually the senders. Previously feedback is being tracked by clicking behavior an actual responses. The well- informed 21st century consumer knows where to find information and, together with other consumers, is proving greater transparency than ever. Digital communication: Internet, e-mails and Sms. It has been reported that the number of communication has increased by between 70 and 250 times during the course of a single generation. Meaning that the recipient’s brain is much more strong than before – messages can be read and understood completely differently from what the marketer had in mind, which can produce unexpected and unintended effects. The filters that recipient...
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...Network on American College Students’ Reading Practices By SuHua Huang and Matthew Capps Abstract The purpose of this study was to investigate social networking sites (SNS) and ways college students spend their time on both conventional academic and recreational reading. A total of 1,265 (466 male and 799 female) college students voluntarily participated in the study by completing a self-report survey. Descriptive analysis indicated that the average amount of time students spent (M) on academic reading (AR), recreational reading (RR), and social networking (SN) was 7.72 hours, 4.24 hours, and 16.13 hours per week, respectively. When compared with various classifications, freshmen students spent more time on SN (M=18.05 hours) and less time on both AR (M= 6.22 hours) and RR (M=3.47 hours) than other groups. A zero-order correlation statistical analysis indicated socializing with others by using some social networking sites (SNS) (e.g., Facebook) was positively correlated with college students’ recreational reading (RR), but was not correlated with academic reading (AR). Introduction Research on college students has indicated a number of different outcomes associated with particular types of college students’ experiences (e.g., contact with professors, students’ attitudes, motivations, and activities) and differences among types of institutions and subgroups of students (Kelly & Lee, 2009). However, spending time in reading is one important dimension for college...
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...company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description The course provides an introduction to the most prominent forms of media that influence and impact social, business, political, and popular culture in contemporary America. It explores the unique aspects of each medium as well as interactions across various media that combine to create rich environments for information sharing, entertainment, business, and social interaction in the U.S. and around the world. Course Topics & Objectives Week One: The Internet: Social Media • Identify forms of social media....
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...missed requirements and missed points. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. PLEASE NOTE: Many of the assignments in this class have been customized, which means they may not be the same as the assignments listed in the Materials tab. You should use only the syllabus description of your assignments and the assignment requirements. If you turn in an assignment that is not consistent with the requirements as described in the syllabus, you will not receive credit for the assignment. The reading materials have NOT been changed. Make sure you read all...
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