staggering demand, a major university needs to be created each week. —Sir John Daniel, 1996 T By John seely Brown and Richard P. adler he world has become increasingly “flat,” as Tom Friedman has shown. Thanks to massive improvements in communications and transportation, virtually any place on earth can be connected to markets anywhere else on earth and can become globally competitive.1 But at the same time that the world has become flatter, it has also become “spikier”: the places that are
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Affecting Students’ Information Literacy as They Transition from High School to College Jana Varlejs, Professor Emerita, Rutgers, 612 S. First Avenue, Highland Park, NJ 08904, 732846-6850 Eileen Stec, Instruction & Outreach Librarian, Douglass Library, Rutgers, New Brunswick, NJ 08901, 848-932-5009 Hannah Kwon, PhD Student, Rutgers SC&I, New Brunswick, NJ 08901 Abstract Despite the considerable attention paid to the need to increase the information literacy of high school students in preparation
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Schlieve December 2009 29 Style Manual Used: American Psychological Association, 5th edition ABSTRACT A literature review of research pertaining to cyberbullying was completed. Findings indicate that cyberbullying is becoming more prevalent as students spend an increasing amount of time using technology that keeps them connected to people at all hours of the day. There are many different ways in which cyberbullies reach their victims, including instant messaging over the Internet, social networking
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Pages: 29 Style Manual Used: American Psychological Association, 5 th edition ABSTRACT A literature review of research pertaining to cyberbullying was completed. ii Findings indicate that cyberbullying is becoming more prevalent as students spend an increasing amount of time using technology that keeps them connected to people at all hours of the day. There are many different ways in which cyberbullies reach their victims, including instant messaging over the Internet, social
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restricted to students in a McCombs School of Business major. It is designed to enable students to analyze business situations from the point of view of the practicing general manager. Addresses key tasks involved in general management, including strategic decisions that ensure the longterm health of the entire firm or a major division. Writing Flag This course carries the Writing Flag as well as the Independent Inquiry Flag. Writing Flag courses are designed to give students experience with
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Running Head: Online Game Addiction Perception of and Addiction to Online Games as a Function of Personality Traits Searle Huh University of Southern California and Nicholas David Bowman Michigan State University Online Publication Date: April 26, 2008 Journal of Media Psychology, V 13, No. 2, Spring, 2008 Abstract With the growing popularity of online video games, there have been anecdotal reports suggesting that these games are highly addictive, with some gamers spending
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Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form
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Hall™ is a trademark of Pearson Education, Inc. Pearson® is a registered trademark of Pearson plc Prentice Hall® is a registered trademark of Pearson Education, Inc. Merrill® is a registered trademark of Pearson Education, Inc. Instructors of classes using Cooper, Heron, and Heward, Applied Behavior Analysis, Second Edition, may reproduce material from the instructor’s manual with test items for classroom use. 10. 9 8 7 6 5 4 3 2 1 [pic]
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opportunities for both new and seasoned educators to learn more about (1) the possibilities in teaching about organizational change and development; (2) ways to design courses or successful learning modules for diverse student audiences using Organization Development; and (3) suggested cases, activities, and other support materials that complement use of Organization Development. Overview of the Instructor’s Guide This instructor’s guide is divided into four parts. PART 1 provides an introduction
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following three Core Objectives (CO): * CO12 Ethics: Students will demonstrate understanding of the ethical principles in general or in application of specialized knowledge, results of research, creative expression, or design processes. Students will demonstrate an ability to recognize, articulate, and apply ethical principles in various academic, professional, social, or personal contexts. * CO13 Integration and Synthesis: Students will be able to
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