Affective Processes Learning The Internet By Diane Nahl And Leon James Weekly twohour class discussions were used to assign homework, centered on specific groups rather than if I had looked it up under women s Studies. http://www.soc.hawaii.edu/leonj/leonj/leonpsy/instructor/compedutext.html
Extractions: ABSTRACT A group of 20 college seniors were enrolled in a seminar on "The Social Psychology of Learning Internet." They were all novices at telecommunications though the majority described themselves as comfortable at using a wordprocessor or searching the online library catalog. Students received no individual or group instruction but were directed to the computer lab where they had access to lab attendants for help with logon procedures. In actuality, they had to rely on independent trial and error experimentation and on the use of online Help on Internet and UNIX. Weekly two-hour class discussions were used to assign homework, hand in reports, share information, solve individual problems, build solidarity, and maintain a high level of motivation. Biweekly lab reports were required consisting of the self-witnessing notes students kept of each Internet session to which they scheduled themselves at the computer lab. These formative journal entries left a copious trail of objective data on the affective and cognitive behaviors of novice end-users learning to navigate Internet over a three-month period. Content analysis of archived records showed (a), the importance of group facilitation and solidarity in overcoming initial bewilderment and affective resistance, quickly followed by acceptance and enthusiasm; and (b), a specification of the range of cognitive acquisition in a few weeks of experience regarding access, operation, navigation, and searching. A taxonomic inventory was derived from the leraner reports listing three levels of affective and cognitive acquisitions (skills and errors) making up the process of becoming a regular user of Internet.
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Extractions: APPLICATION FOR COURSE APPROVAL FOR GENERAL EDUCATION PROGRAM Course Title: Sex and Gender Check the general education core area for this course:* English Communication Foreign Language/Cross-cultural Competence Letters Natural Sciences X Social Sciences *Note: courses can qualify in more than one area but a separate form is required for each request. Students may use a course for general education credit in one area. Department(s) in which course will be taught: Sociology and Anthropology Faculty member(s) responsible for course: Barbara Costello, Mary Ellen Reilly Office: Library 330 Office phone: 874-2877 Will non-tenure track faculty teach this course? X Yes No If yes, approximately what percentage of sections will be taught by non tenure-track faculty? One-fifth to one-quarter The integrated skills** that this course will focus on are: X Examine human differences X Read complex texts X Speak effectively Use of artistic activity X Use of qualitative data Use of quantitative data Use of information technology X Write effectively *Note: At least three integrated skills are required.
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Extractions: Art Art History Resources on the Web - A gateway to art history from prehistoric times to the twentieth century. Also covers prints, photographs, non-European art, research resources, museums and galleries around the world. Book Lists Berkeley Public Library Teen Booklists - Annotated booklist ranging from African American Voices to World Literature.
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Extractions: CONGRATS TO VWC CIRCLE K FOR DISTRICT RECOGNITIONS - The Circle K Club of Virginia Wesleyan College received numerous awards at the Circle K District Convention this past month in Lynchburg. The Club won the District Continuing Service Award, second place Club Achievement and third place in the Scrapbook category. Current President Jessica Tibbetts was also elected Lt. Governor of the Tidewater 64 Division of Circle K. Members Tibbetts and Erin Banner received the King Crab Award for having more than 100 hours of community service, and the Club received an award for averaging at least 30 service hours per member. IMAGINE FOOD DRIVE - MARCH 8 TO 12, 2004: Linda DeRosa, Kimberly Shumate, Beth Boyd, Matt Pace and Erica Clarke will be collected non-perishable food items for their trip to the Rising Hope United Methodist Mission Church during Spring Break. The constituents of this facility are in desperate need of food and toiletry items. The Imagine team will have a table set in the Grille during this week as well as boxes for collection in various campus offices. For more information or how you can help, please contact Linda DeRosa at ljderosa@vwc.edu.
Fall '00 Course Guide RC Social Science (Residential College) RC soc. Sci. 460. social Science Senior Seminar. Section 001 women and Higher Education the U of M As a Case study. Instructor(s) Steneck http://www.lsa.umich.edu/saa/publications/courseguide/fall/archive/fall00cg/877.
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Extractions: Instructor: Barry McLaughlin In this course, we will examine the logic, strategies, and fundamental techniques of descriptive statistics, and of inferential statistics. And we will try to show you how research designs and strategies relate to statistical strategies and techniques. This course has also been designed as a prerequisite to intermediate Psychology courses in experimental design, statistical methods, and statistical programs aimed at those psychology majors who will eventually do their own research. To this end, we have minimized computation. You will have problems to solve by hand for homework, so that you learn the logic of the statistics. However, there will be only minimal computation required for examinations. You will learn to use computer software to analyze data (Excel). Each of you will acquire your own data set, so that you can see how statistics are applied to real data. We will help you analyze that data set using the various techniques we learn in the course. The goal is to make statistics concrete and even, possibly, exciting. Now some details: Sections: to be announced Exams: four exams of equal value Required Texts: Introductory Statistics for the Behavioral Sciences, 4th Edition, Joan Welkowitz, Robert B. Ewen, and Jacob Cohen, Academic Press, 1991.
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Extractions: Students who are computer literate and have access to a computer and the Internet may want to consider taking online courses at PGCC. Online courses are a convenient way to earn college credit. The computer becomes the classroom. Students can work more independently and set their learning hours to fit their personal schedules. Students interact online to receive information about assignments, send completed homework to instructors, chat with fellow students and instructors and conduct research. Students can use their own computer at home or work, or use a computer at the college's microcomputer center to conduct course communications.
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Extractions: Vol. 24, No. 17 As a general policy, the College does not permit pets to be in the public areas of College buildings (research animals and guide dogs excepted). The College will permit employees to have their pets inside their private office, as long as this does not present any health and safety concern to others in the building. These pets may not be allowed to wander outside the office into public areas. Employees who do bring their pets to work are wholly responsible for making sure that their offices remain clean. Administrative offices open to the public, during working hours, are considered public spaces and thus animals may not be brought into these areas. Students are not permitted to have animals in their rooms in residence halls. All dogs on College property must be leashed and under control. The Smoking Policy prohibits smoking in all indoor public spaces throughout the campus, including classrooms, laboratories, libraries, lounges, hallways, and stairwells. There can be no smoking in all areas of Parrish Hall and in all areas of buildings in which circulated air is used for heating and cooling; these are Lang Performing Arts Center, Pearson Hall, Kohlberg Hall and Trotter Hall.
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Extractions: Library Home Page Site Name URL Grade Level Comment State of Vermont http://www.state.vt.us/ All Good page for information on Vermont education Classroom Connect http://www.classroom.com/ All Information on teacher projects and other resources for teachers. Kathy Schrock http://school.discovery.com/schrockguide/ All Kathy Schrocks homepage. Lots of resources NASA http://kids.msfc.nasa.gov/Teachers/ All NASAs web site Global Schoolhouse http://www.gsh.org/wce/default.htm All Projects and activities for teachers Web Site Guide http://www.lightspan.com/ All Guides you to web sites that fit your curriculum Puzzle Maker http://www.puzzlemaker.com/ All Students can make a variety of puzzles to print out Ellis Island: Through Americas Gateway http://www.internationalchannel.com/features/ellis/index.html 5 and up A wealth of information on immigration and Ellis Island. Audio options. "The Cyber Zoomobile" http://www.primenet.com/~brendel/index.html Information on animals great site if kids were researching to write reports on reports "The Heart: An Online Exploration http://sln.fi.edu/biosci/heart.html
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