bluuebunny/crossref_metadata_2025_split huggingface dataset:
Lessons From Katrina: Crisis Communication And Rhetorical Protocol
Authors: Smith Donald C. 
Published: March 2016

Widely misunderstood and often maligned, rhetoric in the simplest sense is the effective use of language in speech or writing. Much as law and medicine have well considered standards of conduct, so too does the field of communication. Experts in this area look at “patterns” of discourse in relation to specific kinds of events – tornadoes, hurricanes, floods, fires, airline or mining disasters, for example. Close study of such phenomenon reveals which communication approaches to crisis are successful and which are not. As a profession, rhetoricians study the structure and consequences of communication events. Applying rhetorical analysis to situations as significant in scope as Katrina allows us to determine what business, media, and government can learn from that unprecedented day in the Summer of 2005. This paper concludes with a practical communication model, (R.E.S.P.O.N.D.), which can be applied in any crisis situation real or anticipated.
Mission Revision Is Critical Component Of Re-Accreditation Strategies In Schools Of Business
Authors: Smith Janice Witt , Khojasteh Mak 
Published: March 2016

Many business schools in the United States and abroad market themselves as having quality programs, in part based on the level of external validation they have received through the attainment of accreditation. The most recent AACSB-IME standards seem to indicate that schools will be evaluated based on the alignment of the policies, curricula, educational programs and practices with the business school’s mission. This requires that the institutions have a clear understanding of who they are, want to be become, who/what they wish to produce and who they serve. This study examines a single AACSB-IME accredited institution’s efforts to revise its mission statement in an environment undergoing a major cultural shift from a baccalaureate to Master’s I institution, as well as changes in key leadership.
Activity Based Learning In A Freshman Global Business Course: Analyses Of Preferences And Demographic Differences
Authors: Levine Mark F. , Guy Paul W. 
Published: March 2016

The present study investigates pre-business students’ reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students’ preference for Activity Based Learning in comparison to a more traditional lecture and exam format. It also investigates whether or not students’ with perceived interests in different aspects of business have preferences for activities that focus on different types of processes. It further analyzes whether or not gender and class standing play a significant role in these dynamics.
University Educational Service Delivery Strategy In A Changing World: Implications For Ethical Values And Leadership Integrity In Nigeria
Authors: Akintayo D. I. 
Published: March 2016

This paper examined university educational service delivery strategy in a changing world as it affects ethical values and leadership integrity in Nigeria. This was for the purpose of determining appropriate strategies for improving the quality of service delivery system in Nigerian universities. The paper submits that the quality and quantity of educational services has considerably been improved in relation to internal efficiency of resources. Moreso, the problem of access to education has become a significant phenomenon with its deleterious effect on labour market supply. The university education has also become more relevant to manpower training and development. However, the paper established that the high level of moral decadence among the students as well as the leaders has affected the quality of education in Nigeria. The deplorable condition of Nigerian universities need be improved upon by all the stakeholders. Also, resource allocation and utilization towards quality assurance in Nigerian education system need be properly considered for financial and moral supports by the government and private organizations in Nigeria.
To Investigate The Views Of Students Regarding Motivational Techniques Used By The Heads Of Secondary Schools In Punjab
Authors: Khaleeq Abdur Rehman 
Published: March 2016

The main purpose of this study was to investigate the views of students regarding motivational techniques used by the heads of secondary schools in Punjab. The main objective of this study was to identify the students’ opinions about the performance of the teachers. The nature of this study was descriptive, and the population constituted 748,124 students at the secondary level in Punjab. Fifteen out of 34 districts in the province of Punjab were randomly selected and cluster sampling was used in order to choose 300 secondary schools for the sample. Ten students from each school were included in this sample, and it was further divided equally into male and female as well as urban and rural. The questionnaires were the research instruments for data collection. The data were tabulated, analyzed, and interpreted by using the most suitable statistical tools like mean, standard deviation, standard error of the difference between means, and two-tailed t-test. On the basis of analysis, it was concluded that a greater part of students fairly agreed that their teachers appreciated the students’ performances openly, criticized them in a constructive way, maintained discipline in the class, chided the students on their mistakes, gave feedback in academic matter, solved their problem, and trusted in the students.
The Impact Of Unethical Reasoning On Different Types Of Academic Dishonesty: An Exploratory Study
Authors: Eastman Jacqueline K. , Iyer Rajesh , Reisenwitz Timothy H. 
Published: March 2016

This paper offers support that those students who felt they had stronger reasons for committing unethical academic behaviors are more likely to report committing academic dishonesty than those who felt they had weaker reasons for unethical academic behaviors. This relationship held for all four categories of academic dishonesty: cheating (on tests), seeking outside help, plagiarism (on papers), and E-cheating (electronic cheating on tests). This suggests that students are rationalizing their academic dishonest behaviors and those students who feel they have stronger reasons for committing academic dishonesty are more likely to be academically dishonest.
Teacher Use Of Interactive Read Alouds Using Nonfiction In Early Childhood Classrooms
Authors: Bortnem Gayle M. 
Published: March 2016

Children enter kindergarten in the United States with large differences in their background knowledge, vocabulary, and early literacy experiences. There is a strong relationship between language development during the early years and reading ability in the primary grade and teachers must understand the importance of developing vocabulary and its relationship to literacy. It is essential that teachers provide time and effort to quality language experiences. One researched based strategy to accomplish this is the use of interactive read-alouds. Teachers have traditionally used fictional literature in the classroom, but there is growing research that nonfiction or informational literature are also needed to provide children with quality vocabulary building experiences in the early school years. This research study examined the results of a survey that was given to childcare providers and preschool through 2nd grade teachers about the amount of time they read aloud to children and the amount of time they spend reading fiction compared to nonfiction text. Results showed that teachers in classrooms (pre- through 2nd grade) reported reading to children almost every day, though the time devoted to this activity was a small percentage of the total time spent in class. Also, nonfiction literature was a small percentage of the literature that was being read to children. The findings in this paper have implications for practice in the field. Because vocabulary development is a key ingredient in the learning-to-read process and is a predictor of success in future reading skills, teachers in the early grades should be aware of the benefits of using interactive read alouds and the genre of nonfiction literature in vocabulary development.
Standard Of Measurement For Student Evaluation Instruments
Authors: Simione Kathleen , Cadden David , Mattie Angela 
Published: March 2016

For colleges and universities, the expectation for excellence in teaching and learning has made development of a system for measuring teaching effectiveness critical. Teaching effectiveness is generally assessed with a comprehensive review of skills including instructional design, instructional delivery and course management. This requires student feedback usually in the form of Student Evaluation Instruments (SEIs). Since SEIs are an important part of measuring teaching effectiveness to assess excellence, and excellence in the classroom is expected when considering promotion and tenure, it follows that they play an integral role in the promotion and tenure process. In fact, faculty promotions and the issuance of tenure may hinge on the results of these vital evaluations. Our study investigates the use of SEIs at our university’s School of Business. Unlike many other prior studies, limited to a single course or department and a single semester, we examined data collected from the use during six semesters (three years) of our Student Evaluation Instrument for the entire School of Business. The results yielded nearly 30,000 useable responses across all business majors. If SEIs are to be used effectively and fairly then one must have a clear understanding as to what should be the appropriate standard used to evaluate faculty teaching effectiveness. Should a global value – the mean for the entire school or university – be used or should it be based on the mean for each department? We believe this to be a critical consideration given the potential for differences in mean ratings amongst departments.
Big Physics At Small Places: The Mongol Horde Model Of Undergraduate Research
Authors: Voss Philip J. , Finck Joseph E. , Howes Ruth H. , Brown James , Baumann Thomas , Schiller Andreas , Thoennessen Michael , DeYoung Paul A. , Peaslee Graham F. , Hinnefeld Jerry , Luther Bryan , Pancella Paul V. , Rogers Warren F. 
Published: March 2016

A model for engaging undergraduates in cutting-edge experimental nuclear physics research at a national user facility is discussed. Methods to involve students and examples of their success are presented.
Achieving Proficiencies In Economics Capstone Courses
Authors: Seeborg Michael C. 
Published: March 2016

This paper argues that capstone courses in economics should be integrative experiences that require students to demonstrate six core proficiencies. The capstone economics senior seminar at Illinois Wesleyan University is used as an example of how a capstone course that requires completion of an original research paper might achieve these proficiencies. Also, carefully designed co-curricular activities, such as student-edited undergraduate journals, and participation in undergraduate research conferences are recommended as complements to capstone research courses.
Assignment Of Grades And Student Performance In A Hybrid Operations Management Course: What Works And Ideas For Improvements
Authors: Houts Lisa M. , Taylor James C. 
Published: March 2016

The production and operations management class offered at California State University, Fresno underwent a transformation from being a four-unit, face-to-face course to a hybrid course. This hybrid course, which is required for all students in the Craig School of Business, includes two units of face-to-face instruction each week, with some coverage of conceptual material as well as review and practice of the mathematical material presented online. There are also two units of online streaming lecture instruction created and delivered by the course coordinator covering primarily quantitative material with some coverage of conceptual material for some chapters. This second component translates into about ten hours of online related activities during the week for the students, requiring a large amount of self-discipline as they study and learn complex mathematical concepts applied to production management. Students are expected to work through this material and complete corresponding quantitative worksheets prior to coming to class. This paper compares the proportions of assigned grades of 116 students in four sections of the hybrid production and operations management class in the fall of 2006 to the proportions of assigned grades of 76 students in three sections of the course conducted in the spring of 2001, one of the last semesters that it was taught entirely in the classroom. Changes that have taken place in the delivery of the course will be described, as well as suggestions for making the instructor’s delivery of the course more effective in the future. Fisher’s exact test and chi-square analysis will be performed to determine if there was a significant change in the proportions of assigned grades between the face-to-face format and the hybrid course. One item of particular interest is the proportion of assigned grades on the comprehensive, final exam, the content of which was virtually the same in 2001 as in 2006. Thus, it provides a consistent measure of the students’ overall understanding of both conceptual and mathematical material at the end of the semester.
Linking Premise To Practice: An Instructional Theory-Strategy Model Approach
Authors: Bowden Randall 
Published: March 2016

College and university teaching has come under intense scrutiny in recent years. Scholars agree that effective teaching is much more than the transmission of knowledge. However, they may disagree as to what effective teaching entails. This paper provides a perspective that effective teaching, and thus learning, is enhanced when appropriate instructional theories are clearly linked to correlated teaching strategies. It discusses the purpose of theories and models in that they explain and predict behavior. Furthermore, it presents the Instructional Theory-Strategy Model and demonstrates how theory and strategy are linked. If theory does indeed explain and predict behavior, faculty can increase learning opportunities by linking the appropriate instructional theory to its corresponding teaching strategy.
Landscaping Habitat For Humanity Homes: A Community Outreach Project
Authors: Ramsay Jodie L. 
Published: March 2016

The purpose of this project is to incorporate a community service component into a Biology course at Northern State University (NSU) in Aberdeen, SD. Students in an upper-level botany course (Plant Structure and Function) provide landscaping services to homeowners who have purchased homes through Habitat for Humanity. Homeowner satisfaction with the finished project and student learning are assessed through surveys.
Integrating The Wall Street Journal Into AIS Courses
Authors: Kohlmeyer, III James M. 
Published: March 2016

While it is important for accounting information systems (AIS) students to understand computer technology, internal controls and business processes, such knowledge is of little use without reference to appropriate contexts. Integrating Wall Street Journal (WSJ) readings and discussions into AIS classes can enrich learning by stimulating discussions based on real-life experiences. This article illustrates how the WSJ can be used in AIS courses to reinforce learning in key areas, such as information privacy, data security, identity theft, and business continuity.
Assessment Of Critical Business Skill Development By MBA Alumni
Authors: Glynn Joseph G. , Wood Gregory R. 
Published: March 2016

Six years of survey data were analyzed to assess, among other things, the degree to which an AACSB accredited graduate business program successfully developed student skills in a variety of areas deemed important for career success. The study illustrates a methodology institutions can use to respond to increasing demands for program evaluation and assessment of learning goals. As well, data on program efficacy can impact a program’s marketing efforts in attracting students in an increasingly competitive marketplace.
Business Faculty Perceptions Of Positive And Negative Student Behaviors
Authors: Shepherd C. David , Shepherd Kathy , True Sheb 
Published: March 2016

The behavior of students can enhance or degrade the classroom experience for students and faculty alike. While a stream of research has focused on student behaviors in primary and secondary education, little attention has been directed at student behaviors in the higher education setting. The qualitative research presented in this manuscript identifies student behaviors that business faculty perceive to be examples of unusually positive or negative behaviors. Research implications and suggestions for future research are also presented.
Fulfilling Dreams In Adult Education: Managing The Multi-Level Classroom
Authors: Haley Rebecca J. 
Published: March 2016

Have you ever wondered how Laura Ingalls Wilder taught all of her students in the little one-room school house in The Little House on the Prairie series? How did she teach students on so many different levels and all at the same time? Well, that is exactly what it is like in most adult education classrooms today. The purpose of this paper is to highlight the importance of adult education and how to successfully manage a multi-level classroom. Moreover, many individuals are becoming aware of the wonderful opportunities that are available once they earn their High School Equivalency Diploma (GED). However, there is a variation in the number of hours that students spend in preparation for their GED. Therefore, this paper will include one year of various data including statistics on attendance hours for various levels of adult education students as well as the amount of progress made depending on hours of attendance. Some students do not require classroom time at all; however, other students require classroom study time, but at different time lengths because they enroll at different educational levels. Numerous students study many hours in the adult education classroom in preparation for the GED test before actually taking the test. Furthermore, having the proper classroom setting is essential in order for them to be successful. Managing students at varying educational levels while in a single classroom can be very challenging and overwhelming, or even frightening at times. However, teaching effectively in a multi-level classroom can be accomplished and many dreams can be fulfilled. Walt Disney once said, “All our dreams can come true – if we have the courage to pursue them.”
Student Grade Motivation As A Determinant Of Performance On The Business Major Field ETS Exam
Authors: Terry Neil , Mills LaVelle , Sollosy Marc 
Published: March 2016

This paper examines the determinants of performance on the business major field achievement ETS exam with a focus on the impact of applying ETS exam scores to part of the capstone course grade as a performance incentive. The sample consists of 150 students at a midsized regional institution located in the Southwestern region of the United States. The empirical model employed controls for grade point average, standardized test scores (SAT/ACT), junior college transfer students, and gender. The results indicate that students are motivated to put forth significantly more effort when capstone course grade is impacted by ETS performance.
A Comparison Of Student Outcomes And Student Satisfaction In Three MBA Human Resource Management Classes Based On Traditional Vs. Online Learning
Authors: Gibson Jane Whitney 
Published: March 2016

The author taught three MBA Human Resource Management classes in the spring term of 2007 at a large private university in Florida. Two of the classes were taught in a 100% online format while the third was taught off campus in a university-owned building in Orlando where students met in a face-to-face, weekend setting. This traditional class was augmented by a WebCT classroom where students posted assignments, did exams, and communicated via email and discussion boards in the interims between classes. Comparisons were made regarding student performance and student satisfaction. In both areas, students in the face-to-face class scored just slightly better than their online counterparts.
Teacher-Students Verbal Interaction At The Secondary Level
Authors: Inamullah Hafiz Muhammad , Hussain Ishtiaq , Ud Din M. Naseer 
Published: March 2016

The main purpose of this study was to explore teacher-student verbal interaction in the secondary level classes using the Flanders Interaction Analysis system (FIA). Its findings and conclusions may stimulate teachers at the secondary level to improve their teaching behaviour in order to maximize students’ learning.
Student Perception And Challenges Facing Academic Advising
Authors: Afshar Tahmoures A. 
Published: March 2016

This study examined the patterns of student perception regarding academic advising in an undergraduate program in a privately operated school. Participants were 156 students enrolled in fall 2004 term and were asked to respond to both a 15 structured question questionnaire and an open-ended questionnaire. In the former format students were asked to rate their current advisor on each question using a scale from 1 to 4, where I indicated that student was very dissatisfied and 4 indicated that student was very satisfied. Our findings revealed that student’s satisfaction varied from question to question. Students were most satisfied with those questions that measured their social and personal needs and the advisor’s attitudinal skill. The major source of student’s dissatisfaction came from advisor’s lack of knowledge and information related to both institutional and non-institutional issues.
Generating Student Interest In Physics: Using Relevant And Exciting Curriculum Additions
Authors: Abdul-Razzaq Wathiq , Bushey Ryan 
Published: March 2016

As physics teachers at the collegiate level, we are faced with the difficulty of lack of interest in science among non-science majors. An example of this occurred in a conceptual physics course at West Virginia University, where we taught mostly students attending the education college. A poll taken of the class found 62% of the students wrote they did not want to teach science. A difficulty presented by this is that the students, who are mostly aspiring elementary level teachers, will go into the teaching field with a lack of enthusiasm toward teaching science. It is our goal then to excite these students, and all students, towards science and therefore exhibit eagerness when applying their knowledge in the classroom and elsewhere. One method for accomplishing this is to give these students hands-on, relevant, stimulating, and interesting curriculum in a laboratory environment. We have created several alterations to the course that succeed in meeting these goals and have proven to truly excite the students toward physics and science in general.