ethanporcaro/eric-fulltext-meta huggingface dataset:
Should the Bible Be Taught as a Literary Classic in Public Education?
Author: Malikow, Max
Date: 2010-03-00
Type: Journal Articles
Subjects: Biblical Literature,Public Education,Course Content,Surveys,Classical Literature,State Church Separation,Court Litigation,Legal Responsibility,Specialists,Definitions

The research question &quot;Should the Bible be taught as a literary classic in public education?&quot; was pursued by a survey of nineteen scholars from three disciplines: education, literature, and law. The collected data served to guide the researcher in the writing of an analytical essay responding to the research question. The research question is addressed after the data enabled the researcher to respond to three prerequisite questions: (1) What are the qualifications of a literary classic? (2) Is the Bible a literary classic? (3) Even if the Bible is a literary classic, does it necessarily follow that it should be taught in public schools?
Mind-Body Connection on a High Wire: A Cross Disciplinary Ropes Course Experience for Graduate Students
Author: Graham, Louise B.
Date: 2009-09-00
Type: Journal Articles
Subjects: Graduate Students,Counselor Training,Personality Traits,Pretests Posttests,Outdoor Education,Self Concept,Leadership Training,Exercise Physiology,Scientists,Therapy,Physical Education,Individual Development,Self Evaluation (Groups),Student Attitudes,Journal Writing,Reliability,Validity,Physical Education Teachers,Rating Scales

Two classes from diverse graduate programs merged and melded for a weeklong intensive outdoor experience to learn how to be leaders for an outdoor challenge course. Physical Education graduate students and students in a Counselor Education program together participated in the Challenge Course, co-led by an Exercise Scientist and a Psychologist. The course was intended to teach the Physical Education program graduate students to lead a challenge course for school age children and the Counselor Education students were presented with an alternative mode of therapy. Additionally, the goal was to provide a venue for personal growth and for group members to learn a means to encourage freedom of action and expression of feelings. The leaders merged the two classes and then divided the whole group into two separate groups, to include members from both disciplines. The groups were reassigned daily for the first three days with attention to placing individuals with particular personality characteristics or skills with a complementary individual in that group. This was a pilot preexperimental study (one group, pretest-posttest) design exploring the outdoor experience regarding students' self perception of self expressiveness and self-discovery. The group, N = 36 graduate students with a mean age of 29.5 years rated themselves on the Group Environment Scale (subscales of self-discovery and expressiveness) prior to the outdoor experience and at the conclusion. Expressiveness post experience mean ratings (M = 54.54, SD = 7.95) were significantly higher than pre experience mean ratings (M = 46.29, SD = 8.21), t(34) = -5.16, p &lt; 0.001. The post experience mean ratings on self-discovery (M = 52.44, SD = 8.98) were significantly higher than pre experience mean ratings (M = 47.33, SD = 9.44), t(35) = -2.82, p &lt; 0.005. Students reflected in their journals daily, and composed both individual and group goals for the experience. Each member of the class led a group at the conclusion of the week. Participants evaluated each leader and also each participant self-evaluated as a leader and as a group participant.
Evaluating Art Studio Courses at Sultan Qaboos University in Light of the Discipline Based Art Education Theory
Author: Al-Amri, Mohammed
Date: 2010-03-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Higher Education,Studio Art,Art History,Art Criticism,Aesthetics,Art Products,Art Teachers,Teacher Education Programs,Observation,Models,Likert Scales

Discipline-Based Art Education (DBAE), a theory developed in the USA, has been influential but also used in Art Education institutions world-wide. One of its stated goals was to develop the quality of teaching art education. Today, it is used as a theory for identifying and assessing good practices in the field of Art Education. The purpose of this research is to evaluate the Art Studio courses at Sultan Qaboos University (SQU) in light of the DBAE theory. The main research question was formulated as: To what extent do the Art Studio courses at SQU provide experiences in the disciplines of Art History, Art Criticism, Aesthetics, and Art Production? The structured-observation schedule and students' evaluation sheet were used in this research. The results show that the lecturers at SQU do not focus highly on the Art Content, which is derived from the four disciplines. On the contrary, the main focus was on the discipline of Art Production, suggesting an Art-Studio orientation. However, the standard in this discipline, Art Production, was not rated very highly by the students or the researcher. The results also suggest that the Art Education Department at SQU should adopt a clear philosophy of teaching and learning in and through Art and that the Art content for the Art-based courses should be derived from the four disciplines as well as from related-fields such as Multiculturalism, New Technology and Educational Museum. These disciplines should be integrated across the program as far as possible while Art studio should remain at the heart of the undergraduate program. This theory should be generalised to all Art-courses to ensure at least the minimum, necessary experience in each of the four disciplines for each Art-based course at SQU.
An Answer to the AICPA Core Competencies Challenge
Author: Hocking, Deborah E.
Date: 2009-09-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Educational Change,Core Curriculum,Competence,Holistic Approach,Service Learning,Professional Education,Active Learning,Majors (Students),College Students,Data Collection,Journal Writing,Reflection,Focus Groups,Questionnaires,Interviews,Qualitative Research

For many years the accounting profession has called for a change in the way accounting classes are taught. The AICPA in its Core Competency Framework (1999) has identified three core competency areas that are vital to future success. In this paper we present one successful way to meet this challenge by using a holistic approach to service learning in a classroom. (Author, 2008)
Virtual Project Management: Examining the Roles and Functions of Online Instructors in Creating Learning Applications with Value
Author: Barrett, Bob
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Program Administration,Web Based Instruction,Teacher Role,Curriculum Design,Curriculum Development,Experiential Learning,Adult Learning,Educational Change,Teacher Characteristics,Teacher Recruitment,Teacher Selection,Homework,Assignments,Best Practices,Teaching Methods,Virtual Classrooms

While many students and instructors are transitioning from the brick-and-mortar classrooms to virtual classrooms, labs, and simulations, this requires a higher-level of expertise, control, and perseverance by the instructor. Traditional methods of teaching, leading, managing, and organizing learn activities has changed in terms of the virtual learning environment with regard to the use of technology and how learning can be delivered virtually. What does this mean for instructors as more and more colleges and universities are now competing for students, as well as maintaining a required level of academic quality and standards? This paper will focus on the roles, functions, and multi-tasking skills of online instructors in order to be successful in meeting the academic, virtual, and career needs of their adult learners. This paper will demonstrate how one online program is redesigning their global management coursework to help accomplish the above stated needs and invigorate their course with more &quot;hands on&quot; application and student involvement. In the current global management course, the students learn about current issues facing companies working in other overseas locations or learning about other companies considering the possibility of becoming global. While many educators will agree that learning concepts, principles, and theories are necessary in establishing a good foundation of learning in any course, this may not be enough. While instructors may have a challenging position of motivating and keeping the attention of young learners, we can also see the same problem with adult learners. Equally important to note here is the challenges that online instructors may have in motivating and keeping the attention of virtual learners when there are issues of differences in generational learning, time zone challenges, technology skills, and perceptions of course value. Therefore, instructors for this course took another look at the current assignments and final project and realized a change in design and presentation could make a difference.
Graduate Management Admission Test Outcomes and the Academic Achievement: A Study on Masters of Business Administration Students at Makerere University, Uganda
Author: Wamala, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: College Entrance Examinations,Academic Achievement,Graduate Students,Business Administration Education,Masters Programs,Foreign Countries,Grade Point Average,Scores,Predictive Validity

This study investigates whether the outcomes of the Graduate Management Admission Test (GMAT) can predict the academic achievement of enrollees in masters programs. The study is based on administrative data of 516 Masters of Business Administration (MBA) enrollees at the College of Business and Management Science, Makerere University in the 2011 and 2012 enrollment cohorts. The Cumulative Grade Point Average (CGPA) in the bachelor's degree and that of the first year of master's studies were adopted as measures of the academic achievement of enrollees. In the analysis, academic achievement of MBA enrollees was modeled using a robust regression by GMAT scores obtained during admission to the program and student characteristics--gender, other qualification, year of completion and outcome of the bachelor's degree, and whether the candidate obtained his/her bachelor's degree from Makerere University. In the results, a high GMAT score was significantly associated with high academic achievement among graduate students. This evidence suggests that the theory of an aptitude or admission test being a predictor of academic achievement of learners holds across disciplines. However, a significant association established in the results between the academic achievement of learners at the undergraduate and graduate stages indicates that the undergraduate achievement can be recommended as a cost free alternative for assessing the competence of candidates suitable for admission to the graduate program.
Ethical Misconduct of Business Students: Some New Evidence
Author: Deshpande, Satish P.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Ethics,Measurement Techniques,Emotional Intelligence,Religious Factors,Grade Point Average,Cheating,Ethical Instruction,Student Surveys,Predictor Variables,Correlation

This study examines ethical misconduct of 193 business students in four universities in the United States. In addition to self-reported ethical behavior, two dimensions of emotional intelligence (self-emotions appraisal and others emotions appraisal) significantly impacted student misconduct. None of the other dimensions of emotional intelligence were significant. Grade Point Average (GPA), religiosity, non-business ethics course, sex, graduate status, university, and over claiming did not impact student misconduct. Implications of the results of the study for business schools and industry professionals are discussed.
Pension Accounting and Reporting with Other Comprehensive Income and Deferred Taxes: A Worksheet Approach
Author: Jackson, Robert E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Retirement Benefits,Documentation,Taxes,Worksheets,Teaching Methods,Income,Disclosure,Business Administration Education,Undergraduate Students,Educational Practices,Educational Strategies,Instructional Materials,Financial Services

This instructional tool presents pension accounting using a worksheet approach where debits equal credits for both the employer and for the plan. Transactions associated with the initiation of the plan through the end of the second year of the plan are presented, including their impact on accumulated other comprehensive income and deferred taxes. This article is intended as a supplemental teaching tool that demonstrates the impact of a plan's funded status on the employer's financial statements in a way that, based upon anecdotal evidence, accounting students and practitioners have found extremely beneficial beyond traditional accounting textbooks.
Program Coordinators Disposition toward Educational Leadership Best Practices: Practicum Experience in Georgia
Author: Tubbs, J. Eric
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Leadership,School Administration,Field Experience Programs,Practicums,College Faculty,Program Effectiveness,Program Evaluation,Measures (Individuals),Masters Programs,Masters Degrees,Demography,Mentors,Surveys,Qualitative Research

The importance of field experiences in educational leadership was well documented in literature. However, scholars and practitioners disagreed on how field experiences should be provided to achieve the greatest effect. On the other hand, practicum efficiency and effectiveness were not assessed in the last ten years. Therefore, this study was designed to explore how field experiences are offered in the educational leadership programs (Master of Education and Add-On Program) in Georgia. Through data analysis, the researchers shared their observation of how field experiences in educational leadership could be enhanced in Georgia. Although the study was conducted in Georgia, the findings have nationwide implications.
Program Assessment: Not in My Back Yard
Author: Johnson, Lynn
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Program Evaluation,Models,Student Evaluation,Feedback (Response),Individual Development,Professional Identity,Business Administration Education

Faculty in the College of Business Administration at California State University-Stanislaus struggled to find places within the curriculum in which to embed programmatic assessment. An assessment model emerged from their discussions that meaningfully assesses the knowledge and skills of graduating seniors for programmatic improvement while providing each student with individualized feedback about their strengths and weaknesses. Students identify those areas in which they are particularly strong, which is useful information during career exploration, along with those areas in which further development would be beneficial. Resources for life-long personal and professional development are provided to participating students.
Topics in Finance Part IX--Working Capital Management
Author: Laux, Judy
Date: 2012-00-00
Type: Journal Articles
Subjects: Investigations,Financial Services,Money Management,Risk,Investment,Conflict,Counseling Services,Learning Activities,Educational Practices

The final topic in a series looking at financial management from a theoretical perspective, working capital management provides the focus of the current article. We investigate how three key axioms--the risk-return tradeoff, agency conflicts, and stockholder wealth maximization--relate to this activity that occupies much of the financial manager's time.
An Internet-Based Accounting Information Systems Project
Author: Miller, Louise
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Information Systems,Internet,Database Management Systems,Student Projects,Electronic Learning,Demonstrations (Educational),Assignments,Educational Assessment,Grading,Student Educational Objectives

This paper describes a student project assignment used in an accounting information systems course. We are now truly immersed in the internet age, and while many required accounting information systems courses and textbooks introduce database design, accounting software development, cloud computing, and internet security, projects involving the actual integration of these topics with accounting concepts in a single comprehensive student project on the internet are uncommon. The project described gives students experience and knowledge of an internet-based accounting system using an online database. Although this project was used in an accounting information systems course, it could also be utilized in other courses such as introductory database management systems, advanced web design, financial technology systems, or introductory information technology. The project can be easily modified to align with the experience and sophistication of the students taking the course.
Clarifying the Meaning of Extracurricular Activity: A Literature Review of Definitions
Author: Bartkus, Kenneth R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Definitions,Business Administration Education,Literature Reviews,College Students

Participation in extracurricular activities has long been recognized as having important benefits for business students, including the development of competencies relevant to future career success. Unfortunately, a review of the literature suggests that what constitutes an extracurricular activity remains ambiguous and unclear as no generally-accepted definition has been established in the literature. Instead, the meaning is often described in terms of examples. It is argued that the lack of a definition hampers research because it does not allow for proper classification of activities. The purpose of this study is to address this gap through a review of the relevant literature. Based on the review, definitions for extracurricular and co-curricular are proposed along with additional clarifications. Implications for scholars and academic advising are also provided.
The Dialectic of a Global Language
Author: Rinsdale, Murray
Date: 2007-04-00
Type: Journal Articles
Subjects: English for Special Purposes,Global Approach,English (Second Language),Language Role,Official Languages,English,Standards,Political Power,Language Usage,Language Dominance

This essay attempts to answer some of the basic assumptions made about English as a global language. It is argued that such assumptions, especially those concerning political and economic power, are not sufficient in themselves to explain why English has acquired such global importance. Rather, what has greatly contributed to the possibility for any language to become global has been a change in the nature of language itself, a change which made language more standardized and uniform than it had ever been before. Also this relates to how this process of standardization led to changes in how text was produced, and as a result changes in how reading would take place. Such changes pre-empted and made possible the later invention of the printing press. How language from then on became organized and stored meant that it would be easier to teach and learn, and as a consequence reproduced in a more standardized and uniform way. This essay, in turn, concludes by pointing out that because of this process of standardization, any language in the world can be a global one, not just English. However the case does not end there. In what is a post-script to this essay, it is argued how political and economic class based factors rather than encouraging the spread of English in countries not of its origin, actually restrict it. Hence this undermines the efficacy of any pedagogical method which has been greatly enhanced by the growing standarization and uniformity of languages in the modern world.
Animated Powerpoint Presentations for Teaching Operations and Supply Chain Management: Perceived Value and Electronic Exchange of Files
Author: Treleven, Mark D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Organizational Effectiveness,Management Systems,Supply and Demand,Information Management,Computer Software,Visual Aids,Teaching Methods,Educational History,Questionnaires,Feedback (Response),Student Surveys,Student Attitudes,Undergraduate Students,Undergraduate Study,College Faculty

This paper presents the innovation of sharing animated PowerPoint presentations used in teaching operations and supply chain management techniques and concepts through an international electronic exchange. The plan for the exchange is presented and discussed. The potential benefits to faculty and students of using PowerPoint animations in operations and supply chain management classes are discussed. Evidence of these benefits is also provided. Readers are provided with information about how to join the exchange.
Development of a Computer Simulation Game Using a Reverse Engineering Approach
Author: Ozkul, Ahmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Computer Simulation,Educational Games,Educational Technology,Organizational Effectiveness,Management Systems,Engineering,Internet,Student Surveys,Computer Software,Experiential Learning,Undergraduate Students,Undergraduate Study

Business simulation games are widely used in the classroom to provide students with experiential learning opportunities on business situations in a dynamic fashion. When properly designed and implemented, the computer simulation game can be a useful educational tool by integrating separate theoretical concepts and demonstrating the nature of actual business decisions. This article presents the author's reverse engineering approach in developing a simulation game for an operations management course. With the ultimate goal of enhancing student learning, the project's objective was to develop a focused game with easy to use tools and controls that could be played in the last three weeks of a semester. Based on an old simulation game, PROSIM III, the new system eliminated rarely used modules and complex rules, and focused on the planning and scheduling aspects of the original game. New analysis tools and attractive screens were added and the simulation process was simplified by employing Internet technologies. Survey responses showed that the new system, PROSYS, was well received by the students. The methodology, findings and experiences presented in this article should be beneficial for other instructors considering similar projects.