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The purpose of this research was to investigate to what extent did the Edison Community College students enrolled in telecourse English Composition classes differ with respect to learning styles, completion rates, performance, motivation for selecting a particular mode of instruction, and selected demographics as compared to ECC students enrolled in traditional English Composition classes. A second dimension of this investigation was to identify the achievement/differences among the community college students that could be attributed to the independent variables (learning styles, reason for choice of mode of delivery, experience with college and distance learning, course load, and student demographics) in the study. A total of 179 students enrolled at Edison Community College between January 5, 2001 and May 1, 2001 responded to the Grasha-Riechman Student Learning Style Survey and an accompanying demographic survey that was administered to five distance learning and five face-to-face sections of English Composition I and II. The learning style survey elicited responses that reduced a student score in each of the six learning styles (dependent, independent, participant, avoidant, competitive, and collaborative). The demographic survey identified students' experience in distance learning, reasons for selection of modality of instruction, current coarse load, and personal demographics. Additional academic data were harvested from the Edison Community College institutional database including the final grade earned in the course. Analyses of these data produced a demographic profile of the academically successful telecourse student and the academically successful traditional student. Conclusions of the study follow: 1. Students with high collaborative learning style scores most often enrolled in traditional classes. 2. Students with high participant learning style scores were likely to have higher grades in English Composition and students with high avoidant learning style scores were likely to earn lower grades. 3. High collaborative learning style scores were significantly correlated to continuance in English Composition courses. 4. The factor of choice in selection of the mode of instruction did not affect withdrawal in English Composition. 5. Age range and motivation for selecting the course modality were the only characteristics that distinguished academically. successful distance learners from academically successful traditional students.

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Three generations of registered nurses make up the current nursing workforce: Baby boomers, Gen X, and Gen Y. Each generation brings its own values, behaviors, and beliefs to the workplace. The generational diversity among nurses needs to be assessed along with other factors, such as social values of the elderly, anxiety toward aging, and practice settings, to examine how each factor impacts registered nurses' attitudes toward caring for the elderly. An exploration of these factors is significant to nurse leaders, since nurses have been known to display negative attitudes toward the elderly. The theoretical foundation for this study was based upon Rosenberg's three-component view of attitudes. The bias scores from Palmore's Facts on Aging Quiz (FAQ I) was used to indirectly measure the dependent variable, registered nurses' attitudes toward caring for the elderly. The independent variables were anxiety toward aging, social values of the elderly, generations, and practice settings. Kafer's Aging Opinion Survey was used to measure anxiety toward aging, and social values of the elderly. Practice settings and generations were identified by a demographic profile. The survey data were collected from 265 registered nurses. An Analysis of Variance (ANOVA) was used to compare mean attitude scores between each generation and practice setting. Pearson's correlation coefficient examined the relationship between nurses' attitudes toward caring for the elderly, social value of the age, and anxiety toward aging. A multiple linear regression analyzed each independent variables prediction of nurses' attitude scores. Findings indicated a statistically significant association between the dependent and independent variables. Findings suggest the need to evaluate these variables prior to job placement to ensure quality healthcare provision to the elderly. Such action positively impact social change because nursing practices may be inspired to develop programs that encourage more favorable attitudes toward the elderly.

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Denna uppsats utforskar vikten av att läsa Platon inte bara som en filosof men också som en poet med utgångspunkt i dialogformen och genom begreppet mimesis.

This qualitative study examined Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman, to improve enrollments and persistence in online teacher professional development programs promoted by the Fundacion Rigoberta Menchu Tum. Woolcock's concepts of bonding, bridging and linking social capital were united with Rogers's theory of perceived attributes to ascertain why only 5 of 34 teachers completed free online coursework. Research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage. The participatory rural appraisal (PRA) method was employed using a culturally-sensitive native speaker to interview 20 teachers selected in a purposive sample. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized and discussed by a team of 42 community educators to generate findings. Findings indicated that interest in engaging the Internet and receiving specialized introductory support (bridging social capital) in groups (bonding social capital) was high. Findings also indicated that salary level (linking social capital) and family time demands (bonding social capital) were barriers to attending a community technology center or Internet cafe. Findings reinforced the community's support for the design of online coursework leading to salary points and college credits. This study has positive social change implications by demonstrating how organizations can promote community-driven research collaborations to facilitate teacher Internet usage in San Lucas Toliman, and could be replicated in other remote sectors of the developing world.