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The Lectures On Faith: An Authorship StudyPhipps, Alan J. 01 January 1977 (has links) (PDF)
The Lectures on Faith, important since 1834 to the theology of The Church of Jesus Christ of Latter-day Saints, are of disputed authorship. In an attempt to ascribe the lectures to their true author from five possible candidates, Joseph Smith, Sidney Rigdon, Parley P. Pratt, Oliver Cowdery, and W. W. Phelps, the use of 738 function and other words in the lectures was compared with the use of the same words in known writings of the candidates.The study showed that Sidney Rigdon's use of function words corresponded very closely with that in Lectures One and Seven, and fairly well with Two, Three, Four, and Six. Joseph Smith's use of function words matched closely those in Lecture Five, with some evidence of his having co-authored or edited Two, Three, Four, and Six.
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Industrialized building systems for housing,January 1971 (has links)
edited by Albert G. H. Dietz [and] Laurence S. Cutler. / Papers selected from 2 M.I.T. special summer sessions: Aug. 18-29, 1969 and June 16-20, 1970. / Bibliography: p. [253]-[255]
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Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods CourseUnknown Date (has links)
The purpose of this study was to develop a methodological approach using
secondary data that researchers, faculty, and staff can utilize to assess student course
performance and to identify the input and course environment factors that best predict
student course success in an undergraduate lecture capture quantitative methods course.
Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a
framework, this quantitative study examined both input variables that students bring to a
course as well as the course environment factors that students experience in the course.
Three secondary data sources were utilized and analyzed using descriptive and multivariate
statistics.
The findings revealed that students with higher levels of student course
engagement and academic self-concept were more likely to achieve student course
success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam
scores were the strongest predictors of student course success.
The largest implication from this study was the methodological approach
developed to identify factors that predicted student course success. This approach can be
used to help faculty identify course-embedded measures for assessment as well as
develop Keys for Success to help future students succeed in difficult courses. While this
study added significantly to the limited research on lecture capture courses, future
research should further explore qualitative aspects of the course, such as motivation and
student video-viewing behaviors, as well as additional impacts on physical attendance in
lecture capture courses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
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Implementation and Effects of University College Algebra Growth Mindset Structured Assessments in Large LecturesLewis, Hannah Mae 01 December 2019 (has links)
Recent scientific evidence shows the incredible potential of the brain to grow and change. Students with a growth mindset view errors and obstacles as opportunities for growth. These students welcome challenges and the opportunity to learn from their mistakes. Although some university instructors are incorporating growth mindset into their lectures, attitudes, and exams in small classes, the traditional exam method used in large lecture undergraduate mathematics classrooms follows a fixed mindset model. The growth mindset structured assessments developed for this study incorporate a testing center portion (matching, short answer, fill in the blank and free response) with structured rework opportunities, a written portion with peer reviews, and a group portion.
The purpose of this study was to understand the relationship between (1) large lecture college algebra undergraduate growth mindset structured assessments and (2) students’ achievement, drop/fail/withdraw rates, mindsets, and anxiety. This relationship is determined using the final exam scores, the withdraw and fail rates, and the responses from a Likert scale survey and a Qualtrics free response survey. No statistically significant difference in mean final exam scores was found, however, withdrawal and fail rates were lower for the class participating in the growth mindset structured assessments than the control classes. Lower levels of math test anxiety and higher levels of growth mindset were demonstrated in the class participating in the growth mindset structured assessments.
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Discourses of intercultural education in JapanMabuchi, Hitoshi, 1955- January 2001 (has links)
Abstract not available
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Transforming sectionalism to unity through narrative in John Brown Gordon's "The last days of the Confederacy"Acklin, David R. 11 June 1993 (has links)
John Brown Gordon was committed to the mission of national reconciliation.
He knew that the South would have to embrace the North to repair the devastation of
the Civil War. Driven by dedication to public service after the war, he worked
through his positions in governmental offices to help the South. As his public life
slowed he began work on a lecture aimed at making him a peacemaker, a missionary
for reconciliation. His purpose was to provide a broad, nationalistic perspective
which created a common vantage point that would allow both Northerners and
Southerners to derive pride and honor from their participation in the Civil War. The
lecture, "The Last Days of the Confederacy," became very popular in a short period of
time, and made Gordon one of the most requested speakers of the Southern Lyceum
Program and Slayton Lyceum Program.
The purpose of this critical interpretation of Gordon's lecture is to account for
the effectiveness of the rhetorical elements and strategies in the work. The analysis
will be based on Walter Fisher's narrative paradigm. Narratives dominate the content
and structure of speech; narratives provide a way of ordering and presenting a view of
the world through descriptions of a situation - -the act of storytellingthe format
Gordon chose in creating the lecture. After drawing conclusions from application of
the narrative paradigm I will focus on identifying and evaluating Gordon's rhetorical
vision, which is based in Ernest Bormann's fantasy-theme theory. Finally, due to the
synecdochal nature of the narratives I will use Kenneth Burke's four master tropes
literature to fully interpret the various aspects of the narrative, which complements
the initial mission of narrative criticism.
In "The Last Days of the Confederacy," Gordon masterfully uses anecdotes
from his experiences in the Civil War to create narrative sequences, which construct a
strategy of transformative discourse. A typical sequence would start with an
ingratiary tactic in which Gordon, in his eloquent manner, would describe a Northern
character, scene, or theme and juxtapose it to another story from the South. The
purpose of this sequence is to generate irony, creating a dialectic between the two
stories, which, at the surface, seem to be opposed. His third step, then, was to use that
dialectic to point to the commonalities between the North and the South. This he
would do by illustrating an American trait, skill, or value. The result would be a
major theme demonstrating a national value or belief to add strength to his existing
compendium of themes, such as unity, fraternity, and brotherhood - -all tools to salve
the process of reconciliation of conflict with face-saving for both. / Graduation date: 1994
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Developing strategies to evaluate the effective use of electronic presentation software in communication educationEarnest, William James 28 August 2008 (has links)
Not available / text
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Modeling higher order thinking in teacher preparation : an examination of the relationships between course objectives, classroom discoure, and assessment /Ball, Anna L. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 130-138). Also available on the Internet.
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Modeling higher order thinking in teacher preparation an examination of the relationships between course objectives, classroom discoure, and assessment /Ball, Anna L. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 130-138). Also available on the Internet.
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The American business corporation; new perspectives on profit and purpose.January 1972 (has links)
Edited by Eli Goldston, Herbert C. Morton, and G. Neal Ryland. / Part 1 was originally published as the winter 1969 issue of Daedalus; part 2 contains 8 new articles and a new preface.
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