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This study was designed to compare the effects of the use of worked examples and self-explanation on motivation for male and female students. More specifically, the present study examines whether there are differences between males and females with regards to their achievement goals and if gender plays a role in how students respond to questions about their motivation in the presence of other male or female students. Comparisons of student responses on Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) were also conducted. Participants were 147 seventh-, eighth- and ninth-grade non-honors Algebra I students (82 girls and 65 boys) from three schools and eight classrooms within the same school district on the east cost of the United States of America. Results replicated the finding that females have more mastery goals than males, however no gender differences were found for either performance. In addition, it appears that students respond differently to some questions about their motivation in the presence of other male or female students. Finally, the AGQ-R and the PALS appear to be consistent representations of students' achievement goals. / School Psychology

No / This paper examines the scope for a rights-based perspective on the Millennium Development Goals (MDGs) by focusing on right to water. The paper adapts Hohfeldian framework of elements of a right developed by Wenar. According to this, a right should be interpreted in terms of powers, privileges, claims and immunities. This framework highlights the inter-connections between various aspects of governance and the effectiveness of a right to water. The conjecture whether the poor are more likely to have access to water when there is a right to water is examined with data (from WHO-UNICEF Joint Monitoring Programme) pertaining to a small sample of countries where a right to water has been promulgated and some others where such right has not been promulgated. The impact of governance on improving access to water is examined using indicators from Governance Matters V (Kaufman et al., 2006). This analysis suggests that mechanisms of governance may be more important in improving access to water than a formal articulation of a right to water. Some challenges to operationalising a right to water are discussed.

Five years from the end of the 15-year span of the Millennium Development Goals (MDGs) it is already plain that progress has been patchy and that the larger goals will not be met. The scale and profile of the MDGs will make them subject to eventual success or failure judgments and 'lessons learned' analyses, but the evidence of the past decade and current trajectories are sufficient to reveal our conceptual and operational shortcomings and the kinds of reorientation needed to ensure that the last five years of the MDGs will exhibit positive momentum rather than winding-down inertia. Such reorientations would include prioritising actors over systems; disaggregated targets over global benchmarks; qualitative aspects of complex forms of human relatedness over technical 'solutions'; and the painstaking work of developing country enablement over quick outcome indicators, not least for the purpose of sustainability. Thinking and planning beyond 2015 must be made integral to the last five years of the MDGs, for normative as well as practical reasons.

1. <u>Purpose of the Study</u>. The primary purpose of this study was to determine if agreement on the goals of continuing education and community services could be arrived at among Virginia Community College System presidents, provosts, deans of instruction, and directors of continuing education by using the Delphi technique. Ambiguity existing on the goals and further testing of the hypothesis (Weaver's) that the Delphi technique can be u~ed to shape judgment were of interest. 2. <u>Methods and Procedures</u>. The literature and "panels of experts were used to develop a Delphi-type questionnaire which was administered through three rounds to the 23 presidents, 11 provosts, 22 deans of instruction, and 29 directors of continuing education in the Virginia Community College System. Respondents were instructed to rate each of the 46 goal statements in accordance with a fivepoint scale ranging from "strongly disagree" to "strongly agree." Controlled "feedback" included the interquartile range and median for all respondents and groups of respondents by goal statement and arguments in favor of higher and lower preference ratings. The consensus rate was used as the basis for making comparisons between and within groups of respondents. 3. <u>Conclusions</u>. The presidents and provosts, deans of instruction, and directors of continuing education held different perceptions toward a majority (56 percent) of the goal statements. Disagreement on the goals, in many instances, was as prevalent within groups as it was between. The presidents, provosts, and deans of instruction perceived the role of the programs to be more narrow than the directors of continuing education. Continuing education and community services were perceived by all administrators as being two separate, definable, but interrelated programs with continuing education being primarily credit and c.e.u. oriented and with community services being non-credit, non-c.e.u. oriented. In the administrators appeared to be traditionally oriented; i.e. they did not perceive the more non-traditional programs (non-traditional degrees, CLEP, community counseling centers, etc.) as being a major thrust of continuing education and community services. The directors of continuing education perceived the programs being administered by a first-level manager (dean); the presidents, provosts, and deans of instruction preferred a second-level manager. The administrators perceived all continuing education and community services activities of the campus being administered by the same administrator with all other units of the campus providing support services to that administrative unit. Collectively, the administrators viewed the programs being funded by a combination of tuition, registration fees, and local and state tax dollars. (State support of continuing education and community services is presently not feasible under Virginia law.) Major unresolved issues were: (I) should continuing education and community services become involved in solving community problems, (2) should they include offering off-campus degree programs, (3) should they be more nontraditionally oriented, (4) should they be managed by a first- or second-level manager, and (5) should they receive support through state tax dollars. The Delphi technique was practically ineffective in shaping the judgments of the administrators. / Ed. D.

Lack of physical activity is a major problem contributing to diseases and poor health. Nowadays, mobile fitness apps serve in important roles in encouraging and facilitating people to do more physical exercise. Many apps focus primarily on individual behavioral strategies, such as displaying individual steps to encourage physical activity. Such strategies help evoke one's internal motivation such as peer recognition and competition achievement. However, such apps usually de-emphasize or ignore interpersonal behavioral strategies, such as team rank. And group-based strategies are very important in aspects such as peer recognition and can facilitate more physical activity. This research explores the design strategies of group-based dynamic approaches for encouraging physical activity in small-size groups. The development effort takes into account the different roles of mobile devices and laptops and the evaluation explored the effectiveness of the design. / Master of Science / Lack of physical activity is a major problem contributing to diseases and poor health. Nowadays, mobile fitness apps like Fitbit and Runkeeper help encourage people to exercise. Many apps focus primarily on things like steps for each person. However, this research shifts the focus to small team goals and motivations, such as team rank and team progress toward an overall goal. This research explores ways to get people motivated through showing them information on their mobile phone or a web site. Several different visual displays were created and evaluated.