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    • THE WEB 17 working knowledge of web technology and be familiar with production tools and techniques. The course will be administrated through an online teaching tool such as the “Blackboard” system typically found in institutions of higher...
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    • THE WEB 18 Syllabus: The Web for Communication Professionals The web is taking an increasingly prominent role in the lives of communication professionals. Students entering the field of communication will undoubtedly be involved in web projects...
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    • THE WEB 22 Required Reading: • The Web for Communication Professionals Ch. 10 • Interact with Web Standards Ch. 12,13 • Your first look at JavaScript by Christian Heilmann Assignment: JavaScript Alert Due: Valid HTML document, Blog Post 9,...
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    • THE WEB 228 168 optimize these touch points. Here is an example of the conversion process using touch points: 􀀑􁄀􀀎􀸀 􀀹􃤀􀁏􄼀􀁕􅔀 􀀈􀠀􀁔􅐀􀁈􄠀􀁅􄔀...
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    • 12 families who would like to send their children to preschool, the cost for private preschools is often prohibitive, and there is not sufficient state or federal funding for government preschools. Given the current educational status of Hispanic...
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    • 13 oral language, and potentially positive effects for early reading, writing, and knowledge of print (Institute of Education Sciences, 2006). Ideally, intervention would come for low SES Hispanic ELLs when they are very young, but this is...
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    • 17 improve ELLs’ literacy achievement. Small-group leveled instruction provided an opportune setting for these students to be able to access prior knowledge, make connections with text and their own lives, and increase overall comprehension and...
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    • 45 Results and Explanations The composite scores in the reading portion of the MAP assessment showed double and triple the expected gains by students who read from the SETHL. Total non-readers achieved expected growth of 4 points, while students...
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 5 TABLE OF CONTENTS Approval Page 2 Abstract 3 Acknowledgements 4 List of Tables 6 Chapter I: Introduction 7 Chapter II: Literature Review 13 Small Group Communication 13 Group Formation 15 Group Leadership...
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 17 Rothwell (2007) clarified that “Despite the numerous definitions of leadership, there is an evolving consensus on what leadership is and is not” (p. 151). Difficult as group leadership may be to define,...
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 18 that help structure the group. Primarily these leaders “encourage members to participate in group decisions, including policy-making decisions” (p. 182). When working with a democratic leader, the group...
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 69 Wobber, V., Hare, B., Koler-Matznick, J., Wrangham, R., & Tomasello, M. (2009). Breed differences in domestic dogs‟ comprehension of human communicative signals. Interaction Studies, 10, 206-224. Wolp, J....
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    • PREFERENCES FOR GROUP LEADERSHIP STYLE 73 Appendix D Leadership Style Psych. Domain Autocratic Democratic Laissez Faire % Affective 74 131 43 32.8% Behavioral 65 129 64 34.1% Cognitive 46 125 79 33.1% % 24.5% 50.9% 24.6% 100% Totals...
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    • The I-Text Distance Learning System 94 import mx.events.CloseEvent; import mx.managers.PopUpManager; import flash.geom.Point; import mx.core.IFlexDisplayObject; //var declarations here public var currentQuizNumber:String; [Bindable] private var...
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    • Page 105

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    • The I-Text Distance Learning System 101 //import statements here import mx.rpc.events.ResultEvent; import mx.controls.Alert; import mx.events.CloseEvent; import mx.managers.PopUpManager; import flash.geom.Point; //var declarations here public var...
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    • Page 112

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    • The I-Text Distance Learning System 108 REFERENCES Chen, S. (2002). A cognitive model for non-linear learning in hypermedia programmes. British Journal of Educational Technology 33(4), 449-460. Chen, S. and Macredie, R. (2004). Cognitive modeling...
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    • iii Table of Contents Chapter 1: Introduction......................................................................................................................................1 1. Purpose of the Project...
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