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    • Page 53

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    • U.S. Embassy 53 departments, the human rights agencies, non‐government organizations, countless news articles and reports, and a host of other organizations. Whatever numbers you’re able to scrounge up, you shove them together as nicely as you can...
    • Page 141

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    • 131 compared with previous research travel motives for respondents of this study are similar to those surveyed for Macao (McCartney et al., 2008). Such motives as relaxing physically and mentally and experiencing a new culture were determined to be...
    • Page 237

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    • THE WEB 238 3. The information literate student retrieves information online or in person using a variety of methods. Outcomes Include: a. Uses various search systems to retrieve information in a variety of formats b. Uses various classification...
    • Page 142

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    • 132 tourism authorities may need only to ensure that relevant information reaches the specified target audience. Hypothesis 3 predicted that information sources would positively affect visiting intention and was also not supported by this study....
    • Page 15

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    • 2 Chapter 1 The Internet and the Web Introduction In today’s world, it is the rare person who has not had some exposure to the Internet and the World-Wide Web. According to recent research, as of the year 2004 there were only about 20% of American...
    • Page 238

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    • THE WEB 239 a. Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) b. Creates...
    • Page 143

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    • 133 Hypothesis 5 predicted that travel motive has a positive effect on destination image and was supported with a coefficient of 0.118. When prospective visitors have high travel motivation, they tend to have strong destination image of Austria....
    • Page 239

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    • THE WEB 240 d. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information 3. The information literate student synthesizes main ideas to...
    • Page 72

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    • 69 National Inst. for Literacy, W. C., & National Inst. of Child Health and Human Development (NIH), B. D. (2007). What Content-Area Teachers Should Know about Adolescent Literacy. National Institute for Literacy, Retrieved from EBSCOhost. Pardo,...
    • Page 144

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    • 134 Since a primary goal of destination marketers is to attract new visitors, this strong destination image of Austria for socio-cultural tourism can be used to increase the visiting intention of travelers. Cities such as Salzburg and Vienna appeal...
    • Page 145

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    • 135 Perhaps the most important implications of this study are the findings of the structural equation analysis. Results of the structural equation modeling analysis showed that information sources have a positive effect on travel motive....
    • Page 241

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    • THE WEB 242 c. Reviews information retrieval sources used and expands to include others as needed Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific...
    • Page 146

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    • 136 ranging from 1 (no time spent) to 7 (all of time) rather than simple ―yes‖ or ―no‖ participation while on vacation. Furthermore, while the data collected on each of the individual variables in this study provides some value to the tourism...
    • Page 24

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    • Testimonial videos 24 watching for means other than finding specific information. This strengthens the argument for quick, attention grabbing testimonials, rather than longer videos that address specific questions or problems. Verleur and...
    • Page 147

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    • 137 study might be more effective if it were to be distributed to a broader, more generalizable population. Distributing it among more diverse population samples, such as neighboring countries of Austria, will provide richer research data and...
    • Page 243

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    • THE WEB 244 a. Participates in electronic discussions following accepted practices (e.g. "Netiquette") b. Uses approved passwords and other forms of ID for access to information resources c. Complies with institutional policies on access to...
    • Page 61

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    • 55 determine if a child struggles reading fluently, but cannot define “specific skill deficits that are contributing to poor reading fluency or how to guide intervention” (Ysseldyke et al., 2010, p. 56- 57). Therefore, it is paramount for teachers...
    • Page 151

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    • 141 References Sirgy, M. and Su, C. (2000, May). Desination Image, Self-Congruity, and Travel Behavior: Toward an Integrative Model. Journal of Travel Research, 38: 340- 352 . Retrieved September 12, 2009. Sönmez, S., and Sirakaya, E. (2002). A...
    • Page 164

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    • authorized to contribute, for and in behalf of the citizens of Cedar City, the sum of $200 to the General Relief Committee of Salt Lake City: said amount to be forwarded, as the contribution in aid of the s u f f e r e r s of the earthquake and...
    • Page 39

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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 40 Additionally, one student made an excellent point stating that technology is not always accurate. However, research online must be located and found as reliable before usage. Another point from the...

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