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Medium 9781475816471

An Investigation of Learning Styles of Students at Sevilla University, Spain, and Fırat University, Turkey

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Çetin Semerci

In the teaching process, students use distinctive and specific methods while learning new and difficult knowledge. This is related to their learning styles. Studies on learning style have continued since 1970 (Loo, 2002). Learning style is defined as a means of comprehending and remembering knowledge. The literature is full of complex variations on this theme (Brown, 1998). Grasha (1990) defines learning styles in association with student learning. James and Gardner (1995) define them as the “complex manner in which, and conditions under which, learners most efficiently perceive, process, store, and recall what they aim at learning” (p. 20). Merriam and Caffarella (1991) give Smith’s definition of learning style: the individual’s characteristic way of processing information, feeling, and behaving in learning situations during adult education. Swanson (1995) recites Reichmann’s reference to learning style: It is a particular set of behaviors and attitudes in relation to the learning context. Swanson also presented Keefe’s definition for learning style: the cognitive, affective, and physiological factors serving as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.

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Medium 9781574414455

Chapter 14: District Attorney/County Attorney Investigators

Lorie Rubenser and Gloria Priddy University of North Texas Press ePub

Chapter 14

District Attorney/County Attorney Investigators


Across the state of Texas, there are varieties of specialized investigator positions held by licensed peace officers. Many positions are so specialized that only one or two persons in the state hold them. Some special positions appear to hold authorization by statute and yet are not used anywhere. Death Investigators appear to fit this description. Texas state law authorizes their employment by coroners or medical examiners, but it appears very few if any exist.

The best example of a specialized investigator position may be within District Attorney and County Attorney Offices. This is certainly the investigative area with the most licensed peace officers.

History and Development

Each county in the state of Texas having a County or District Attorney had to acquire authorization to create such an office from the governor. Authorization appears to have depended on the population growth and the growth in crime in each county. Once the office existed, authorization to hire additional personnel such as investigators followed the normal growth path of other government agencies. Need did not always translate into authorization, and many offices still find themselves understaffed.

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Medium 9781574411638


Jack Bell University of North Texas Press PDF


Sir William G. Armstrong designed a family of rifles and projectiles in the 1850s that were highly prized by the British government. In fact the British government controlled the company that produced the rifles and projectiles—Elswick Ordnance Company—and would not allow any to be sold to foreign countries until they completed their rearmament program in 1861–1862.1 The British government withdrew from the company in 1862, and Confederates began to buy Armstrong rifles and projectiles.2 In 1864, the Confederates acquired several large caliber Armstrong rifles and projectiles. Included in these shipments were two 8-inch Armstrong rifles, which were mounted at Fort Caswell and Fort Fisher.

Each rifle weighed nearly eight tons.3 Tests done in England indicated these rifles would pierce the armor of the Monitor-type gunboats.4

With the Armstrong rifles came an impressive array of advanced projectiles, including shell, segmented shrapnel, armor-piercing bolts, and armor-piercing shells. The Armstrong projectiles used a shunt rifling system with brass lugs mounted in a spiral shape along the length of the projectile body.

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Medium 9781574414325

Appendix A – Custody Levels

Jorge Antonio Renaud The University of North Texas Press ePub


Custody Levels

The following explains what custody levels exist in TDCJ-ID (Institutional Division), and gives a brief summary of the privileges allowed at each level. For a more detailed idea of the levels and privileges, see the chapters on Money, Recreation, and Segregation.

1. Minimum out, State Approved Trusty I—Eligible for four contact visits each month. Can work outside without direct supervision except for sporadic check-ups. May be assigned to trusty camp. Maximum allowed on recreation, commissary, and property privileges.

2. Minimum out, Line I—Same as above, except that may be from Line I to SAT II.

3. Minimum out, restricted—May be from Line I to SAT II. Eligible for same privileges as above. Must have direct unarmed supervision while outside the fence and cannot live in trusty camp.

4. Minimum in—May be from Line I to SAT III. Must have direct, armed supervision if outside fence. Maximum privileges on commissary, recreation, and property. Allowed from one to three contact visits monthly, depending on SAT status.

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Medium 9781475824230

Notes From the Editors: Introduction to Special Issue—International Perspectives on School–Parent Relations

Relations, Journal of School Public Rowman & Littlefield Publishers ePub



This special issue is devoted to the work of international scholars who have studied the dynamics of the centralization and decentralization of education policymaking as well as parent involvement in school governance. These international comparative studies provide insight into the deep sense of responsibility that parents have for their children’s education and the political structures ostensibly created to enhance their decision-making processes and school engagement activities. Taken as a whole, these articles are highly relevant to our understanding of national educational reform movements in the United States and other countries. As guest editors of this special issue, we are indebted to Ted Kowalski and the editorial team of the Journal of School Public Relations for supporting this international endeavor. They joined us and external reviewers in ensuring that authors were subjected to multiple blind peer reviews and held to the rigorous review criteria set by the journal. Due to space limitations, the editorial team decided to release the articles in two sequential issues. This special issue contains the remaining three articles that complete the two-part series of international perspectives on school–parent relations.

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Medium 9781475811322

A Model of Planning for School Improvement and Obstacles to Implementation



ABSTRACT: Criteria are needed to help schools develop improvement plans and to evaluate those plans. This article describes a rubric created to provide such criteria. We also present findings from an evaluation using the rubric and report a study of practitioner perceptions regarding improvement planning and plan implementation. Evaluation findings indicate that the plans were generally of inferior quality. Perceptual data suggest causes of this finding include weak internal linkages within plans and lack of teacher involvement in establishing school goals and instructional priorities. The data show troubling disparities in perceptions between administrators and teachers regarding planning and plan implementation.

Over the past several years, state and the federal governments have increasingly targeted low performing schools for attention, resources, and in some cases, penalties, with the intention of promoting school improvement. The focus of these improvement efforts has been on the school as a whole, rather than on discrete aspects of the school, such as new curricula (Cichinelli & Barley, 1999). This whole-school focus is evident in federal law reauthorizing Title I, which encourages schoolwide programs based on the development of a school improvement plan (Wong & Meyers, 1998). The Obey-Porter legislation, which builds on the Title I law and funds Comprehensive School Reform Demonstration (CSRD) programs, also promotes a schoolwide approach to improvement.

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Medium 9781576336045

ACT Exam Essential Vocabulary: "M" Words

Ace Academics Ace Academics ePub
Medium 9781576336434

Suffixes: H-N: GED Word Roots

Ace Academics Ace Academics ePub
Medium 9781574411546

6 Lions and Tigers and Bears

Andrea Dawn Lopez University of North Texas Press PDF

Lions and Tigers and Bears

the old mining town called Buckskin Joe. It recaptures the spirit of the Old West in an actual frontier setting with 30 buildings that are original structures from ghost towns in the Rocky Mountain region.

People come to learn about Colorado’s history, as well as experience things like gunfights, hangings, and magic shows. Some of the entertainment is based on real events that happened in the 1800s.

Perhaps one event that the park didn’t bank on having was an act by a guest who wasn’t on the entertainment line-up. That guest was a black bear.

The bear had been frequenting the park in search of food. Wildlife officers say that food is the main reason a bear will initially come around and stay around. The park offered plenty of leftover snacks from all of its tourists.

The bear was causing trouble, however. He was getting into trash and searching the rest of the park for a meal or two. The Colorado

Division of Wildlife stepped in after the bear had come around one too many times and set a trap. The bear found himself in that trap soon afterwards.

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Medium 9781475824148

Nurturing a Winning District Website: It Takes an Extended School Family

Relations, Journal of School Public Rowman & Littlefield Publishers ePub


ABSTRACT: The award-winning website for Union Public Schools in Tulsa, Oklahoma, is one of the communications department’s most powerful tools in building positive relationships. As with raising a child, the challenge lies in finding ways to nurture a growing entity—constantly providing it with meaningful information, adapting it to social changes, and equipping it for advanced opportunities. The district website has a life of its own, and the extended school family helps it flourish. This article examines how communications staff members answer the challenge and involve the Union community to ensure that the site continues to thrive.

In 2008, when Union Public Schools in Tulsa, Oklahoma, won two statewide awards for the district website, the communications staff and I were elated. Our ongoing research and effort paid off. The judges from the Public Relations Society of America and the Oklahoma School Public Relations Association liked the site’s “simple, attractive” appearance, “easy-to-navigate” design, robust content (everything from academics and athletics to job openings and lunch menus), “whimsical photos,” and link for parents to follow student progress online. They cited the changing news and links on the front page to stories in the Student Life section as elements that frequently drew visitors back to the site. The recognition was welcome affirmation from two respected professional organizations. It did not take long, however, for us to realize that we had only raised the bar for ourselves.

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Medium 9781576336557

"G" Words: GRE Advanced Vocabulary

Ace Academics Ace Academics ePub
Medium 9781442229228

The Sapiential Structure of Augustine’s De Trinitate

Pro Ecclesia Rowman & Littlefield Publishers ePub

The Sapiential Structure of Augustine’s De Trinitate

Nathan Crawford

In the last fifteen years there has been an attempt to recover Augustine’s doctrine of the Trinity.1 This effort of retrieval seeks to overthrow what could be called the “De Régnon Paradigm.”2 Two primary insights have emerged: first, that Augustine should be a source for theological reflection on the Trinity in contemporary theology and, second, that Augustine’s doctrine of the Trinity emphasizes the relations of the three persons while simultaneously emphasizing the inseparability of the three persons through these relations.

However, recent scholarship has also been marked by a lacuna: few scholars are talking about how Augustine understands soteriology in relation to the doctrine of the Trinity.3 Scholars have missed how De Trinitate is structured in such a way as to lead people into deeper contemplation of God.4 In this paper, I would like to show how I see Augustine’s concern with the spiritual life structuring his thinking on the Trinity. Specifically, I show what I will call the sapiential structure of De Trinitate, arguing for a reading of the text that is reliant upon what I call a double-ascent motif. I will begin, though, with a discussion of a few recent considerations on the structure of De Trinitate. After looking at these, we will have a better understanding of how the sapiential structure of De Trinitate uncovers a motif at work in the text.

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Medium 9781475816259

The Effects of Citizenship on Educational Choices: Ethnic Chinese in Korea

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Sheena Choi

The Korean government from the 1950s through the present has had no clear policies governing the education of foreign nationals living in Korea; it has delegated education of ethnic Chinese, hence Korean-Huaqiao(s), to the ethnic community. Under these laissez-faire educational policies, Korean-Huaqiao communities replicated the Taiwanese system as the model that served “education as the basis of cultural and language transmission” (Tan, 2000, p. 381). Externally, within Korean society, Korean-Huaqiaos’ emphasis on ethnic education resulted in the lower status of ethnic Chinese in Korean society; internally, within the ethnic community, it resulted in two opposing directions; it both undermined and strengthened the ethnic community. An examination of Korea’s citizenship law and economic and educational policies toward Korean-Huaqiaos will show that preclusion from Korean citizenship and Korea’s hostile economic policies toward Korean-Huaqiaos, while granting privileges in educational area, led to Korean-Huaqiaos’ subordinate status in the larger society.

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Medium 9781475816143


International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Professor and Chair, Educational Leadership and Policy Analysis, East Tennessee State University, P.O. Box 70550, Johnson City, TN 37614-0550

As do many others around the globe, Dalin, Rolff, and Kleekamp (1993) contend that “the world changing dramatically; we are in the middle of a major paradigm shift, and add-on changes to the existing schools are inadequate” (p. 2). However, there is natural resistance to change in organizations. Owens (1995) notes that even add-on changes proceed very slowly, taking fifteen years to reach 3 percent of the schools [in the United States], and an additional twenty years before attaining a diffusion range equivalent to the average state (p. 209). Deeper change, or reform, meets even more resistance. As Mohrman et al. (1991) note, “Even setting aside the question of whether the political interests of resisters actually are served by opposition to the change, the depth dimension indicates that in many cases employees will resist the change because it threatens the way of making sense of the world—and thus calls their values and rationality (and thus, in a sense, their sanity) into question” (p. 15). Senge (1990) echoes this, asserting that “Resistance to change is neither capricious nor mysterious. It almost always arises from threats to traditional norms and ways of doing things” (p. 88). The urgency and magnitude of current paradigm shifts seem inescapable. Therefore, to counteract the inherent resistance, new perspectives and understandings of reform are needed.* Because its environment has undergone several major social, cultural, and economic paradigm shifts in the past four decades, Cuba’s educational system offers an interesting case study for reflecting on systemic change.

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Medium 9781475823813

A Step Beyond No Child Left Behind: Is Florida the Future?

Rowman & Littlefield Publishers ePub


ABSTRACT: Schools face major challenges today that have been created by reform initiatives and expectations from Florida and federal legislation. This article focuses on the impact of accountability mandates on student achievement through the responses of central Florida school administrators at the elementary, middle, and high school levels. They were asked: How has increased accountability impacted your daily work? How has student achievement changed over the past 3 years in your schools? What has been done to improve student achievement? The findings have implications for principals and school public relations.

Educational reform initiatives since 2001 have focused on accountability for student performance. This was a dramatic shift in the focus of federal, state, and local policy away from the distribution of money and toward improved student test scores. No Child Left Behind (NCLB) requires that all states have in place accountability systems that provide for annual testing of all students in grades 3 through 8, the disaggregation of student test scores by groups sorted for demographics, continuous oversight, sanctions for poorly performing schools, and the option for parents of children in chronically low-performing schools to move their children to other schools (Elmore, 2004). Florida’s accountability system precedes NCLB and surpasses it in rigor.

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