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 MINORITY STUDENTS' NEEDS FOR SOCIAL INTERACTION ONLINE. HOW THESE NEEDS ARE SERVED BY THE COMMUNICATION FUNCTIONS OF U.S. HIGHER EDUCATION DISTANCE LEARNING COURSES AND PROGRAMS
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MINORITY STUDENTS' NEEDS FOR SOCIAL INTERACTION ONLINE. HOW THESE NEEDS ARE SERVED BY THE COMMUNICATION FUNCTIONS OF U.S. HIGHER EDUCATION DISTANCE LEARNING COURSES AND PROGRAMS

автор Ann S.H. издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 136        мягкая обложка       
Аннотация:No statistically significant difference was found in Hispanic and non- Hispanic students need for social interaction in online classes. The outcome measures were need for social interaction and the degree to which the communication functions of online courses met the need. University students perceived a higher need for social interaction. The study examined Hispanic and non-Hispanic community college students from one community college and Hispanic and non-Hispanic university doctoral students from one state university. No statistically significant differences were found in level of institution or ethnicity regarding students’ perceptions that the communication functions of online classes met the perceived needs. A statistically significant difference was found in level of institution and students’ perceived need for social interaction in online classes. This study examined the relationship of factors relating to students’ perceptions of their need for social interaction in online classes and the extent to which the communication functions of online classes met those perceived needs.
Автор: Ann S.H.
Издательство: Книга по Требованию
Год:2008
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2415 руб
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Поиск: MINORITY STUDENTS' NEEDS FOR SOCIAL INTERACTION ONLINE. HOW THESE NEEDS ARE SERVED BY THE COMMUNICATION FUNCTIONS OF U.S. HIGHER EDUCATION DISTANCE LEARNING COURSES AND PROGRAMS


ДОСТИГ ЦЕЛИ, А СЧАСТЬЕ НЕ НАСТУПИЛО?


Whether ‘tis nobler in the mind... Пастернак и нравственная дилемма послереволюционной...

Эта коллизия прослеживается во всем творчестве Пастернака: от цикла стихов «Сестра моя — жизнь» и поэм двадцатых годов «Девятьсот пятый год», «Лейтенант Шмидт» и «Спекторский» до романа «Доктор Живаго» и автобиографической прозы («Охранная грамота» и «Люди и положения»). Здесь показана борьба, которую Саид интерпретировал бы как борьбу интеллектуала per defi i io em. То же самое видно и в обширной корреспонденции Пастернака, в его статьях и выступлениях, например 1930-х годов, когда его то возвышали как первого советского поэта, то подвергали жестокой критике. Это была борьба, связанная с этическими границами и этическими позициями; это была борьба, актуальная для одних и совершенно не внятная другим ( here bu for he grace of God go I — спасибо, что эта судьба не коснулась меня»). Мы, кто имел счастье родиться в более или менее демократических государствах, не знаем, как бы мы справились с этическими границами в условиях жестокой диктатуры — советской или гитлеровской. Ключевым словом для Сайда является represe a io : I say or wri e hese hi gs because af er much reflec io hey are wha I believe; a d I also wa o persuade o hers of his view. here is herefore his qui e complica ed mix be wee he priva e a d he public worlds, my ow his ory, values, wri i gs a d posi io s as hey derive from my experie ces, o he o e ha d, a d o he o her ha d, how hese e er i o he social world where people deba e a d make decisio s abou war a d freedom a d jus ice. here is o such hi g as a priva e i ellec ual, si ce he mome you se dow words a d he publish hem you have e ered he public world. or is here o ly a public i ellec ual, someo e who exis s jus as a figurehead or spokesperso or symbol of a cause, moveme or posi io . here is always he perso al i flec io a d he priva e se sibili y, a d hose give mea i g o wha is bei g said or wri e (Said 1994: 9).
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