Online Learning Management in Covid-19 Pandemic: Case in Vietnam

The world is dealing with the COVID-19 epidemic, which has created enormous impacts on education, especially on learning management, requiring the adjustment and implementation of an online learning system effectively.The process of digital transformation has been promoted rapidly to adapt to new conditions in Education.Nowadays the online system has facilitated students of all levels to study at anytime and anywhere owing to the development of technologies.However, the existence and limits ofonline teaching and learning have been mentioned such as the complicated implementation or limited communication of active teaching methods compared to an actual classroom. Therefore, innovative teaching strategies and models are now required to be more diverse to encourage learners to focus on the lesson.In this study, we proposed an optimal paradigm of online learning management: the combination of several supported programs to effectivelymanage the teaching process. The approach has been appliedtothe Basic Informatics course for students majoring in Primary Education at the Thai Nguyen University of Education, Vietnam, and suggesteda flexible approach to stimulate learners' enthusiasm, express opinions, and actively participate in activities for enhancing their achievements. In addition, the investigation and discussion from lecturers and students about the digital transformation challenges in learning management also were presented and proposed the necessary information for the educational process

Summer Mustang, July 23, 1987

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/4677/thumbnail.jp

Milton Wolsky: Illustrating an Omaha Modern Artist

This book corresponds to the temporary exhibit, Milton Wolsky: Illustrating an Omaha Modern Artist at the University of Nebraska at Omaha Weber Fine Arts Gallery. Introduction: Curating Wolsky by Dr. Amy Morris Remembering Milton Wolsky: Interview with Patrick Drickey Written by Dennise Aguirre Discovering Milton Wolsky: Interview with Norma Hilt Written by Dennise Aguirre Biography by Sarah Thomas Wolsky as Military Artist by Kathryn Baker Wolsky as Illustrator by Sara Bihlmaier Wolsky as Modern Artist by Amanda Defazio Wolsky as Collector by Leah Stronghttps://digitalcommons.unomaha.edu/artarthistfacbooks/1008/thumbnail.jp

Beechwood, The Book

From the forward by Darrell A.Young: The city fathers have been called visionaries. The city has been studied by architects, planners, engineers and the like from all over the country. What is it about Beachwood that has attracted so much attention? To be certain, there is something magical that has taken place over the last 80 years in Beachwood and Jeffrey Morris has finally documented the historical blueprint from which we can study and learn. This book is the first opportunity to understand our heritage and to delve into the intellect that forged this wonderful community.https://engagedscholarship.csuohio.edu/clevmembks/1009/thumbnail.jp

Rollins Alumni Record, September 1997

A Walk of Fame: 1996-97 Honor Roll of Donor

The Ouachitonian 1981

The 1981 Ouachita Baptist University yearbook, The Ouachitonian, records the events of this college year. Its goal is to remind readers of pleasant memories and enduring friendships formed at OBU, as well as of the students, faculty, staff, organizations, and events that shaped OBU in 1981.https://scholarlycommons.obu.edu/yearbooks/1084/thumbnail.jp

Mending the Sacred Hoop: A Successful Indian Education Program Increasing Native American Graduation Rates

ABSTRACT The purpose of this qualitative case study was to investigate the contributing factors which increased retention and a 90% graduation rate for Native students enrolled in a single Midwestern school district. A large disparity exists between the graduation rates of White students and American Indian/Alaskan Natives enrolled in public schools nationwide (National Center for Education Statistics, 2016). I investigated how an Indian Education program in partnership with a local school district provided a comprehensive plan to serve Native students. Interviews, documents, and observations were used to collect data. Native students navigated racism and historical trauma. The program components addressed historical trauma and the types of educational support needed to ensure higher rates of student success. The Indian Education program implemented strategies to counteract negative experiences of Native students in school. The components included: (1) fostering relationships and communication; (2) providing tutoring; (3) placing liaisons in schools; (4) providing summer programming and culture camp; (5) encouraging communication with Tribal elders, family, and Community members; (6) providing advocacy; (7) offering professional development; (8) supporting an alternative high school program; and (9) providing graduation incentives. Some of the implication and recommendations for improvement included an emphasis on Native history and culture; knowledge of boarding schools and its effectives; recognizing and adopting trauma-informed practices; offering professional development on race, racism, and bias training, improving curriculum, and providing direct support to Native students inside the classroom. Program initiatives increased Native graduation rates from less than 20% to over 90%. Keywords: historical trauma, intergenerational trauma, Native American graduation rates, Indian Education programming, Indian Educatio

Free agents on underdog teams: international branch campus lecturers constructing the organizational integration of their individual and campus identities

In recent decades, many entrepreneurial universities have bolstered their student enrollments through transnational higher education, transporting educational products overseas to students in their home countries. International branch campuses (IBCs) are a prominent mode for delivering education offshore: These satellites of global universities provide mirrored parent-campus educational experiences to students in remote locations. More than 250 IBCs now exist worldwide, with high concentrations in Asia (C-BERT, 2019). Like multinational enterprise subsidiaries, the value proposition of IBCs is their products' global resonance, achieved in part through the efforts of IBC staff. Historically IBCs have relied on traveling parent-campus lecturers to reinforce their campuses' global ethos, however for financial and logistical reasons many IBCs are transitioning to local hiring of host- and third-country lecturers. Recent IBC literature frames this trend as one of risk, suggesting that non-parent-campus lecturers may lack the loyalty and capacity to effectively represent their global institutions. As the sector continues to localize IBC academic hiring, the organizational integration of IBCs and their lecturers is a key management concern. Existing literature on IBC contexts is limited, with a dearth of insights about locally-hired IBC lecturers' perspectives. In particular, the field lacks clarity on how IBC lecturers who are not nationals of the parent-campus country identify themselves and their campuses as part of their global universities. My research addresses this gap. Through a constructivist grounded theory study involving interviews with 36 lecturers and leaders across four IBCs in Southeast Asia, I examine the organizational integration of locally-hired IBC lecturers' constructed identities and explore the barriers to IBCs' global integration which could be addressed through management intervention. In exploring the perspectives of IBC lecturers regarding their roles and campuses I draw on emic metaphors analogizing lecturers to members of sports teams. I theorize that locally-hired IBC lecturers see themselves as occupation-focused "free agents" and their IBCs as disadvantaged university "underdogs"--constructions which impede IBC lecturers' global-university integration. Contributing to these constructions are contextual challenges as well as perceived disrespect from parent-campus coordinators--the "coaches" charged with guiding them. Connecting these theories I outline an overarching process of IBC self-distancing performed by locally-hired IBC lecturers: an "IBC Othering Loop" of perpetuated disadvantage and campus isolation. These theories present a compelling case for more proactive parent-campus engagement of IBC lecturers. My findings challenge previous literature assumptions that non-parent-campus IBC lecturers are inherently institutionally disloyal; instead, my research exposes the many factors contributing to IBC organizational separation, identifying multiple points of potential management intervention. I suggest that more supportive engagement from parent-campus course coordinators in particular would likely decrease locally-hired IBC lecturers' sense of global isolation. This engagement would help to improve the global-university integration of IBCs and their lecturers, aiding delivery on the IBC value proposition of globally-mirrored educational experiences

March 1992

Moreno Valley Study Adds Jobs 6 Cross white Reflects onCoachella Health Care Focus Bush Expands Private Industry Role Competing With Godzilla Bank $557 Billion Pumped Into Real Estate UCR Economist Proposes Restructuring U.S. Banking System Your Insurance Questions Answered Creative Conference New

Bowdoin Orient v.132, no.1-24 (2000-2001)

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