Een slepende ziekte: de Vlaamse kijk op de Congolezen

Ruddy Doom dissecteert in deze historische analyse de manier waarop Vlamingen op de Congolezen (neer)kijken

Volcanoes and Heresies: Historiographical Perspectives on the Byzantine Iconoclastic Controversy

"Ever since the dawn of history, when man first became a religious animal and almost simultaneously—give or take a millennium or two—made his first clumsy attempts at adorning the walls of his cave, he has had to face one fundamental question: is art the ally of religion, or its most insidious enemy?"1 This question, precisely posed by historian John Julius Norwich in his trilogy on the Byzantine Empire, came to the fore in the seventh and eighth centuries during the Byzantine iconoclastic2 controversy: Are icons the friend or foe of Christianity

Teacher + Technology = Blended Learning: How Important is the Teacher in this Equation?

This mixed method study investigates teacher belief, knowledge action and technology adoption rate in a blended learning setting and the impact those variables have on student comprehension measures. Surveys and data collected from the blended learning program were used to gather data in pursuit of answers to the following research questions: (a) Does the teacher’s adoption of technology rate impact reading comprehension growth in a blended learning environment? (b) Does the teacher’s knowledge, belief and action in a blended learning environment impact student reading comprehension growth? (c) Does the teacher’s adoption of technology rate combined with the teacher’s knowledge, attitude, and actions impact reading comprehension growth in a blended learning environment? Literature on teacher perception of blended learning and the impact that perception has on students in a K-5 setting is limited. This study provides additional information to add to that body of literature. Results for this data set indicated that there is no significant impact on student reading comprehension outcomes in relation to a teacher’s knowledge, belief, actions or any combination of these variables. Advisor: Jody C. Isernhage

CS 241-01: Computer Programming II

A continuation of CS 240. The emphasis is on data abstraction and software engineering

CEG 360/560-01: Digital System Design

Design of digital systems. Topics include flip-flops, registers, counters, programmable logic devices, memory devices, register-level design, and microcomputer system organization. Students must show competency in the design of digital systems. 3 hours lecture, 2 hours lab. Prerequisite: CEG 260

CEG 360-01: Digital System Design

Design of digital systems. Topics include flip-flops, registers, counters, programmable logic devices, memory devices, register-level design, and microcomputer system organization. Students must show competency in the design of digital systems. 3 hours lecture, 2 hours lab. Prerequisite: CEG 260

CEG 3320-01: Digital System Design

Basics of Digital Computer Hardware and Design. Topics include switching algebra and switching functions, logic design of combinational and sequential circuits, storage elements, register-level design, and instrumentation. 3 hours lecture, 1 credit hour lab