Adolescent Attitudes Towards Social Media in the Classroom

As a future educator, I am concerned with the growing influence of social media in the lives of adolescents. With technology constantly changing, educators must reevaluate their techniques in order to teach effectively. For example, teachers might consider the relationship between students’ attention spans and their social media use. Teachers might also consider the effects of the different styles of writing students read online. This project examines the correlation between high school students\u27 writing habits and their social media usage. Data has been gathered from 19 high school juniors in an AP Language and Composition class. The methodology for this project uses grounded theory research and includes surveys and writing samples. Students completed a survey about their social media usage that asked what websites they use, how often they use these websites, and whether or not they try to use proper spelling and grammar when posting online. In addition to the survey, students also provided an on demand writing sample of approximately 180 words. In order to discern any correlation between social media usage and writing habits, data was coded to identify differences in sentence length, spelling/grammar issues, incorrect punctuation usage, usage of transitions, awkward phrasing, and usage of the first person. This study found that there was no correlation between students’ social media habits and their writing styles. However, the data revealed students’ attitudes towards using social media in the classroom, information that is essential for teachers to understand in order to utilize technology effectively

Mentorship of Select African American School Administrators

While the percentage of African American students in the state of Minnesota increased by more than 23% over the span of seven years from 2006-07 to 2013-14, the percentage of African American school administrators in the state decreased by one-tenth of one percent (-.1%) during the same time period (MDE 2007; MDE, 2014). If school districts in Minnesota and throughout the United States are to address the achievement gap disparities that exist among African American and non-African American students, it would appear essential that school districts employ strategies that have been identified as successful in increasing the numbers of African American administrators to be seen as role models and mentors to accelerate the achievements in educating students of color. Toward that end, this mixed methods study used an electronic survey and direct interviews is focused on determining the degree and quality of mentoring that a sampling of current African American school administrators received in pursuing their administrative licensure and achieving positions as school administrators in Minnesota. The analysis of the data collected revealed that select African American school administrators regarded mentorship as beneficial in both pursuing training to earn an administrative license and in seeking their first administrative position. The implication of these results for school districts with highly diverse populations and low diversity in school leadership and increasing African Americans in school leadership positions to provide role models and mentorship for African American students and its potential impact on their academic achievement is discussed

IMPLICATION OF CLASSROOM CLIMATE AND GENDER ROLE TO THE ACADEMIC PERFORMANCE OF LABORATORY HIGH SCHOOL

This study was conducted in response to the mandate of Globalization as the Philippines take part in the ASEAN INTEGRATION. A descriptive evaluative analysis was utilized that focuses on satisfaction levels of students on the effect of classroom climate in the learning process of a Laboratory High School in the Philippines. The result reveals that generally the respondents are satisfied with students’ services provided by the institution as manifested in their academic performance as performing are very satisfactory, thus, classroom condition has no effect on the respondents’ academic performance.  More so, the -1.816 at 5% probability implies the male and female are showing the same academic performance, hence, gender differences in school achievements were not observed in this study. Further study was recommended for continues improvement of the students services provided

Genetic effects from exposure to hazardous agents.

Mammalian germ cell stages exhibit differences in DNA synthesis activity, capability to repair DNA damage, and chromosome-associated proteins. The sensitivity to mutation induction may be influenced by such factors as the accessibility of DNA to chemical mutagens, the interval between DNA damage induction and the next round of DNA replication, and the repair of DNA damage. Such qualitative and quantitative differences indicate the complexities of mutation induction in vivo and emphasize that no single in vitro test system can adequately represent the in vivo situation. Therefore, germ-cell mutagenesis in humans can most adequately be represented by an in vivo mammalian germ-cell test system. Information regarding the mechanisms of mutation induction in germ cells of the mouse, appropriate mutation test systems available in the mouse, as well as principles of chemical mutagenesis in the mouse and their implications for an adequate human genetic risk estimation will be discussed

Students’ perceptions of long-functioning cooperative teams in accelerated adult degree programs

This study examined 718 adult students’ perceptions of long-functioning cooperative study teams in accelerated associate’s, bachelors, and master’s business degree programs. Six factors were examined: attraction toward team, alignment of performance expectations, intra-team conflict, workload sharing, preference for teamwork, and impact on learning. Across degree programs, 66 - 71% of students reported equal work load sharing in their teams; 51 - 61% preferred teamwork; and 56 - 62% believed being on a team enhanced their learning. Significant statistical differences were found between associate degree and master’s degree students in performance expectation alignment, intra-team conflict, and teamwork preference

Cybersecurity Workforce Development in Nigeria: Transforming the Cybercrime Gangs into Cybersecurity Specialists

This paper addresses the issue of cybercrime in Nigeria and the possibility of creating a cybersecurity workforce development program for cyber criminals to develop their skills for the cybersecurity profession, which may facilitate Nigeria’s economic development

Oh, You County Fair : A Rural Ragtime Ditty

https://digitalcommons.library.umaine.edu/mmb-me/1193/thumbnail.jp

With You Again

https://digitalcommons.library.umaine.edu/mmb-me/1306/thumbnail.jp

Teams and Team ProjectsDifferences in Online and On-campus Adult Learners’ Perceptions.

Adult students’ perceptions of teams in accelerated business cohorts were examined in six areasteam attraction, performance expectation alignment, workload distribution, intrateam conflict, teamwork preference, and learning. Most students preferred individual work and did not believe teams positively impacted their learning, with more distinct perspectives among adult students in online programs

We Shall Not be Moved: Adult Learners’ Intransigent Attitudes about Group Projects

This study explored the effectiveness of a structured group project planning process designed to improve accountability, communication, satisfaction, and attitudes about group projects with adult learners