The Lindenwood Conference on International Relations

Book produced by the National Education Association, Core Committee on International Relations. The book was based on papers presented at a conference held at Lindenwood College. Topics highlighted at the conference included: United States Foreign Policy, International Organizations, Nuclear Energy, Food and People, Human Rights, and the Teaching of International Understanding.https://digitalcommons.lindenwood.edu/lu_press/1002/thumbnail.jp

UA12/2/41 Oratorical Contest

Program for the 1964 Student National Education Association oratorical contest

UA12/2/41 Memo, Vol. II, No. 1

Newsletter created by the WKU SNEA organization. This issue was a combined effort for SNEA and Future Teachers of America. It contains lists of officers for the two organizations, information regarding American Education Week, conferences and upcoming events

UA12/2/41 Cookbook

Cookbook published as fundraiser for WKU\u27s Student National Education Association. Includes recipes obtained from students and faculty

Matemáticas en la educación infantil: facilitando un buen inicio. Declaración conjunta de posición

Declaración conjunta de posición de la National Association for the Education of Young Children (Asociación Nacional para la Educación Infantil, NAEYC) y el National Council of Teachers of Mathematics (Consejo Nacional de Profesores de Matemáticas, NCTM) sobre Matemáticas en la Educación Infantil. Adoptada en 2002. Actualizada en 2010

The Influence of Logical Positivism on Nursing Practice

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73387/1/j.1547-5069.1989.tb00151.x.pd

Getting it from the Web: why and how online resources are used by independent undergraduate learners

Undergraduate students access the Internet for a range of purposes, many unrelated to their studies. Increasingly, learners are using the Internet to find information and resources for coursework, whether or not this is promoted or endorsed by their teachers. This article reports an interview study that investigated why and how independent learners use Web-based resources, exploring not only the academic context of the courses studied, but also any relevant personal, domestic and employment-related circumstances. Factors were identified which enhanced or competed with study activities, acting as incentives or disincentives for learners. The findings suggest that it is not technologies per se, but a combination of various contextual factors that determine students’ use of Web resources for learning. Of the academic factors that emerged from the interviews, assessment requirements and pedagogic approach were particularly important