Engaging TBR Faculty in Online Research Communities and Emerging Technologies

The growing impact of online research communities and emerging technologies is creating a significant paradigm shift and consequently changing the current research landscape of higher education. The rise of online research communities exemplifies a shift from traditional research engagements, to online research communities using “Web 2.0,” in which communities of researchers are the basic unit of research engagement. As institutional practices become increasingly digitized, the role of faculty, scholars, and professionals are constantly reshaped and re-negotiated. The rise and use of emerging technologies in the field of research, has the potential to significantly impact the individual researcher, their institutions and ultimately the State. The project Critical Conversations Research Network is a part of a broader initiative undertaken by the Tennessee Board of Regents Office of Academic Affairs. TBR’s Critical Conversations for Jobs and the Economy is designed to complement Gov. Bill Haslam’s “Drive to 55” initiative, which aims to bring the percentage of Tennesseans with college degrees to 55 percent by the year 2025. (Haslam, 2013). The initiative undertaken by TBR’S office of Academic Affairs consists of: (a) Conversational interviewing of selected scholars and researchers across TBR institutions through video recordings of important and critical research topics that affect policy implications in the state of Tennessee, (b) an interdisciplinary journal called Critical Conversations Interdisciplinary Journal (CCIJ) dedicated to promoting dialogue on topics of importance among scholars across disciplines at TBR institutions. The journal provides a platform for critical conversations through which all disciplines can inform practice and practice can inform all disciplines, providing guidance for future public policy decisions and (c) the proposed Critical Conversations Research Network which is the focus of this paper. The goal of the Tennessee Board of Regents Critical Conversations Research Network (“TBR’s-CCRN”) is to connect TBR’s faculty, researchers and scholars in collaboration, dialogue and engagement, about pertinent research initiatives undertaken by individuals and institutions across the state. A secondary purpose is to highlight the practical implications of research for economic and workforce development and to assist policymakers to engage in data-driven and informed decision-making

The Dynamics of Mobile Learning mLearning in Higher Education: Creating and Executing a Successful Mobile Learning Strategy

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Child-Custody Adjudication - The Twentieth Century Dilemma: Reconciling The Best Interest Of The Child In A Cross-Cultural Setting

Child Custody determination in family law is a herculean task. It typically depends on the balancing of interests between two parents that works in tandem with the best interest of the child. This paper addresses the legal and constitutional factors that affect custody adjudication in the 20th century such as feminist jurisprudence, and the growing concept of joint custody with primary caretaker rule. The paper also examines the role and impact of assisted reproductive technology on custody adjudication. Most importantly, the paper focuses on the best interest of the child doctrine under Article 3(1) of the United Nations Convention on the Rights of the Child and why national courts must interpret the standard in light of their cross-cultural differences. The paper also provides proposals for child custody arrangements across national borders for the 21st century

Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA

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The Writing on my Wall: Freedom of Expression, First Amendment and Social Media: New Faculty Rights Concerns

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A Comparative Study of International and American Study Abroad Students’ Expectations and Experiences with Host Countries in Selected Institutions of Higher Education

This was a comparative study of international and American study abroad students’ experiences and expectations with the host countries. The rationale for this study was to acquire a deeper understanding of different experiences of students who study abroad and to understand whether their expectations of the host country have an impact on their experiences. An opportunity sample of American study abroad and international students was selected from the United States student population and their expectations and experiences of the host country compared. The study addressed 6 research questions, using a mixed-method approach. The principal instrument for the investigation was the Cross-Cultural Participant Questionnaire conducted online. Associated hypotheses with the research questions were analyzed using Independent sample t-tests and Paired samples t-tests at an alpha level of .05 and the results were described using descriptive statistics. The open-ended questions were analyzed according to established qualitative techniques. The survey was completed by 421 respondents comprised of 155 international students, 252 American study abroad students, and 14 unknown labeled as others. The results of this study identified language fluency, building relationships with the host nationals, learning about a new culture, and personal change as significant expectations of the students. Overall, the students reported being satisfied with the services provided. International students were slightly more satisfied with access to support services than the American study abroad students. American study abroad students had experiences that closer matched their expectations of study abroad than was the case for international students

A Comparative Study of International and American Study Abroad Students’ Expectations and Experiences with Host Countries in Selected Institutions of Higher Education

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Perceptions of Teacher\u27s Use of English as a Second Language Strategies and Research-Based Practices With English Language Learners in Northeast Tennessee

The purpose of the study was to investigate the level of use of English as a second or subsequent language strategies and research-based practices in the instruction of ELL students in Northeast Tennessee. The study sought to ascertain the perceptions of educators in Northeast Tennessee about teaching practices and beliefs in regard to the instruction of ELL students and to determine to what level these educators include ESL strategies and ESL research-based practices when teaching ELL students. Participants in the study consisted of regular classroom teachers, English as a second language teachers, and principals from districts identified as ELL low density districts and ELL high density. A survey instrument was used to collect the data. The survey instrument was developed using a framework based on published research on proven practices identified and delineated in the literature review. The survey consisted of 45 questions and encompassed five dimensions: (a) instructional practices, (b) ESL strategies, (c) principles for building English language learners responsive learning environments, (d) staff development, and (e) instructional strategies. The survey used a 5-point Likert scale with 3 open-ended questions. Findings from the Research-Based Practices Survey were analyzed by using descriptive and inferential statistics. The study used 2-way ANOVAS to analyze the data and answer the research questions. The finding of the study revealed significant difference in the mean scores for staff development between administrators and ESL strategies as a function of density and significant difference in the mean scores for staff development between administrators and all teachers (ESL teachers and regular classroom teachers) as a function of density

I Did It! I Said Thank You: Thanksgiving Devotional for Children of All Ages

Children like it simple, powerful and compelling, don\u27t they? The spirit of this book makes the art of thanksgiving for children a simple, powerful yet compelling force. I Did It! I Said Thank You is a collection of short and simple thanksgiving notes for children during this month of thanksgiving and all throughout the year. Through the eyes and heart of a five-year old, we have captured and compiled short focused notes about the true essence of why and what children are thankful for. We have attempted to organize and compile it into daily reasons for thanksgiving for a whole month to preserve this all important trigger for children all around the world. THANK YOU is an eight-letter word so simple, yet so powerful and profound. Children are taught to include the art of thanksgiving in their quiver of manners and vocabulary. Children can and will learn about the valuable gift of thanksgiving through vivid visual illustrations and the compelling simple thanksgiving notes. This book is written for all children in every nation and every continent who want to simply say THANK YOU to the eternal source of all things precious and for the gift of life. Join us as we explore the world of thanksgiving through the eyes and heart of a kid. Enjoy!https://dc.etsu.edu/etsu_books/1081/thumbnail.jp

Wisdom Keys For Releasing Your Creative Potential

Preface -- Why creativity now -- Your incredible mind -- Activating your god-given creative force -- Creativity and the number five -- How to foster a constant creative environment -- Why set creative goals? -- The role of wisdom in unlocking creative potential -- 12 keys to releasing your creative potential -- Use the creative keys -- Master the keys -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E. In this book Dr. Jasmine Renner provides valuable keys for unlocking your unlimited creative potential. The goal of this book is to help individuals realize and understand the depth of their creative abilities and to use the multifaceted wisdom keys espoused to unlock their creative potential. This book will introduce you to the invaluable nuggets gained from discovering that creativity is not an additional project you add to your already full to do list but springs out of the essence of who you really are. Using wisdom as a guide and tool in understand and releasing your creative potential is crucial. Dr. Renner points out that wisdom is an essential part of the quantum or spiritual level of creativity. The keys espoused in this book are the same and can be applied in every nation, in every tribe and for all peoples. This is because there are universal undeniable principles that govern every human being. The wisdom keys espoused in this book are universal for all who will dare to use then appropriately. A farmer in Australia applying these keys correctly will have the same result as a billionaire in Wall Street. It is her desire that as you read this book you will be birthed into an innate awareness of your creative potential and ultimately be released into your creative potential.https://dc.etsu.edu/etsu_books/1091/thumbnail.jp