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2013 - ASC Annual Meeting Words: 166 words || 
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1. Budd, Kristen. "Team-Based Applications: Using Application Exercises to Support Course Learning Objectives?" Paper presented at the annual meeting of the ASC Annual Meeting, Palmer House Hilton, Chicago, IL, <Not Available>. 2019-04-21 <http://citation.allacademic.com/meta/p664642_index.html>
Publication Type: Individual Paper
Abstract: One goal of the teaching pedagogy ‘team-based learning’ is to create a classroom environment of active learners, or high powered learning teams, instead of an environment that contains individual passive learners. Team-based learning uses the strategy of in-class team application exercises in order to engage students in higher-levels of thinking when it comes to course content. The goal is not only to increase student knowledge, or the ability to define or describe key course concepts, main ideas, and theories, but also have students develop the ability to comprehend, evaluate, apply, analyze, and synthesize this classroom content in a sophisticated and constructive ways. This portion of the thematic teaching panel will discuss team-based learning application exercises, their use value in student engagement with course content, and provide an example application exercise for those teaching criminal justice courses. The example will be given using a simulated team-based learning team experience where the audience will form teams and work through an ‘in-class’ application exercise together.

2008 - NCA 94th Annual Convention Words: 145 words || 
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2. Richardson, R. Randolph. "Applying for the Application: What Happens to the Value of Competitive Communication Analysis When the Application Step is Minimized?" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, <Not Available>. 2019-04-21 <http://citation.allacademic.com/meta/p255147_index.html>
Publication Type: Invited Paper
Abstract: When compared to the Communication Analysis speeches of the past, those of today seem to be spending more time on explaining their methods and drawing their conclusions while spending less and less time actually applying a methodological tool to a rhetorical artifact. This paper will consider this trend in relation to such topics as: (1) the historical evolution of Communication Analysis speeches, (2) the reasons for the reallocation of time/priorities, (3) the impact of this trend on student understanding of the process of conducting rhetorical criticism (and the concurrent ability to conduct meaningful analytic dissection), (4) the difficulty of drawing meaningful conclusions and implications at the end of the speech (and the difficulty of connecting these insights to the application step of the process), and (5) the implications of this trend for students who intend to pursue graduate work in rhetorical criticism.

2014 - Association for Education in Journalism and Mass Communication Pages: unavailable || Words: 7085 words || 
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3. Hwang, Kyung-Ho., Chan-Olmsted, Sylvia., Nam, Sang-Hyun. and Chang, Byeng-Hee. "Factors Affecting Mobile Application Usage: Exploring the Roles of Gender, Age, and Application Types" Paper presented at the annual meeting of the Association for Education in Journalism and Mass Communication, Le Centre Sheraton, Montreal, Canada, Aug 06, 2014 Online <APPLICATION/PDF>. 2019-04-21 <http://citation.allacademic.com/meta/p743526_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Adopting the uses and gratifications perspective, this study investigates the effect of mobile apps types, and the moderating effects of gender and age on mobile apps usage through actual user experience, as captured by metered software on a sample of mobile phone users in the United States. The variable of apps usage is examined from both the width (i.e., reach) and depth (i.e., intensity) aspect to capture the multiplicity of mobile apps usage behavior.

2006 - American Association of Colleges of Pharmacy Words: 258 words || 
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4. Houglum, Joel., Delfinis, Teresa. and Aparasu, Rajender. "The Relationship Between ACT and Other Factors on PCAT Score for Selection of Pharmacy Applicants" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2019-04-21 <http://citation.allacademic.com/meta/p113780_index.html>
Publication Type: Abstract
Abstract: Objectives: The purpose of this study was to determine whether the American College Test (ACT) score and other factors could be used as predictors of the Pharmacy College Admission Test (PCAT) score.
Methods: Following institutional review board approval, release forms were used to obtain the appropriate consent from students. The academic records of 131 applicants for the pharmacy program at South Dakota State University from 2004-2005 who reported both ACT and PCAT scores were examined retrospectively. Descriptive and stepwise multiple regression analyses were used to analyze the data.
Results: A total of 131 (23.4% of all applicants) student records from the 2004-2005 application cycles contained verification of scores for both ACT and PCAT. Percentile scores for students who took the PCAT prior to March 2004 were adjusted to the corresponding score based on the 2003 norms. The average ACT, PCAT, GPA, and age for the study sample were 24.8 (+3.1), 63.1 (+ 20.9), 3.4(+ 0.3), and 21.9(+ 2.3), respectively. Stepwise regression analysis revealed that higher ACT score, higher GPA, and being older were predictive of a higher PCAT score, whereas female gender was predictive of a lower score. These variables explained 54% of the variation in the PCAT scores.
Implications: The analyses revealed that academic (ACT and GPA) and demographic factors (age and gender) are significantly associated with PCAT scores. Such analysis can be a valuable tool during the screening process, thus facilitating the selection when comparing applicants who have taken PCAT and those who have not.

2006 - American Association of Colleges of Pharmacy Words: 253 words || 
Info
5. Plaza, Cecilia., Draugalis, JoLaine., Slack, Marion., Skrepnek, Grant. and Sauer, Karen. "The Application of Transformative Learning Theory to Curricular Evaluation" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2019-04-21 <http://citation.allacademic.com/meta/p117913_index.html>
Publication Type: Abstract
Abstract: Objectives: The purpose of this study was to develop a conceptual framework for curricular evaluation based on transformative learning theory and to demonstrate its use in evaluating a professional curriculum. Transformative learning theory considers the process of constructing knowledge through critical reflection on the content, process, and premise of an experience. Methods: Critical reflection focused on the College’s Outcomes Expected document which has been operationalized as the overarching curricular framework through a required reflective portfolio for all pharmacy students at the University of Arizona College of Pharmacy (UACOP). Content reflection consisted of curricular mapping from student and faculty perspectives as well as consideration of the 2004 CAPE Outcomes. Process reflection focused on best practices literature-based indicators and self-efficacy measures. Premise reflection considered both content and process reflection to develop recommendations. Results: The population consisted of 284 PharmD students at the UACOP during the 2004-2005 academic year. Content reflection revealed concordance between student and faculty ranking of domain and associated competency coverage in their respective curricular maps. Process reflection revealed areas of needed improvement including student and faculty buy-in and the dual use of the portfolio for learning and assessment. Premise reflection provided several recommendations. Implications: Transformative learning theory provides a potentially valuable tool for curricular evaluation by considering the content, process, and premise of construction of knowledge about the pharmacy curricula at respective schools and colleges of pharmacy. This study demonstrated the use of existing data in curricular evaluation.

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