text:
Funding for the current study was provided by National Science Foundation Grant, REC-0546856, CAREER: Connecting with the Future: Supporting Career and Identity Development in Post-Secondary Science and Engineering.
Examining students' future time perspective: Pathways to knowledge building1
Version of Record online: 2 AUG 2012
DOI: 10.1111/j.1468-5884.2012.00525.x
© Japanese Psychological Association 2012.
Japanese Psychological Research
Special Issue: Time perspective in learning, developmental, and interpersonal contexts. Editor: Toshiaki Shirai
Volume 54, Issue 3, pages 229–240, September 2012
Additional Information
How to Cite
HILPERT, J. C., HUSMAN, J., STUMP, G. S., KIM, W., CHUNG, W.-T. and DUGGAN, M. A. (2012), Examining students' future time perspective: Pathways to knowledge building. Japanese Psychological Research, 54: 229–240. doi: 10.1111/j.1468-5884.2012.00525.x
- †
Publication History
- Issue online: 2 AUG 2012
- Version of Record online: 2 AUG 2012
- (Received May 20, 2011; accepted January 21, 2012)
- Abstract
- Article
- References
- Cited By
- motivation;
- learning strategies;
- future time perspective
The purpose of this study was to provide evidence for the internal structure of the domain-general and context-specific components of future time perspective (FTP) and to provide support for a top-down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student Perceptions of Classroom Knowledge-building Scale. Analyses present evidence for: (a) the structural fidelity of student responses to the respective theoretical constructs, and (b) the top down, domain-general to context-sensitive relation between FTP variables and student learning behavior. The results also indicate that students' use of knowledge building strategies may be influenced by both domain-general aspects of FTP and the perceived endogenous instrumentality of coursework. Implications include support for use of valid FTP measures and the recognition of the relation between FTP and value of present school activities.
The way humans consciously consider time has been an important component of psychology and motivation for the better half of the 20th century (Atkinson, 1964; Lewin, 1942; Markus & Nurius, 1986; Nuttin & Lens, 1985; Seginer, 2009). Future Time Perspective (FTP) researchers have established a convincing body of evidence to explain the common characteristics and dimensions of how people consider their personal futures (Andriessen, Phalet, & Lens, 2006; Husman & Shell, 2008; Lang & Carstensen, 2002; Miller, DeBacker, & Greene, 1999; Simons, Vansteenkiste, Lens, & Lacante, 2004b; Tabachnick, Miller, & Relyea, 2008). Research suggests that students' imagined personal futures function as roadmaps for their strategic learning (Lens & Vansteenkiste, 2008; Marko & Savickas, 1998; Oyserman, Bybee, Terry, & Hart-Johnson, 2004), and that developing a manageable vision of the future which is connected to present activities is a crucial task for young adults preparing to enter the world of work (Csikszentmihalyi & Schneider, 2000; Kerpelman & Mosher, 2004; Nurmi, 2005).
The FTP variable sequence
FTP researchers have identified the dimensions of FTP that influence present behaviors and motivation (Husman & Shell, 2008). Similar to other psychological variable sequences in education research that have both dispositional and situational aspects (Deci & Ryan, 2000; Urdan & Schoenfelder, 2006; Vallerand, 1997, 2000), FTP theories are presented as models where the domain-general constructs appear on the left, the context-specific constructs are located as mediators, and the outcome variables are presented on the right (Simons et al., 2004b; Tabachnick et al., 2008; Wigfield & Eccles, 2002). This hierarchical organization of psychological constructs has deep roots in psychological theory (Bandura, 1986; James, 1890; Marsh, 1992). James (1890) argues that the basic constituents of self give rise to situation-specific feelings, emotions, and actions. In his classic example, he argues that while the layperson may depart a city in times of cholera, a doctor or priest would consider such an act a defiance of honor, or a defiance of the constituent of the social self (p. 295). More contemporary social cognitive theories of motivation (Bandura, 1986) and self-concept (Marsh, 1992) espouse a like theoretical structure with varying levels of context specificity in which more general constructs predict context-specific outcomes and behaviors.
FTP theory espouses a similar theoretical structure by which the general characteristics of a person's view of the future, such as the degree of connection between the present and the future, influence context-specific perceptions and actions; the relations stemming from the hierarchical organization of constructs allow for the examination of individual differences in perceptions of academic contexts (Simons et al., 2004b). The mediating role of context-sensitive perceptions has gained recent attention in the area of future-oriented motivation, where research suggests optimal motivational states are attained when present tasks are valued because they lead to attainment of a personal vision for the future (Miller et al., 1999; Tabachnick et al., 2008). This psychological phenomenon creates a relation whereby perceptions of present academic tasks mediate the relation between the characteristics of imagined personal futures and academic outcomes (i.e., use of effective strategies, achievement, etc.). For example, if a student believes planning for the future is important, and desires a career in computer science, then learning Java Script may have high intrinsic value, leading to improved study strategies.
General FTP constructs, or what we term "domain-general" constructs, have been conceptualized as a stable set of orientations that have developed throughout childhood and have achieved some state of equilibration (Holman & Silver, 2005; Robbins & Bryan, 2004; Sheldon & Vansteenkiste, 2005; Specter & Ferrari, 2000). Context-sensitive FTP constructs reflect how particular tasks are interpreted within the parameters of students' domain-general time perspective (Husman & Hilpert, 2007; Malka & Covington, 2005). In the domain-general to context-sensitive sequence, the context-sensitive variables should have a stronger influence on learning than the domain-general variables, and context-sensitive variables should mediate the relation between the domain-general variables and learning.
Domain-general variables
Time perspective research may examine peoples' relative temporal orientation to the past, present, or future (Luyckx, Lens, Smits, & Goossens, 2010), or the content of future possibilities (Oyserman et al., 2004). FTP describes the dimensions of the imagined future: the degree to which a person is connected to the future, the speed at which imagined future events are moving toward a person in perceived time, and how far into the imagined future a person's thoughts extend (Nuttin & Lens, 1985). Research on postsecondary students' FTP has addressed four domain-general dimensions, including connectedness, speed, valance, and distance (Husman & Shell, 2008). In this paper we focus on three dimensions, connectedness, speed, and distance, and their relation to one context-sensitive variable, perceived instrumentality, and one outcome variable, use of knowledge-building strategies.
Connectedness. Connectedness is a general tendency to make cognitive connections between the present and the future (Simons, Dewitte, & Lens, 2004a). Using items tested and developed by a number of researchers (Daltrey & Langer, 1984; Gjesme, 1979; Strathman, Gleicher, Boninger, & Edwards, 1994), previous studies have shown that connectedness is a predictor of student achievement in postsecondary classrooms (Shell & Husman, 2001).
Speed. Speed has been conceptualized in the FTP literature as humans' perceived ability to manage upcoming events (Drakulic, Tenjovic, & Lecic-Tosevski, 2003; Gjesme, 1979). Speed is the perception of how quickly the events in one's imagined future advance in perceptual time space, with rapid advancement indicating a perceived lack of ability to manage the future.
Distance. Distance has been defined in the literature as how far into the future people project imagined future events (Daltrey & Langer, 1984; Halvari, 1991a,b; Lens, 1988; Lens & Moreas, 1994; Nurmi, 1991; Rappaport, 1991; Wallace, 1956). Although distance has been assessed using open-ended timeline techniques (Rappaport, 1991; Wallace, 1956), this approach has been criticized as unreliable, and item response can be used instead (Lens, 1988).
Context-sensitive variables
Perceived instrumentality is a future-oriented measure of value, as framed by expectancy versus value models of motivation (Wigfield & Eccles, 2002). Perceptions of instrumentality are the task-specific assessments of an activity's importance for the achievement of a valued future goal (Malka & Covington, 2005; Miller et al., 1999; Simons et al., 2004a; Tabachnick et al., 2008). Malka and Covington (2005) provided evidence that students' perceptions of instrumentality are conceptually and empirically separable from measures of FTP. Other researchers have argued that the influence of students' perceptions of the future on their behavior (such as learning strategies) is fully mediated by perceptions of instrumentality (Miller & Brickman, 2004). Students' perception of the future utility of a particular task depends on the characteristics of the particular task and the students' mental representation of their personal futures (Husman & Hilpert, 2007). Perceived instrumentality has two subcomponents: endogenous instrumentality and exogenous instrumentality (Husman & Lens, 1999).
Endogenous instrumentality is the perception that learning or mastering new information or concepts is useful to achieving long-term future goals (Husman, Derryberry, Crowson, & Lomax, 2004). The focus here is on learning and mastery. In contrast, exogenous instrumentality is the perception that attainment of an external reward is instrumental to achieving a future goal (Husman et al., 2004). The focus here is on jumping particular hurdles that are required for advancement. Consistent with prior research from Simons and colleagues, we anticipate a positive relation between endogenous (learning) perceptions of instrumentality and students' use of deep learning strategies (Simons et al, 2004b).
Knowledge-building strategies
Students' self-regulated strategic learning has received considerable theoretical and research interest, as greater emphasis has been placed on the need to develop students' skills for life-long learning (Winne, 2005; Zimmmerman & Schunk, 2001). This perspective has evolved within constructivist traditions largely based on the knowledge-building approach (Chan, Burtis, Scardamalia & Bereiter, 1992; Scardamalia & Bereiter, 1992, 1993). Central to the knowledge-building model is the idea that meaningful learning involves the production of knowledge, rather than the reproduction of knowledge. Knowledge production is accomplished by the in-depth study of a topic that goes beyond simple factual or recall learning and takes into account what and how the information may be used. It requires the construction of new knowledge, the connection of new information to existing knowledge, and the integration of knowledge across topics and domains (Shell, Husman, Turner, Cliffel, Nath, & Sweany, 2005). It has been found to be significantly and positively related to motivation (Wolters, 2003) and achievement (Yip & Chung, 2005) at both the secondary and postsecondary levels.
Relations in the variable sequence
Prior research has indicated that the three domain general subcomponents of FTP, connectedness, speed, and distance, do function as separate latent constructs (Husman & Shell, 2008; Malka & Covington, 2005; Shell & Husman, 2001); thus each subcomponent can directly influence student motivation and the use of knowledge-building strategies separately. Tabachnick et al. (2008) and Jang (2008) have found that students' distal future goals are directly related to their perceived instrumentality and learning strategies. In turn, perceived instrumentality has been found to be positively related to the self-regulation of knowledge production (Simons et al., 2004a). Students' models of their personal futures have been shown to influence their self-regulation in secondary learning environments (Hoyle & Sherrill, 2006; Oyserman et al., 2004; Tabachnick et al., 2008), and endogenous perceived instrumentality has been found to be positively related to secondary students use of volitional strategies (Husman, McCann, & Crowson, 2000).
Given the nature of these previous findings, we expected positive relations between both connectedness and perceived instrumentality (both exogenous and endogenous), and connectedness and use of knowledge-building strategies. Although evidence for the internal consistency of responses to the speed and distance variables has been published (Husman & Shell, 2008), there is no existing literature regarding their relation to perceived instrumentality or the use of knowledge-building strategies, except in our own preliminary work, where we have found speed and distance both to be related to the use of knowledge-building strategy, but not to either perceived instrumentality construct (Husman, Hilpert, Lynch, Duggan, Kim, & Chung, 2007). Accordingly, we expected positive relations between speed and knowledge-building strategies, and distance and knowledge-building strategies. We expected no relation between the speed and distance variables and perceived instrumentality.
Purpose of the study
The purpose of this study was to provide evidence for a reliable and valid interpretation of participant responses to domain-general and context-sensitive measures of FTP constructs. We first examined the internal structure aspect of construct validity to assess the structural fidelity of participant responses to the structure proposed by the theoretical constructs. We then examined the external aspect of construct validity to determine whether student responses to the items related to other variables in the nomological network in expected ways (Messick, 1989): this included examining the hypothesized top down, hierarchical relation between the measures (see Figure 1).
The hypothesized structure of the model was based on previous FTP findings (Husman et al., 2007; Husman & Shell, 2008; Tabachnick et al., 2008). Specifically, the model included the covariance among the domain general FTP variables, the mediational relation between connectedness and the two dimensions of perceived instrumentality, and the direct effect of the domain-general variables on students' reported use of knowledge-building strategies.
Engineering students (n = 546) from multiple mechanical and aerospace engineering courses at a large university in the southwest of the USA were recruited to participate. Approximately 16.7% of the participants were female. This was roughly equal to the percentage of female students who received engineering degrees in 2000 in the USA (Huang, Taddese, Walter, & Peng, 2000). In the sample, 1.3% self-reported as American Indian, 8.4% as Asian or Pacific Islander, 1.7% as Black, 11.5% as Hispanic, and 5.6% declined to report. The rest self-reported as White. The mean age of participants was 21 years old.
The Future Time Perspective Scale (FTPS). The FTPS (Husman & Shell, 2008) assessed connectedness, speed, and distance. The connectedness subscale (FTPCN) consisted of six items, such as, "What might happen in the long run should not be a big consideration in making decisions now." The speed subscale (FTPSP) consisted of three items, such as, "I need to feel rushed before I can get going." The distance subscale (FTPDS) consisted of five items such as, "In general, six months seems like a very short period of time."
Perceptions of Instrumentality (PI) scale. The PI scale (Husman et al., 2004) assessed the endogenous and exogenous dimensions of perceived instrumentality. The four-item endogenous perceived instrumentality subscale consisted of items such as, "I will use the information I learn in the (selected course) in other classes I will take in the future." The four-item exogenous perceived instrumentality subscale contained items such as, "The grade I get in the (selected course) will not affect my ability to continue on with my education."
Student perceptions of classroom knowledge-building (SPOCK). The Knowledge Building subscale from the SPOCK (Shell et al., 2005) assessed students' tendency to make meaning from and construct their own understanding of classroom material. The eight-item subscale consisted of items such as, "As I study the topics in this class, I try to think about how they relate to the topics I am studying in other classes."
Procedure and analytic plan
The data for the current study were collected via an online survey. Participants were emailed a link and urged to respond. Students were offered a cash incentive ($10) for participation. For all measures, the participants responded to items on a five-point Likert-type scale. All subscales contained positively and negatively worded items.
Descriptive statistics and reliability estimates were calculated. Confirmatory factor analyses were conducted to examine the internal structure of the FTP and PI scales. Based on the existing findings as reviewed above, a three-factor solution was hypothesized for the FTPS and a two-factor solution was hypothesized for the PI scale. These tests were considered to provide evidence for the internal structure aspect of construct validity if the actual structure of the data was consistent with the hypothesized structure of the FTP and PI constructs (Springer, 2010).
A correlation matrix was constructed and a concurrent design was used to examine the results for the external aspect of construct validity. According to Springer (2010), adequate evidence is generated when correlations between different tests are low or nonsignificant and similar tests are substantial and significant. Then, the proposed sequence of variables was tested with a path analytic model, providing a more rigorous test for relations between the constructs. We followed Kline's (2005) suggestion that until many replications have been conducted in various environments it is best to leave the nonsignificant paths in the model rather than implying no paths at all.
The chi-square significance test, the comparative fit index (CFI), and the root mean square error of approximation (RMSEA) were used to assess the model fit. Hu and Bentler (1999) argue for using combinations of cutoff values to examine model fit. Kline (2005) echoes this point, suggesting that overemphasis on statistical criteria can be counterproductive. To determine model fit, we chose "conventional" cut-off criteria as a starting point (Hu & Bentler, 1999) and paid close attention to whether our results surpassed rigorous cutoffs (denoted in parentheses): CFI ≥ .90 (.95), RMSEA ≤ .10 (.06) (Hu & Bentler, 1999). Because the chi-square significance test is sensitive to sample size, we followed Bollen's (1989) recommendation to include an evaluation of multiple global fit indices.
Descriptive statistics and estimates of reliability
The descriptive statistics indicated the variables were relatively normally distributed and deviated little from expected measures of central tendency (see Table 1). Cronbach alpha reliabilities (α) for the FTPS subscales of connectedness, distance, and speed, were .81, .79, and .72, respectively; for the PI subscales perceived endogenous instrumentality and perceived exogenous instrumentality, they were .90 and .64, respectively; for knowledge building strategies it was .91.
|FTP connectedness
|FTP distance
|FTP speed
|Perceived instrumentality (exogenous)
|Perceived instrumentality (endogenous)
|Knowledge building
FTPS confirmatory factor analysis
The three-factor model examining the internal structure of the FTPS constructs (see Figure 2) met our established requirements, with the RMSEA slightly below the conventional cut off criteria, χ2(74, N = 546) = 268.60, p < .001, CFI = .92, RMSEA = .07. Examination of other global fit indices indicated the model was consistent with the data: NFI = .87, NNFI = .89, GFI = .93, IFI = .91.
PI confirmatory factor analysis
The two-factor model examining the internal structure of the PI scale (see Figure 3) met our established requirements, with the CFI at the rigorous cutoff criteria value, χ2(20, N = 546) = 104.76, p < .001, CFI = .95, RMSEA = .09. Examination of other global fit indices indicated the model was consistent with the data: NFI = .94, NNFI = .93, IFI = .95, GFI = .96.
Correlation matrix
The correlation matrix is shown in Table 2. The calculations supported the proposed relations between the variables in our sequence. Connectedness, speed, and distance were significantly and positively correlated with each other and with knowledge building strategies. Connectedness was significantly and positively correlated with both PI subscales, which were significantly and positively correlated with knowledge building strategies. The correlations between speed and the PI subscales and distance and the PI subscales were low or nonsignificant.
|1. FTP connectedness
|2. FTP distance
|3. FTP speed
|4. Perceived instrumentality (endogenous)
|5. Perceived instrumentality (exogenous)
|6. Knowledge building
Path analytic model
The path analytic structural equation model provided additional evidence for the hypothesized variable sequence, the final step after providing evidence for the internal structure of the scale data and correlational evidence for the hypothesized relation among the variables. The resulting model produced good fit, χ2(4, N = 546) = 3.59, p = .464; CFI = 1.0, RMSEA = .00, with the chi-square value less than the degrees of freedom. The fit surpassed the rigorous cutoff criteria. See Figure 4 for parameter estimates.
Successive approximations toward untangling the various dimensions of FTP have established a widely used set of measures (deVolder & Lens, 1982; Gjesme, 1979; Husman et al., 2004; Husman & Lens, 1999; Husman & Shell, 2008; Malka & Covington, 2005; Tabachnick et al., 2008). The goals of this study were to provide evidence for the internal structure of the domain-general and context-specific components of FTP, and to provide evidence for the hypothesized top-down structure of FTP theory (Lens & Rand, 1997; Lens & Tsuzuki, 2007; Zimbardo & Boyd, 1999).
The results of the confirmatory factor analyses suggested that researchers can make appropriate inferences from student responses to the measures. The findings represent a rigorous test in a large, representative sample of the target population. Data from both scales produced evidence of the internal consistency of the student responses, as well as the structural fidelity of the student responses to the theoretical propositions. The items related to their respective constructs hung together well, the model fit met our minimum established cut-off criteria, and the parameter estimates provided evidence of relations that were consistent with the extant literature.
The results of the path analysis supported our hypothesized domain-general to context-sensitive sequence (Bandura, 1986; Marsh, 1992; Nuttin & Lens, 1985; Urdan & Schoenfelder, 2006; Vallerand, 1997, 2000). The fit of the path model met the most conservative recommendations (Hu & Bentler, 1999). The parameter estimate between endogenous perceived instrumentality and the use of a knowledge building strategy was stronger than the parameter estimates between the three domain-general variables and knowledge building strategies. This pattern of results specifically supported the proposed structure. Postsecondary students might espouse a generalized FTP that directly and indirectly influences their perceptions of their course work and their willingness to engage in knowledge building strategies.
Additionally, the results indicate that students' use of knowledge building strategies may be influenced by both their domain-general imagined futures and the perceived intrinsic value of coursework. These results support other motivation findings with partially mediated structures (Tabachnick et al., 2008). However, the results of these types of studies have not been uniform, with fully mediated findings surfacing in other FTP research (Shell & Husman, 2008). The mixed results may be due to sample characteristics or classroom level influences. Future research with consistent measures in similar samples and classrooms will provide stronger evidence for the reasons behind the mixed findings.
The path model contained a nonsignificant parameter estimate between exogenous perceived instrumentality and the use of knowledge building strategies. Although the nonsignificant parameter could be due to low reliability, it also supports previous findings which indicate that performance-oriented motivation is less adaptive than mastery-oriented pursuits (Patrick, Ryan, & Pintrich, 1999; Vansteenkiste, Simons, Lens, Soenens, Matos, & Lacante, 2004). Students who are focused on the long-term importance of their grade, rather than learning the content, may not be as likely to use deep learning strategies (Wolters, Yu, & Pintrich, 1996). Given prior research indicating that pragmatic students who are focused on the importance of grades may use surface learning strategies, it would be interesting to examine the relations between different types of students' PI and their use of both deep and surface learning strategies.
Final comments
The results provide convincing evidence that student perceptions of their present learning may be influenced by domain-general perceptions of the future. This conclusion is consistent with prior research (Lens & Tsuzuki, 2007; Tabachnick et al., 2008) and should be expanded in the future to consider possible reciprocal relations between students' context-sensitive PI and the development of FTP over time (Luyckx et al., 2010). Our findings support traditional models of FTP: students who operate from an FTP that is conducive to strong connections between imagined futures and present activities easily find value in their school work and attempt to develop elaborate knowledge structures.
- 2006). Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools. British Journal of Educational Psychology, 76 (4), 827–850. , , & (
- 1964). An introduction to motivation. New York: Van Norstrand. (
- 1986). Social foundations for thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. (
- 1989). Structural equations with latent variables. Oxford: John Wiley & Sons. (
- 1992). Constructive activity in learning from text. American Educational Research Journal, 29 (1), 97–118. , , , & (
- 2000). Becoming adult: How teenagers prepare for the world of work. New York: Basic Books. , & (
- 1984). Development and evaluation of a measure of future time perspective. Perceptual and Motor Skills, 58, 719–725. , & (
- 2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. , & (
- 2003). Time Integration Questionnaire. Construction and empirical validation of a new instrument for the assessment of subjective time experience. European Journal of Psychological Assessment, 19 (2), 101–116. , , & (
- 1979). Future time orientation as a function of achievement motives, ability, delay of gratification, and sex. Journal of Psychology, 101, 173–188. (
- 1991a). Goal distance in time and its effects on the relations between achievement motives, future-time orientation, and motor performance among girls and boys. Perceptual and Motor Skills, 72 (2), 675–697. (
- 1991b). Perception of goal proximity, latency and duration of action plans, and worry in relation to goal distance in time and personality characteristics. Perceptual and Motor Skills, 72 (3), 707–741. (
- 2005). Future-oriented thinking and adjustment in a nationwide longitudinal study following the September 11th terrorist attacks. Motivation and Emotion, 29 (4), 389–410. , & (
- 2006). Future orientation in the self-system: Possible selves, self-regulation, and behavior. Journal of Personality, 74 (6), 1673–1696. , & (
- 1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. , & (
- 2000). Entry and persistence of women and minorities in college science and engineering education (Report no. NCES 2000-601). Washington, DC: National Center for Education Statistics. , , , & (
- 2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary Educational Psychology, 29, 63–76. , , , & (
- 2007). The intersection of students' perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course. Zeitschrift fur Pädagogische Psychologie, 21 (3/4), 229–239. , & (
- 2007). Connecting with the future: Measuring future time perspective in science and engineering students. Paper presented at the 2007 Bi-Annual Meeting of the European Association for Research on Learning and Instruction, Budapest, Hungary. , , , , , & (
- 1999). The role of the future in student motivation. Educational Psychologist, 34 (2), 113–125. , & (
- 2000). Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions. International Journal of Educational Research, 33, 777–799. , , & (
- 2008). Beliefs and perceptions about the future: A measurement of future time perspective. Learning and Individual Differences, 18 (2), 166–175. , & (
- 1890). The principles of psychology. <http://psychclassics.yorku.ca/index.htm> (9 December 2009). (
- 2008). Supporting student's motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100 (4), 798–811. (
- 2004). Rural African American adolescents' future orientation: The importance of self-efficacy, control and responsibility, and identity development. Identity, 4 (2), 187–208. , & (
- 2005). Principles and practices of structural equation modeling. 2nd ed. New York: Guilford Press. (
- 2002). Time counts: Future time perspective, goals, and social relationships. Psychology and Aging, 17, 125–139. , & (
- 1988). The motivational significance of future time perspective: The homecoming of a concept. Psychologica, 1, 27–46. (
- 1994). The motivational effect of future time perspective: A process analysis. In Z. Zaleski (Ed.), Psychology of future orientation. Lublin: Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, pp. 1–29. , & (
- 1997). Combining intrinsic goal orientation with professional instrumentality/utility in student motivation. Polish Psychological Bulletin, 28 (2), 103–123. , & (
- 2007). The role of motivation and future time perspective in educational and career development. Psychologica, 46, 29–42. , & (
- 2008). Promoting self-regulated learning a motivational analysis. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 141–168. , & (
- 1942). Time perspective and morale. In G. Watson (Ed.), Civilian morale. Boston, MA: Houghton Mifflin, p. 4870. (
- 2010). Time perspective and identity formation: Short-term longitudinal dynamics in college students. International Journal of Behavioral Development, 34 (3), 238–247. , , , & (
- 2005). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30 (1), 60–80. , & (
- 1998). Effectiveness of a career time perspective intervention. Journal of Vocational Behavior, 52 (1), 106–119. , & (
- 1986). Possible selves. American Psychology, 41, 954–969. , & (
- 1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35–42. (
- 1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18 (2), 5–11. (
- 2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16, 9–33. , & (
- 1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26 (4), 250–260. , , & (
- 1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11, 1–59. (
- 2005). Thinking about and acting upon the future: development of future orientation across the life span. In A. Strathman & J. Joireman (Eds.), Understanding behavior in the context of time: Theory, research, and application. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 31–57. (
- 1985). Future time perspective and motivation: Theory and research method. Mahwah, NJ: Erlbaum Hillsdale. , & (
- 2004). Possible selves as roadmaps. Journal of Research in Personality, 38 (2), 130–149. , , , & (
- 1999). The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and Individual Differences, 11 (2), 153–171. , , & (
- 1991). Measuring defensiveness against future anxiety: Telepression. Current Psychology, 10 (1/2), 65–77. (
- 2004). Relationships between future orientation, impulsive sensation seeking, and risk behavior among adjudicated adolescents. Journal of Adolescent Research, 19 (4), 428–445. , & (
- 1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9 (3), 177–199. , & (
- 1993). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3, 265–283. , & (
- 2009). Future orientation: Developmental and ecological perspectives. New York: Springer. (
- 2005). Personal goals and time travel: How are future places visited, and is it worth it? In A. Strathman & J. Joireman (Eds.), Understanding behavior in the context of time: Theory, research, and application. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 143–163. , & (
- 2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26 (4), 481–506. , & (
- 2008). Motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomena. Journal of Educational Psychology, 100 (2), 443–459. , & (
- 2005). The impact of computer supported collaborative learning communities on high school students' knowledge building, strategic learning, and perceptions of the classroom. Journal of Educational Computing Research, 33 (3), 327–349. , , , , , & (
- 2004a). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn! British Journal of Educational Psychology, 74 (3), 343–360. , , & (
- 2004b). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16 (2), 121–139. , , , & (
- 2000). Time orientations of procrastinators: Focusing on the past, present, or future? Journal of Social Behavior and Personality, 15 (5), 197–202. , & (
- 2010). Educational research: A contextual approach.Hoboken, NJ: Wiley. . (
- 1994). The consideration of future consequences: Weighing immediate and distant outcomes of behavior. Journal of Personality and Social Psychology, 66, 742–752. , , , & (
- 2008). The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100 (3), 629–642. , , & (
- 2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349. , & (
- 1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Sanna (Ed.), Advances in experimental social psychology. New York: Academic, pp. 271–359. (
- 2000). Deci and Ryan's self-determination theory: A view from the hierarchical model of intrinsic and extrinsic motivation. American Psychologist, 55 (1), 68–78. (
- 2004). Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96 (4), 755–764. , , , , , & (
- 1982). Academic achievement and future time perspective as a cognitive motivational concept. Journal of Personality and Social Psychology, 42, 566–571. , & (
- 1956). Future time perspective in schizophrenia. Journal of Abnormal Social Psychology, 52, 240–245. (
- 2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. E. Wigfield & S. Jacquelynne (Eds.), Development of achievement motivation: A volume in the educational psychology series. San Diego, CA: Academic Press, pp. 91–120. , & (
- 2005). A perspective on the state-of-the-art research on self-regulated learning. Instructional Science, 33, 559–565. (
- 2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95 (1), 179–187. (
- 1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238. , , & (
- 2005). Relationship of study strategies and academic performance in different learning phases of higher education in Hong Kong. Educational Research and Evaluation, 11, 61–70. , & (
- 1999). Putting time in perspective: A valid, reliable individual differences metric. Journal of Personality and Social Psychology, 77, 1212–1271. , & (
- 2001). Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates. , & (


text:
Featured Load. Videos
Mom works and daughter gets big load
Biggest Load She's Ever Taken to The Face
Tamed Teens Size DD teen swallows the whole cum load
PetiteHDPorn - Tiny teen takes massive load of cum
Perfect Girl Lili Love Takes a Load
Sexy T.J. Hart Takes A Load All Over Her Breasts
Blowing My Hot load of jizz All Over Her Hairy Pussy
Big boobed slut riding great until she gets a load in her mouth
Nubile Films - Whitney and Mia blow this lucky guys load
Kelly Wells No Cum Dodging Allowed Double Anal and Swallow 24 Loads
Jasmine Byrne gets a load in every hole
Brianna Love and thirteen loads of ball snot.
Skinny Amateur Gets Hot Load Shot Onto Her Pussy After a Deep Fucking
Jordan Takes Huge Load On Her Massive Melons
All Internal Busty teen Afrodithe takes a big load in her pussy
Calculating MILF Gets The Hot Load Of Cock That She Craves
Nubiles Porn - College teen takes a cum load in her mouth
Shoot That Hot Load All Over My Big Titties
Massive Load Awards Her Awesome Blowjob
Bibi Noel Big Load of Hot Jizzim in her Ass Anul Cumm Shot
Blow your load in this college teens mouth
Twistys Hard - Staci takes a hot load for vday
Blonde babe with hot load of cum running from her pussy
All Internal Blonde gets a big load of cum shot in her teen pussy
Huge Load of Jizz For Her Pretty Face
Jerk your hot cum load all over Alia Janines huge natural tits
ShesNew - Chanell Heart Takes a Giant Load!
Milky beautiful babe Cherry shares her milk and wet pussy
Mia Khalifa stepmom Juliana Vega fucks and sucks her boyfriends cock
Teen Latina Squirts while getting creampied

subset: commoncrawl


text:
Dubai airport shut Saturday for over an hour; 22 flights diver...version="1.0" encoding="UTF-8"? A ground staff member arranges luggage trolleys at the Emirates terminal at Dubai International Airport Thomson Reuters DUBAI (Reuters) - Dubai International Airport, the world's busiest airport for international ... Business Insider, 2 weeks ago
Drone forces hour-long closure of Dubai airport - Rappler, 2 weeks ago
1,298 images for dubai international airport terminal
Tourist arrested for trying to convert fake dollars
33-year-old arrested on March 29 at the arrival hall of Terminal 1 of the Dubai International Airport A Mauritanian tourist has been brought before the Court of the First Instance on the charge of possessing fake dollar notes for circulation. The ...Khaleej Times, 1 month ago
Flydubai will shift full...
Terminal 2 at Dubai International airport is the major hub of flydubai from where the airline launched its operations from June 1, 2009 Flydubai will move its entire operations to Al Maktoum International at Dubai World Central (DWC) by the end of ...Khaleej Times, 1 month ago Flydubai Will Shift Full Operations to DWC AviationPros.com, 1 month ago
Europe's next gateway?
• Author(s): Phil Fine Dubai International Airport has hit the jackpot. A virtual unknown just a few years ago, Dubai has vaulted ahead of London's Heathrow Airport to become the world's biggest handler of international flyers. In 2015, for ...International Airport Review, 1 week ago Dubai Duty Free Welcomes The Largest Apple Customer Experience In Travel Retail At Dubai International Airport's T3 UAE Today, 1 week ago DDF opens 2 Apple shop programmes at T3 The Gulf Today, 1 week ago Apple sales to reach US$60m at Dubai International in 2016 Passenger Terminal Today, 1 week ago
Dubai Duty Free introduces new Apple outlets
Dubai Duty Free extended its premium offering having opened two Apple shop-in-shops at Dubai International airport's terminal three. Dubai Duty Free's Colm McLoughlin (left) with Apple's David Chisholm The 86sq m and 70sq m units, located ...Duty Free News International, 1 week ago Dubai Duty Free opens new core Apple shops Travel Retail Business, 1 week ago
SkyTeam Opens New Lounge at Dubai International Airport
Comments DUBAI, UAE, April 12, 2016 /PRNewswire/ -- First alliance-branded lounge in the Gulf region, fifth in worldwide network SkyTeam, the global airline alliance, today officially opened its latest lounge at Dubai International Airport.AndhraNews.net, 7 hours ago SkyTeam opens new lounge eTNW.co.za, 1 month ago
Passenger traffic at Dubai airport tops 6.7m in May; Eastern Europe leads
Passenger numbers at Dubai International (DXB) continued an upward trend in May with the airport welcoming 6.7 million customers, according to the monthly traffic report issued by operator Dubai Airports today. In May 2016, passenger numbers at DXB ...Emirates247, 1 day ago Passenger traffic at DXB tops 6.7 million in May EGlobal Travel Media, 1 day ago Passenger traffic at Dubai air... Taktical Realty group, 1 day ago May passenger traffic at Dubai International Airport tops 6.7m 7 Days, 1 day ago
More from: UAE Today, Emirates247...and 6 other sources
Dubai Airport traffic detour to start today
The detour is part of an ongoing RTA project to improve the traffic flow on intersections in the area. The Roads and Transport Authority (RTA) will open on June 30 the initial phase of the main traffic diversion extending from the intersection of ...Khaleej Times, 2 days ago Dubai Airport traffic diversions in place until end of August Arabian Business, 1 day ago RTA To Open Phase I Of Detour At Intersection Of Casablanca, Marrakech Roads With Airport Road UAE Today, 1 day ago RTA to open major traffic detour in Dubai Trade Arabia, 3 days ago
More from: , 7 Days in Dubai...and 1 other sources
Diversions on Airport Road from Thursday
Kilometre-long detour through Marrakech Road interchange will maintain existing traffic capacity Dubai: A kilometre-long detour will be in place on Dubai Airport Road from Thursday as work on expansion of the busy road gathers pace, the Roads and ...Gulf News, 3 days ago Dubai Airport Road's main traffic diversion from Thursday Emirates247, 2 days ago Motorist Alert: Traffic diversion of Dubai Airport Road from Thursday Emirates247, 3 days ago
Musanada completes 40% of Abu Dhabi Airport Interchange
The Midfield Terminal takes shape. Abu Dhabi General Services Company (Musanada), announced that it has completed 40% of the road network and interchange of Abu Dhabi international airport. The AED677-Million project includes the development of ...AviationBusinessMe, 3 weeks ago E-registration compulsory for all passengers at Abu Dhabi airport Emirates247, 3 days ago Final de-propping work on roof of MTB complete Emirates-Business.ae, 1 week ago Abu Dhabi airport interchange set for 2017 completion Gulf Construction Worldwide, 3 weeks ago
Realtime News
on your WebpageAdd Widget >Get your members hooked!


text:
Hand touching digital scanner in studio background
Credit: Paper Boat Creative
Creative #: 164210735
License type: Royalty-freeRoyalty-free pricing is based solely on the size of the product you need, not the specific use. You don't have to pay any additional royalties on a use-by-use basis. Once you license a royalty-free product, you may use it multiple times for multiple projects without paying additional fees. (Pornographic, defamatory, libelous or otherwise unlawful use of any image is, of course, prohibited.)
Collection: DigitalVision
Release info: Model released
- 30-34 Years,
- Adult,
- Adults Only,
- Asian and Indian Ethnicities,
- Blue Background,
- Color Image,
- Colored Background,
- Connection,
- Device Screen,
- Digital Composite,
- Fingerprint,
- Futuristic,
- Human Arm,
- Human Body Part,
- Human Hand,
- Human Limb,
- Identity,
- Limb,
- London - England,
- Mid Adult,
- Modern,
- One Man Only,
- One Mid Adult Man Only,
- One Person,
- Only Men,
- Part Of,
- People,
- Photography,
- Security,
- Studio Shot,
- Technology,
- Touching,
- Vertical,
Similar imagesSearch ResultsSame series
Hand Touching Digital Scanner In Studio Background Stock Photo30-34 Years,Adult,Adults Only,Asian and Indian Ethnicities,Blue Background,Color Image,Colored Background,Connection,Device Screen,Digital Composite,Fingerprint,Futuristic,Human Arm,Human Body Part,Human Hand,Human Limb,Identity,Limb,London - England,Mid Adult,Modern,One Man Only,One Mid Adult Man Only,One Person,Only Men,Part Of,People,Photography,Security,Studio Shot,Technology,Touching,UK,VerticalPhotographer Paper Boat CreativeCollection: DigitalVision Rebecca van Ommenhand, finger, finger print, prints, digital, electronic, hi-tech, technology, blue, studio


text:
Foursquare © 2016 Lovingly made in NYC & SF
Taco Bell
Fast Food · $
560 28th St SE (btw Eastern & Union)
"Great food and good fun. Try the pizza!"
3873 Division Ave S (btw Abbie & 39th)
"Wish they served breakfast all day. Love steak bagels"
245 54th St SW
"Best ice cream evah! Turtle sundae rules!"
1540 28th St SE (at Kalamazoo Ave.)
"The cheese aisle is in the clothing area. This is the best Meijer."
Burger King 5260 Eastern Avenue S.E. (at 52nd St)
Burger King 750 South Division Avenue (at Franklin)
Burger King 1313 28th Street, S. W. (at DeHoop)
Make sure your information is up to date. Plus use our free tools to find new customers.
Download Foursquare for your smart phone and start exploring the world around you!


text:
|By PR Newswire
Article Rating:
|November 15, 2012 08:30 AM EST
SAN DIEGO, Nov. 15, 2012 /PRNewswire/ -- Arkeia Software, a leading provider of fast, easy-to-use and affordable network backup solutions, has been named a bronze winner in Small or Medium Business Product of the Year category of the Best in Biz Awards, the only independent business award program judged by members of the press and industry analysts.
(Logo: http://photos.prnewswire.com/prnh/20120214/LA52936LOGO)
The Arkeia Network Backup Suite comprises Arkeia Software's line of backup-and-restore solutions. Administrators can deploy Arkeia's backup servers as software applications, hardware appliances or virtual appliances. Arkeia Software protects both virtual and physical environments, and manages backups to disk, to tape, and to the cloud.
"We are proud to be ranked among the top hardware, software, and appliances of the year by the judges in this year's Best of Biz Awards," said Bill Evans, Arkeia Software CEO. "Our entire team works diligently every day to ensure that our customers benefit from a backup solution that provides them with the flexibility, proven reliability and world-class technical support for which we are known. Winning recognition for these efforts from awards programs like the Best of Biz Awards further validates this hard work and helps quantify our position as an industry leader. Our entire team can be proud of this recognition. This result is one that our entire team can be justifiably proud of."
Winners of Best in Biz Awards 2012 were determined by an independent panel of 32 judges from top-tier news, business and technology publications, as well as broadcast outlets and analyst firms, such as ABC, Businessweek, Computerworld, ECT News Network, Entrepreneur, eWeek, Examiner, Financial Times, Forbes, FOX News, Hartford Business Journal, IDG Ventures, IEEE Institute, Inc., Insight Media, King Features Syndicate, Lab Reviews, Network World, The News and Observer, PC Magazine, ReadWriteWeb, South Florida Business Journal, Tech-Gaming, Techtalk, Upstart Business Journal, USA Today and ZDNet.
For a full list of gold, silver and bronze winners in Best in Biz Awards 2012, visit: http://www.bestinbizawards.com/2012-winners.
About Best in Biz Awards
Best in Biz Awards recognizes top companies, teams, executives and products for their business success as judged by independent panels of members of the press and industry analysts. Best in Biz Awards honors are conferred in three separate programs during the calendar year: U.S. and Canada, EMEA, and International. Any organization from any industry boasting demonstrated success in the awards program's region can enter any of the more than 50 company, department or team, executive and product categories. Entries for Best in Biz Awards 2013 EMEA are being accepted from all companies based in or operating in Europe, Middle East and Africa until January 17, 2013. For more information about the entry process and categories in all three programs, please visit: http://www.bestinbizawards.com.
About Arkeia Software
Arkeia delivers data backup and recovery solutions to protect more than 100,000 networks in 70 countries. The Arkeia Network Backup Suite is designed for mid-sized organizations that require fast, easy-to-use, and affordable data protection. The company's appliances, virtual appliances, and software back up critical data to disk, tape, and cloud storage. Arkeia protects all major virtual platforms including VMware, Hyper-V, XenServer, and more than 200 physical platforms including Windows, Mac, Linux, Netware, Solaris, AIX, BSD, and HP-UX. The company's patented source-side Progressive Deduplication™technology helps users realize better performance at a lower cost by reducing data volumes. Arkeia's deduplication is crucial to accelerating replication of on-premise backups to private or public clouds. Products are sold through resellers and managed service providers worldwide. The company was founded in1996 and is headquartered in San Diego, California.
Arkeia and Arkeia Network Backup are trademarks or registered trademarks of Arkeia Software, Inc. All other trademarks or registered trademarks are the properties of their respective owners.
Arkeia Software
JPR Communications
Britton Spagnuolo
Dan Miller
Marketing Communications Manager
PR Counsel
+1 760.431.1319
+1 818.884.8282
SOURCE Arkeia Software
The Internet of Things will challenge the status quo of how IT and development organizations operate. Or will it? Certainly the fog layer of IoT requires special insights about data ontology, security and transactional integrity. But the developmental challenges are the same: People, Process and Platform and how we integrate our thinking to solve complicated problems. In his session at 19th Cloud Expo, Craig Sproule, CEO of Metavine, will demonstrate how to move beyond today's coding paradigm ...
Jun. 29, 2016 07:00 PM EDT Reads: 389
The cloud market growth today is largely in public clouds. While there is a lot of spend in IT departments in virtualization, these aren't yet translating into a true "cloud" experience within the enterprise. What is stopping the growth of the "private cloud" market? In his general session at 18th Cloud Expo, Nara Rajagopalan, CEO of Accelerite, explored the challenges in deploying, managing, and getting adoption for a private cloud within an enterprise. What are the key differences between wh...
Jun. 29, 2016 05:30 PM EDT Reads: 1,029
SYS-CON Events has announced today that Roger Strukhoff has been named conference chair of Cloud Expo and @ThingsExpo 2016 Silicon Valley. The 19th Cloud Expo and 6th @ThingsExpo will take place on November 1-3, 2016, at the Santa Clara Convention Center in Santa Clara, CA. "The Internet of Things brings trillions of dollars of opportunity to developers and enterprise IT, no matter how you measure it," stated Roger Strukhoff. "More importantly, it leverages the power of devices and the Interne...
Jun. 29, 2016 04:15 PM EDT Reads: 411
"We work in the area of Big Data analytics and Big Data analytics is a very crowded space - you have Hadoop, ETL, warehousing, visualization and there's a lot of effort trying to get these tools to talk to each other," explained Mukund Deshpande, head of the Analytics practice at Accelerite, in this SYS-CON.tv interview at 18th Cloud Expo, held June 7-9, 2016, at the Javits Center in New York City, NY.
Jun. 29, 2016 04:15 PM EDT Reads: 394
The idea of comparing data in motion (at the sensor level) to data at rest (in a Big Data server warehouse) with predictive analytics in the cloud is very appealing to the industrial IoT sector. The problem Big Data vendors have, however, is access to that data in motion at the sensor location. In his session at @ThingsExpo, Scott Allen, CMO of FreeWave, discussed how as IoT is increasingly adopted by industrial markets, there is going to be an increased demand for sensor data from the outermos...
Jun. 29, 2016 04:00 PM EDT Reads: 348
UAS, drones or unmanned aircraft, no matter what you call them — this was their week. Our news stream was flooded with updates on the newly announced rules and regulations for commercial UAS from the FAA. So, naturally we have dedicated this week's top news round up to highlight some of our favorite UAS stories.
Jun. 29, 2016 03:02 PM EDT Reads: 264
Internet of @ThingsExpo has announced today that Chris Matthieu has been named tech chair of Internet of @ThingsExpo 2016 Silicon Valley. The 6thInternet of @ThingsExpo will take place on November 1–3, 2016, at the Santa Clara Convention Center in Santa Clara, CA.
Jun. 29, 2016 03:00 PM EDT Reads: 348
CenturyLink has announced that application server solutions from GENBAND are now available as part of CenturyLink's Networx contracts. The General Services Administration (GSA)'s Networx program includes the largest telecommunications contract vehicles ever awarded by the federal government. CenturyLink recently secured an extension through spring 2020 of its offerings available to federal government agencies via GSA's Networx Universal and Enterprise contracts. GENBAND's EXPERiUS™ Application...
Jun. 29, 2016 02:00 PM EDT Reads: 377
Basho Technologies has announced the latest release of Basho Riak TS, version 1.3. Riak TS is an enterprise-grade NoSQL database optimized for Internet of Things (IoT). The open source version enables developers to download the software for free and use it in production as well as make contributions to the code and develop applications around Riak TS. Enhancements to Riak TS make it quick, easy and cost-effective to spin up an instance to test new ideas and build IoT applications. In addition to...
Jun. 29, 2016 02:00 PM EDT Reads: 643
In addition to all the benefits, IoT is also bringing new kind of customer experience challenges - cars that unlock themselves, thermostats turning houses into saunas and baby video monitors broadcasting over the internet. This list can only increase because while IoT services should be intuitive and simple to use, the delivery ecosystem is a myriad of potential problems as IoT explodes complexity. So finding a performance issue is like finding the proverbial needle in the haystack.
Jun. 29, 2016 01:15 PM EDT Reads: 339
When people aren't talking about VMs and containers, they're talking about serverless architecture. Serverless is about no maintenance. It means you are not worried about low-level infrastructural and operational details. An event-driven serverless platform is a great use case for IoT. In his session at @ThingsExpo, Animesh Singh, an STSM and Lead for IBM Cloud Platform and Infrastructure, will detail how to build a distributed serverless, polyglot, microservices framework using open source tec...
Jun. 29, 2016 12:30 PM EDT Reads: 549
Presidio has received the 2015 EMC Partner Services Quality Award from EMC Corporation for achieving outstanding service excellence and customer satisfaction as measured by the EMC Partner Services Quality (PSQ) program. Presidio was also honored as the 2015 EMC Americas Marketing Excellence Partner of the Year and 2015 Mid-Market East Partner of the Year. The EMC PSQ program is a project-specific survey program designed for partners with Service Partner designations to solicit customer feedbac...
Jun. 29, 2016 11:00 AM EDT Reads: 583
Apixio Inc. has raised $19.3 million in Series D venture capital funding led by SSM Partners with participation from First Analysis, Bain Capital Ventures and Apixio's largest angel investor. Apixio will dedicate the proceeds toward advancing and scaling products powered by its cognitive computing platform, further enabling insights for optimal patient care. The Series D funding comes as Apixio experiences strong momentum and increasing demand for its HCC Profiler solution, which mines unstruc...
Jun. 29, 2016 11:00 AM EDT Reads: 513
The IoT is changing the way enterprises conduct business. In his session at @ThingsExpo, Eric Hoffman, Vice President at EastBanc Technologies, discussed how businesses can gain an edge over competitors by empowering consumers to take control through IoT. He cited examples such as a Washington, D.C.-based sports club that leveraged IoT and the cloud to develop a comprehensive booking system. He also highlighted how IoT can revitalize and restore outdated business models, making them profitable ...
Jun. 29, 2016 11:00 AM EDT Reads: 471
IoT offers a value of almost $4 trillion to the manufacturing industry through platforms that can improve margins, optimize operations & drive high performance work teams. By using IoT technologies as a foundation, manufacturing customers are integrating worker safety with manufacturing systems, driving deep collaboration and utilizing analytics to exponentially increased per-unit margins. However, as Benoit Lheureux, the VP for Research at Gartner points out, "IoT project implementers often ...
Jun. 29, 2016 10:45 AM EDT Reads: 558
"delaPlex is a software development company. We do team-based outsourcing development," explained Mark Rivers, COO and Co-founder of delaPlex Software, in this SYS-CON.tv interview at 18th Cloud Expo, held June 7-9, 2016, at the Javits Center in New York City, NY.
Jun. 29, 2016 10:30 AM EDT Reads: 506
In his general session at 18th Cloud Expo, Lee Atchison, Principal Cloud Architect and Advocate at New Relic, discussed cloud as a 'better data center' and how it adds new capacity (faster) and improves application availability (redundancy). The cloud is a 'Dynamic Tool for Dynamic Apps' and resource allocation is an integral part of your application architecture, so use only the resources you need and allocate /de-allocate resources on the fly.
Jun. 29, 2016 10:00 AM EDT Reads: 1,291
Connected devices and the industrial internet are growing exponentially every year with Cisco expecting 50 billion devices to be in operation by 2020. In this period of growth, location-based insights are becoming invaluable to many businesses as they adopt new connected technologies. Knowing when and where these devices connect from is critical for a number of scenarios in supply chain management, disaster management, emergency response, M2M, location marketing and more. In his session at @Th...
Jun. 29, 2016 09:45 AM EDT Reads: 1,258
Machine Learning helps make complex systems more efficient. By applying advanced Machine Learning techniques such as Cognitive Fingerprinting, wind project operators can utilize these tools to learn from collected data, detect regular patterns, and optimize their own operations. In his session at 18th Cloud Expo, Stuart Gillen, Director of Business Development at SparkCognition, discussed how research has demonstrated the value of Machine Learning in delivering next generation analytics to imp...
Jun. 29, 2016 09:45 AM EDT Reads: 943
In his keynote at 18th Cloud Expo, Andrew Keys, Co-Founder of ConsenSys Enterprise, provided an overview of the evolution of the Internet and the Database and the future of their combination – the Blockchain. Andrew Keys is Co-Founder of ConsenSys Enterprise. He comes to ConsenSys Enterprise with capital markets, technology and entrepreneurial experience. Previously, he worked for UBS investment bank in equities analysis. Later, he was responsible for the creation and distribution of life sett...
Jun. 29, 2016 09:15 AM EDT Reads: 1,459


text: Handmade Galvanized Garden Trug by all things Brighton beautiful £23.45$47.63€31.20$35.43 In stock £26.00$52.81€34.60$39.28 delivery to United States Receive this item 5-10 working days from dispatch International delivery available quantity by all things Brighton beautiful Location: West Sussex, GB read seller's profile see seller's complete range more items from this seller Enamel Mug by all things Brighton beautiful £8.95$18.18€11.91$13.19 Fruit And Vegetable Snip by all things Brighton beautiful £12.95$26.30€17.23$19.08 Glass Hanging Frame by all things Brighton beautiful £9.95$20.21€13.24$14.66 Cricket Bat Photo Frame by all things Brighton beautiful £24.95$50.68€33.20$36.77 Barbecue Tool Set by all things Brighton beautiful £28.95$58.80€38.52$42.67 Personalised Silver Plated Vintage Map Cuf... by all things Brighton beautiful £23.95$48.64€31.87$35.30 view all you may also like PRODUCT DETAILS DELIVERY RETURNS ask seller a question save for later This beautiful trug can be the permanent store for your favourite garden tools. Why not keep everything to hand and it can live just by the back door, so you're ready to go whenever you have a spare minute to garden. It's also great for carrying cutlery and BBQ essentials. Each trug is handmade and aged to give each piece its own character. made from: 100% galvanised metal with a waxed beech wood handle. dimensions: W21 x D13.5 x L33.5cm, 700g product code: 338967 This product is dispatched to you by all things Brighton beautiful. MAINLAND UK order now and receive this item by price Standard Delivery Thursday 30 June £3.75$7.61€4.99$5.66 Tracked Two Day Delivery Thursday 30 June £6.70$13.60€8.91$10.12 Tracked Next Day Delivery Wednesday 29 June £7.70$15.64€10.24$11.63 Tracked Next Day 1pm Delivery Wednesday 29 June £9.70$19.70€12.90$14.65 Saturday Delivery Saturday 2 July £15.70$31.89€20.89$23.72 NON-MAINLAND UK estimated delivery price Highlands & Islands of Scotland 2-5 working daysfrom dispatch £3.75$7.61€4.99$5.66 Northern Ireland 2-5 working daysfrom dispatch £3.75$7.61€4.99$5.66 Other UK Islands 2-5 working daysfrom dispatch £3.75$7.61€4.99$5.66 INTERNATIONAL DELIVERY estimated delivery price Western Europe 2-5 working daysfrom dispatch £15.50$31.48€20.62$23.42 Rest of Europe 5-10 working daysfrom dispatch £15.50$31.48€20.62$23.42 USA & Canada 5-10 working daysfrom dispatch £26.00$52.81€34.60$39.28 Asia & Australasia 5-10 working daysfrom dispatch £30.00$60.93€39.92$45.33 Rest of the world 5-14 working daysfrom dispatch £30.00$60.93€39.92$45.33 You have 28 days, from receipt of cancellable goods, to notify the seller if you wish to cancel your order or exchange an item. Please note: goods that are personalised, bespoke or made-to-order to your specific requirements, perishable products and personal items sold with a hygiene seal (cosmetics, underwear) in instances where the seal is broken are non-refundable, unless faulty. Read more about our returns policy.Should you choose to return or exchange your order you will need to deliver the item(s) to the UK, where this seller is based. all things Brighton beautiful's return policy Please see notonthehighstreet.com's returns policy.


text:
Great service!! I'm a Repeat customer and will definitely use next visit to Disney!! Thanks!!
Both times we used them our groceries were delivered to our room before we even arrived. Saved a lot of time in the mornings and allowed us to eat breakfast in our rooms and enjoy more time in the parks. Also saved money. We would highly recommend using them!
The website was easy to navigate when making selections. I selected a delivery time of 12-4, and at 12:02 I received a text saying that our order was delivered to our resort. It was so convenient, I would definitely use Garden Grocer again!


text:
Walking Out: Fla. Rabbi Loses Job After Protesting Donald Trump
A Florida rabbi may have lost his job because he protested Republican presidential candidate Donald Trump at a conference in Washington, D.C.
A Florida rabbi may have lost his job because he protested Republican presidential candidate Donald Trump at a conference in Washington, D.C.
A private-sector committee that advises the Internal Revenue Service branch that oversees tax-exempt organizations says the IRS is "compromising its relevancy" by failing to revise the procedures that govern audits of churches.
In a lengthy report covering many areas of tax exemption, the Advisory Committee on Tax Exempt and Government Entities (ACT) said last week that the IRS's leadership has dropped the ball when it comes to policing houses of worship that violate federal law.
"If you are a Christian, you cannot support Hillary Clinton or Barack Obama.…Both Hillary and Barack favor the shedding of innocent blood (abortion) and the legalization of the abomination of homosexual marriage," Booth, senior pastor of Warroad Community Church in Minnesota, said at the time.
My name is Bill Mefford, and I am the new Faith Outreach Specialist for Americans United. I started in mid-March so I am still getting my feet wet, but I look forward to working with AU members as we mobilize faith communities to ensure that religious expression is maintained for all and not used to harm others.
Republican presidential hopeful Donald Trump said recently that the Internal Revenue Service is targeting him because of his religious beliefs.
All high-profile presidential candidates are expected to release their tax returns at some point during the campaign, but Trump had not yet done so as of early March. He claimed he wasn't able to because he is a frequent target of audits – although it's unclear why that would prevent him making his returns public.
Some far-right Christians have a hard time obeying the law. Among them is Religious Right attorney Matt Barber, who really dislikes the idea of church-state separation and particularly has a bone to pick with the Internal Revenue Code's prohibition against pulpit politicking by houses of worship.
In a recent column, Barber spouted the tired, old line that "the words 'separation of church and state' are found nowhere in the U.S. Constitution…."
A top tax attorney who has been appointed to an important position at the U.S. Department of Justice is being blocked, apparently because he has expressed support for a federal law that bans partisan politicking by houses of worship.
A year ago, President Barack Obama nominated Cono Namorato to serve as assistant attorney general in the U.S. Department of Justice's tax division. The 73-year-old is currently a tax lawyer with a private firm in Washington, D.C., but he spent two years earlier in his career as director of the IRS Office of Professional Responsibility.
Americans United for Separation of Church and State today asked the Internal Revenue Service to investigate a New York City church that endorsed Republican presidential candidate Mitt Romney in its church bulletin.
The Church of Saint Catherine of Siena's Sept. 2 bulletin contains a column by the Rev. John Farren, a member of the congregation's pastoral staff. Titled "From Father Farren, O.P.," the essay reprints an appeal by several former U.S. ambassadors to the Vatican calling on Catholics to vote for Romney.
On Oct. 2, a few fundamentalist clergy around the country will observe "Pulpit Freedom Sunday." They will take to their pulpits and endorse or oppose candidates in defiance of federal tax law, which prohibits nonprofits from intervention in elections.


text:
List all words that contain abridger
2 words found.
List all words containing abridger, sorted by length
Some random words: jealous rya jnana godown wud wyandotte wo
This is not a dictionary, it's a word game wordfinder.
- Help and FAQ - Examples - Home
Privacy and Cookies Policy - Share - © Copyright 2004-2016 Morewords.com - 55.734mS


text:
ZOURI BLACK BEAUTY (Beauty) is a 15yr old 15hh jet black mare with a star on her head. She is broke to death and will do anything you ask of her she has…$2,500
"Apache" is a 4 year old Palomino Appalooosa. Not registered. He is green broke, he has had 5 rides on him. He hasn't offered to buck or rear. He is an…$800
Very well bred, great colored filly. Strip, four stockings. Own dgtr Cutters Vandy Lena ( Colonel Freckles, Cutter Bill, Dell OLena, Bueno Chex). Dam is…$3,000
Blu is a beautiful young mare. Very correct. Handy on her feet. Ridden in 2015. Just spent 10 days with my trainer. Did great. NO buck. Lopes circles.…$4,000
Badger is a well bred, well made gelding. Well started in the arena. He's Headed 250 live steers and Heeled 50 live steers. Scores good. Video available…$7,500
Tucker is a solid broke using horse. Used the last 45 days for a big cow/calf operation. Sorting cows. Driving 200+ cows to the calving pen at night and…$3,000
SAH PEPSITIVIA DRIFT Call or Text for more info and pics 417-three two one-0967 http://www.allbreedpedigree.com/sah+pepsitivia+drift This mare…$3,000
Exceptionally well bred, great colored filly. She'll be a 100% color producer. She's by a son of Shiners Glo At Night, the million dollar Sire owned by…$1,000
Horsecountry, -1


text:
Different Ways to Assess Learners Online
B Online Learning
There are many different ways to assess your learners in an online setting. Before I decide on an assessment strategy, I always ask myself the 'big' questions during the […]. Most of us have included quizzes or other tests in our online modules as this is a convenient way to track knowledge especially via an LMS.
Formative vs. Summative Assessment
Whether you are creating an elearning course or content for live training, there is a good chance that you will have some form of assessment mixed within the material. Most training initiatives outline objectives then utilize some form of assessment to see how well learners have a solid understanding of the material. Assessments are critical to program success. assessments
How to Write Good Assessment Questions
Association eLearning
Your association can have the best course in the world, but if the assessments or knowledge checks aren't written well they can make the whole thing fall apart. This is true whether you're making an eLearning assessment or writing questions for a traditional in-classroom test. On a final assessment, just providing "Correct" or "Incorrect" may be appropriate. Don't.
Mini-Scenarios for Assessment
Experiencing eLearning
You can use mini-scenarios to make your assessments more relevant and valuable. You could use this assessment question in any tool, even using the built-in quizzing for many LMSs. Learning Instructional Design Storytelling & Scenarios assessment scenario-based learningOne of the big advantages of using mini-scenarios is that they're fast and easy to build.
Evaluating Training - Capturing the Benefits Aspects of ROI
In this context, the adoption of assessment methodologies becomes a critical imperative. training program, we need to collect data through assessment and evaluation of what knowledge and. Learning – Frequency: Typically pre- and post-training assessments. How do we tie the assessment to the objectives? Evaluating Training – Capturing the Benefits Aspect of ROI. incurred.
Formative Assessments in E-Learning
Origin Learning
Assessments in any learning course – whether academic or corporate, are absolutely necessary because they ensure that the course is meetings its objectives. Just like with anything else, assessing also requires a careful strategy. Broadly speaking, there are two main kinds of assessments – formative and summative. Summative assessment. Like our post ? First name.
Peer assessment
Learning with e's
While exploring peer learning I also raised the question of peer assessment, and wondered whether some teachers might think this would be a bridge too far. Peer assessment is clearly a more complex proposition than peer learning. To be fair, most of the forms of peer assessment witnessed in a classroom are completely informal and don't rely on specific criteria.
Building Meaningful Assessments [INFOGRAPHIC]
Within education, assessments play a critical role within a student's learning journey. Through effective assessments, teachers gain insight into a students' comprehension of the material, which in turn assists them in helping their students learn by modifying instruction, delivery methods, and how to allocate resources. Question Types. Delivery Methods. Scoring Methods.
Fun and Functional eLearning Assessments
eLearning Brothers
Put the fun in functional with these ideas for eLearning assessments. When assessments involve elements of play , the user has an easy time forgetting they are being assessed. In a dream world, your SME will have provided you rich stories—complete with context and characters—for you to incorporate in a cohesive storyline which you can craft around an assessment.
Choosing The Right Assessment Strategy
Most online courses will end with a quiz in order to assess whether or not the learner understands the material. However, it's important to note that assessment strategies should vary depending on what it is you are trying to measure. Below are some assessment strategies you can pursue depending on the main purpose of the course content. assessments instructional design
7 ways to assess without testing
Learning with e's
At a recent head teachers conference, one of the most astute comments was 'you can assess without testing.' There are many ways to assess, and here are seven: 1) Teacher assessment. Another method is teacher assessment is through observation. This is a very personalised form of self-assessment, which can be facilitated by the teacher as an informal method of assessment.
Tips for Writing Effective Questions and Feedback for Online Assessment
B Online Learning
I recently delivered a webinar for B Online Learning: Tips for Writing Effective Questions and Feedback for Online Assessment. I've recently just come back from maternity leave so it was wonderful to see so many familiar names attend the session as well as some newbies. You can watch the recorded webinar by clicking here. The […].
5 Unknown Ways You're Wasting Your Training Budget
and assessment. assessments The best way to improve knowledge retention during. training is to break up material with assessment. conducted research on the effect of assessment on. broken up with assessments. This assessment reinforces the. WHITE PAPER 5 Unknown Ways. You're Wasting Your. individual employees according to Bersin by Deloitte. practices.
Ideas About Games and Learner Assessment
Kapp Notes
So here are some articles and ideas about using games for assessment of the application of skills and measuring a level of learning. Here is an interesting article titled Proof of Learning: Assessment in Serious Games. This makes MCQs the obvious first choice, and often the easiest choice, for assessment in serious games. Games would be so much better at teaching application.
Revolution Roadmap: Assess
Clark Quinn
The first step is Assess, and I've been thinking about what that means. So here, let me lay out some preliminary thoughts. Figure 8.1), though that was a good start at evaluating where one is. I'm convinced that the first step for change is to understand where you are (before the next step, Learn , about where you could be). I've yet to see many organizations that are in full swing here, and I have persistently made the case that the status quo isn't sufficient. So, are you ready to take the first step to assess where you are? What are you measuring?
Assess Training Success!
Enspire Learning
The post Assess Training Success! What is at the heart of any training initiative? The ability to make a difference. That could mean an employee able to do their job with more efficiency, consumers buying a product after understanding the value, or preparing a university student for success in a course to pass that final exam. Let's look at how we can find out. So how do we find this out? Most
The AfL truth about assessment
Learning with e's
This entire week for me seems to have revolved around assessment. have either been grading assignments, setting assignments or thinking about assessment (I''m speaking at an event on assessment in London later this week). There was even a live #edenchat on Twitter this week about e-assessment, which is archived here. Formative assessment is when the chef tastes the soup.
Learning, #assessments should be future, context oriented thx @jaycross
Ignatia Webs
Writing a progress log or Plog as Jay Cross would call it, and it took me ages as I struggled with the use and application of assessing new knowledge. In some ways this plog relates to discussions on the use of testing/assessing which is a reoccurring discussion in education everywhere and online learning in particular. What we do with new ideas? The personal constructs the learning.
Move Beyond Learning to Applying: A Modern Management Development Program
but instead be able to "take learners through Proficiency Journeys". 1 2 3 4 5 6 7 8 WELCOME ASSESS YOUR DISTANCE GAINED Review a 10-minute overview. GATHER INPUT ASSESS YOURSELF Summarize your strengths and. self-assessment. unfolds for Sue PREPARE: ASSESS. self-assessment to document. REFLECT: ASSESS DISTANCE GAINED: Next up, Sue is ready to assess how far.
Video for assessment
Learning with e's
I have always believed that assessment should be primarily for the benefit of the student, not the teacher. concede that teachers need to know how their students are progressing, and this is very much a part of the assessment process. However, assessment of learning is not as important as assessment for learning. The videos depict this synthesis in a variety of styles.
Why Consider an EPS Readiness Assessment?
Living in Learning
In fact, to accurately assess readiness, I believe there are six major buckets of attributes and capabilities that should be considered. developed an EPS Readiness Assessment a couple years ago that holistically covers the entire ecosystem where a sustainable EPS discipline can be integrated. EPSS Learning Readiness Assessment Performer Support EPS performance support Readiness Assessment EPS readiness has more moving parts than simply building a few job aids and calling it good.
Digital age assessment
Learning with e's
He says: "An increased use of technology not only to deliver teaching, but also to support and assist students and to provide new forms of student assessment." Assessment and learning are inseparable in any good pedagogy. Far too often assessment fails to delve deeply enough, or fails to capture actual learning. Christian''s third trend is perhaps the most technology focused.
Insights: Assessment is changing
Clive on Learning
The eighth of ten 'insights' is that 'Assessment is changing', in the sense that assessment of knowledge is not enough - it is performance that matters. Automated, computer-based assessment does a pretty good job of testing for knowledge and certain cognitive skills, but it is going to tell you nothing about a person's attitude, interpersonal skills or motor skills (unless you've got some pretty impressive simulator doing the job). This post continues my commentary to the Learning Insights 2012 Report produced by Kineo for e.learning age magazine. Simple. insights
How the right tech tools for your team can power your sales enablement strategy
and passed any mandatory assessments. How to create and drive success. with sales enablement ENABLING. SALES AT SCALE Copyright © 2016 Docebo - All rights reserved. To contact Docebo, please visit: www.docebo.com Copyright © 2016 Docebo - All rights reserved. To contact Docebo, please visit: www.docebo.com 1 Challenges Business velocity. Event-based training alone does not work. ENABLEMENT?
Create a Pre-Assessment Scenario for E-Learning
Rapid eLearning
Understand Your Learners Before Building a Pre-Assessment Scenario. Let Learners Test Out Instead of Using a Pre-Assessment Scenario. Present an assessment upfront. However, many of those pre-assessment tests are very basic and what do they really prove? Create a Pre-Assessment Scenario. Functionally a pre-assessment scenario is the same as a pre-test.
Ipsative #assessment for keeping track of learner progress
Ignatia Webs
This morning I was cognitively mesmerized by the seminar on 'capturing an online student feedback history to enable ipsative assessment and sustained motivation' presented by Gwyneth Hughes. WONDERFUL seminar, really worth it, so buy the book Ipsative assessment: motivation through marking progress ! Ipsative assessment: compare it to your own personal best (e.g.
Assessment, but not as we know it. #EduTechAU
Learning with e's
He spoke on the purposes of assessment and exposed the roots of the examination regime that many of us in schools, colleges and universities are oh so familiar with. What do we assess for? For Mazur, assessment today is simply to give grades, for as he pointed out, students don't study to learn, they study to earn their grade. he asked. What is in a number? Unported License.
Training: The Value of Assessments
I Came, I Saw, I Learned
Very few readers commented on my recent question about course assessments. Although I do know of at least one training company that offers assessments and feedback after the class, I am deducing that conducting assessments is not the norm. have read a couple of articles--and one book--saying that we will need to start proving that our training is effective by providing after-the-class assessment. The other levels of assessment are largely left undone. This objective can be easily assessed through simulations (e.g., by Jennie Ruby. The result was xxx.
Microlearning Whitepaper: Small Bites, Big Impact
Based on a 2-dimensional assessment model developed by Dr. James Bruno8, confidence-based learning asks employees to rate their confidence in the correctness of their answer, helping evaluate not only knowledge, but confidence in knowledge. knowledge transfer: 91% assess current. Microlearning: Small Bites, Big Impact. must-haves every organization needs to be. About Axonify.14 Blunt.
Is It Time to Assess Your eLearning Course Audience?
Association eLearning
Maybe it's time to assess your eLearning course audience. So, when your courses aren't selling like they used to, it's time to evaluate your marketing segmentation and assess your eLearning course audience. You're offering courses online. You think the content is relevant. So, where are your learners? But that's okay, help has arrived to get you started, marketing style. Tweet This!
Assessing Learner Confidence in Training Modules
ATD Learning Technologies
Consider the following scenario: A new hire has just completed all onboarding training and the assessments confirm that he's a star. In other words, they easily pass assessments but are sorely lacking in a real-world situations. Enter Learning Confidence Assessments. So, is there any way to assess how an employee might actually perform in real-world situations?
A Time Saving Assessment
Upside Learning
The importance of an assessment at the end of an eLearning course cannot be overemphasized. For example, let's assume that for one particular course the learner is required to score 80% to pass the assessment with 20 questions in the assessment. Stop the learner from proceeding further and ask the learner to retake only the assessment. Bring it on!!
Performance Assessment in eLearning: What eLearning Professionals Should Know
Everything E-Learning
In this article, I'll discuss the characteristics of performance assessment, present 3 different types of performance assessment, and share 4 tips for using performance assessment in eLearning to ensure that your learners are able to apply knowledge both in and out of the virtual learning environment. Performance Assessment in eLearning. Online Portfolios.
New research explores the common myths and realities around the 70:20:10 learning model
framework) allowing us to assess how and if the principles. In-Focus. Report. February 2016 Authored by Charles Jennings, Laura Overton & Dr Genny Dixon. Supported by. www.towardsmaturity.org/in-focus/2016/702010. 70+20+10=100. The Evidence Behind. the Numbers In-Focus: 70+20+10=100. Towards Maturity CIC Ltd. 2016 Page | 2. About this research. . . . 702010 Institute. All rights reserved.
How to Give Feedback on Assessments
There is so much time today spent on formulating effective assessment questions that it can be easy to overlook best practice when it comes to feedback techniques. " Assessment Feedback Tips. assessments instructional design What do I mean by "feedback"? " and "INCORRECT!" Try using "That's incorrect, try again!"
6 Ways To Create Meaningful eLearning Assessments
In this article, we share 6 ways to create meaningful eLearning assessments. How To Create Meaningful eLearning Assessments Your eLearning assessments are the oracle of your eLearning course. The post 6 Ways To Create Meaningful eLearning Assessments appeared first on PulseLearning. eLearning Blog eLearning Assessments
Defining Assessment Items from Learning Goals
Assessments are truly the end-result of the course. Without assessments both the course and the learning promise are incomplete. Assessments are evidence that learning did take place, that learners have achieved the learning goals and are now ready to perform it in the work-context. Assessments establish learning by linking performance to learning goals.
On open badges and informal assessment
Ignatia Webs
Although developing informal badges are one of the key debates in MOOCs and online learning in general today, not all institutes belief it to be worth investing. Which is a pity, as open badges in a more ''formal'' (if that is possible) way might allow people to really add credentials to their name and build up a reputation (even an expertise) from there. quite exciting!
4 Ways to Close the Learning-Doing Gap for Front-Line Managers [GUIDE]
ASSESS Practice newly acquired skills and. LEARN 1 2 3 4 5 • Assess: After a few weeks of practice, Sue takes some time to reflect on her new skills and evaluate how she's doing. systematic steps from Engage through Assess. Create a structured journey from 'engage' to 'assess' for your managers to follow. FOUR WAYS TO CLOSE THE. LEARNING-DOING GAP FOR. Our experience.
Assessing online assessments
Clark Quinn
Writing good assessments is hard. Extensions that are high value include problem generators and randomness in the order of options (challenging attempts to 'game' the assessment). greater variety of response options for novelty isn't bad either, and automarking is desirable for at least a subset of assessment. I don't want to preclude essays or other interpretive work like presentations or media content, and they are likely to require human evaluation, even with peer marking. Are we seeing the demise of for-profit institutions and publishers?
3 Types of Assessments That Help Measure Effectiveness of E-Learning
But all learning endeavours have to be accountable and thus assessments are an important part of the learning cycle. Assessment, defined as the activity of measuring learning, aims to collect data or information about students' learning achievement. Over time, assessment techniques for learning and classroom teaching have been intensively studied. Learning
Part one of this post describes what an assessment is and why it's important. This post describes how you can make them fun using the new Visual Assessment tool. How can you make a quiz/assessment fun? In the eLearning world, [.]. eLearning interactive learning raptivity Raptivity Evolve
The Truth About Competency Assessments
An effective competency assessment can provide valuable insight that helps an organization direct their learning & development activities, formulate individual coaching & learning plans, inform selection interviewing questions and refine job role descriptions- to name a few outcomes. Does the assessment help establish job role & job level competency proficiency standards?
Activities, resources and assessments - your flexible friends
Clive on Learning
My response is to design each module as a series of activities, resources and assessments, each of which can work on a self-directed or cohort basis, whether online or face-to-face: Discussions and other collaborative activities : These are easy to visualise for cohort-based courses, whether asynchronous (using forums and social media) or synchronous (in physical or virtual classrooms). I'm currently working with a client that is looking to assemble a curriculum of learning modules for thousands of NGO personnel working in developing countries across the world. instructional design
Self Assessment for Your eLearning Program (Free Download)
Bottom-Line Performance
Fill out the form below to receive the Self Assessment for Your eLearning Program via email. The self assessment worksheet will allow you to score your training program in these key areas and see where you stand. If your approach to eLearning and instructional design is exceptional, you probably already know it… but this assessment will provide some additional validation.
The Role of E-learning in Assessing Compliance Risks Effectively [Infographic]
CommLab India
If compliance training is keeping your organization safe from legal penalties, it is thanks to Risk Assessment, the key without which your compliance training would fail. Therefore, assessing compliance risks is necessary. Ineffective risk assessing strategies might fail at identifying, collecting, assessing, and evaluating the risks. Well, with eLearning. Wondering how?


text:
Golden Fence
Local Fence Experts
Serving the Golden area.
- (877) 952-7138
Reliable Fence Pros
Serving the Golden area.
- (888) 979-9818
Trusted Fence Service
Serving the Golden area.
- (855) 622-4771
1. Your Friendly Local Repair Guys - We Do It All
I will use them again and hope for the same crew! I had to replace polybutylene pipes in our home. They were professional, thorough, showed me wha…
2. United Site Services
Arwood Waste is a national waste removal contractor, and we have used United Site Service regularly when I need them for a job. I have used other du…
3. R & P Fence
955 Loveland StGolden, CO 80401
4. Jc Services
5440 Kilmer StGolden, CO 80403
5. Ron's Fencing
Carful on whom you choose to do your work. You would be better off choosing another person just to save yourself a potential problem.\r He chooses …
6. Lucero Fence Company LLC
I called lucero fence co. To give me a bid on doing my fence. My old fence had blown over due to high winds. Ryan came out the same day to give an e…
7. Door Specialties
The service from Door Specialties is the best i have ever received!! A simple email the picture of the problem and they called me!! Great prices wi…
8. Reliable Fence Pros
Just wanted privacy fencing built around my property to keep out the neighborhood dogs. What I got was a breathtaking example of carpenty gone right…
9. Trusted Fence Service
Serving the Golden Area.
From Business: We can provide free estimates on all Fence projects, big or small. Call us now for a free consultation or visit our website for more information and to get a free q…
10. Tri State Professional Services
Serving the Golden Area.
From Business: Trust the professionals at Tri State Inc. to provide you with top Quality & Service for your home. Were committed to providing you with the highest level of service…
11. Local Fence Experts
Serving the Golden Area.
From Business: Local Fence Experts will provide you with fast, easy, and affordable quotes on your fencing project. You can request quotes and set up scheduling either online or o…
12. Champion Fence
5760 W 60th AveArvada, CO 80003
From Business: Hard Bid Fencing Our Specialty, Architectural Specification Fencing, Chain Link, Smooth & Barb Wire, Ornamental Iron, Wood, P.V.C., Horse & Ranch Fencing. Temporary…
13. Allpro Affordable Fence
1285 Elder StDenver, CO 80221
From Business: Allpro Affordable Fence, serving Denver with 24 hour emergency service for many years, is a full-service fence company that specializes in building and repairing al…
14. Taylor Fence Co Inc
2531 W 62nd Ct Unit HDenver, CO 80221
From Business: Taylor Fence is a full-service fence company that specializes in providing quality products & fence installation for both residential & commercial projects. We prov…
15. Estate Gate By Mazza Designs
9737 W Nova AveLittleton, CO 80127
From Business: Estate Gate offers dependable and convenient automatic gate and driveway gate solutions for your property throughout the Denver metro. Our gates are designed of hig…
16. Steelock Fence Co.
2690 E 78th AveDenver, CO 80229
From Business: Steelock Fence Co. provides superior commercial and industrial fencing for clients throughout Denver, CO, and the Rocky Mountain region. We have over 40 years of ex…
17. America Fence Building & Repair, Inc.
Serving the Golden Area.
From Business: America Fence Building & Repair has been serving residential and commercial customers in the Denver, CO area since 1994. Thousands of customers have trusted us with…
18. Stone Falls Landscaping & Fencing
Serving the Golden Area.
From Business: Our landscape architects do more than plant shrubs and arrange trees. They create a breathtaking mini ecosystem that embodies your personal aesthetic while incorpor…
19. Holmescapes Construction Group
Serving the Golden Area.
From Business: Holmescapes Construction Group boasts more than 25 years of experience providing custom remodeling solutions to Denver, CO and the surrounding Front Range region. A…
20. LE Renner Sports SurfacesServices
775 Canosa CtDenver, CO 80204
From Business: ok
21. Pearly Gates Inc
Serving the Golden Area.
From Business: Pearly Gates Inc. is a premier custom commercial and residential gate and door expert. Pearly Gates is a family owned and locally operated business and has been pro…
22. Go West Landscaping LLC
PO Box 2893Evergreen, CO 80439
From Business: Landscaping is our passion and we are committed to sustainable landscapes. Sustainable landscaping is about developing a stable ecosystem, much like a natural ecosy…
23. Ozark Fence
11725 W 25th AveLakewood, CO 80215
24. DO IT Right Handyman ServicesServices
425 Patty DrEvergreen, CO 80439
25. Elk Country Fence
9064 Armadillo TrlEvergreen, CO 80439
26. Elk Country Fence
7053 Silverhorn DrEvergreen, CO 80439
27. Invisible Fence of Evergreen
28. The FixicianServices
12239 W Chenango DrMorrison, CO 80465
29. Hunter Home Improvements
25193 N Turkey Creek RdEvergreen, CO 80439
30. Aluminum Fences Direct
Serving the Golden Area.
From Business: The address above is our mailing address and not a physical location. Our website at www.aluminumfencesdirect.net is our store.