text:
Online vs. Traditional MBA: An Empirical Study of Students Characteristics, Course Satisfaction, and Overall Success
- Ilene Warner
- 3 years ago
- Views:
1 Online vs. Traditional MBA: An Empirical Study of Students Characteristics, Course Satisfaction, and Overall Success Yingxia Cao, Ph.D., University of La Verne, Lavern, USA Sut Sakchutchawan, Ph.D., Waynesburg University, Waynesburg, USA ABSTRACT MBA has become one of the most popular postgraduate degrees worldwide today. An MBA degree may give someone a significant increase in salary or enable him or her into a management position. With the advancement of online education, online MBA courses become increasingly popular among students. However, main questions are left without consistent answers. Are online MBA courses taken by a student group that is similar to that of traditional face-to-face MBA courses, in terms of student demographic backgrounds, such as age, gender, and full-time status? Can the online MBA courses provide the same quality that the traditional MBA courses do? Do online MBA courses have similar student satisfaction rating to what traditional face-to-face MBA courses have? Quantitative method was employed in this study to approach these questions. Data were collected from over two thousand students from the year of 2002 through the year of 2010 and a total of 153 courses were included accordingly. This study finds that the two different modes of MBA course delivery attract different types of student groups. The online MBA courses tend to attract female, older adult, part-time, and married students. Nevertheless, no significant differences in overall success, defined as passing the course, are found between those who have taken online MBA courses and those who have taken traditional MBA courses. However, the findings also reveal that these courses have lower overall satisfaction rating from the students than the traditional face-to-face courses. The value of online education in MBA education for the benefits of individual students and educational institutions is discussed in this investigation. Implication of the study and future research are addressed as well. INTRODUCTION MBA program is one of the most popular degree programs among the college graduate adults. More and more of them are returning to graduate schools for higher level of education to gain some competitive advantages. As theories about human capital and signaling in the marketplace indicate, higher education is the door to individual social mobility and national economic prosperity (Spence 1973; Schultz 1961). What the returning adults are often looking for by studying for a graduate degree is a better position in the job market, either for job-hunting or job-performing. In today s job market, employers are looking for knowledge workers who can perform complex tasks, are value-added, and can continuously learn the new skills and knowledge (Choitz and Prince 2008; Merriam and Brockett 2007). Individuals have to be trained and re-trained to keep up with the economy that is fueled by extraordinary technology advancements. For many of the positions, especially the newly-created ones that are not conveniently outsourced to low-cost countries and regions, a graduate degree is often a must. That is the case particularly in developed countries, such as the United States. The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December
2 More often than not, online MBA courses are available to returning graduate business students on most campuses, in addition to traditional face-to-face ground courses. As traditional face-to-face education, online education is one main type of educational delivery methods, though it currently plays a different role from traditional face-to-face education. Online education is often used inter-exchangeably with distance education. It is a new and recent development of distance education. Through Internet and the World Wide Web, it permits real-time and asynchronous course delivery and provides multimedia experiences with rich educational resources. In online courses, teachers can deliver teaching through video, audio, as well as texted contents. Students can participate in e-learning through online course interfaces and their threaded discussion groups, electronic and linked resources, virtual conferences, online chat room, as well as multimedia course contents. Online education enables learning and teaching anytime, anywhere, at different paces, without traveling around as long as online or mobile access technology is available. In contrast, face-to-face education is the traditional and dominant delivery method. It requires both course instructors and learners to be physically present at the same place and learning/teaching to take place at the same pace and contents. Online education is popular and becomes increasingly popular among adult learners. With the advent of Internet and electronic delivery technologies, online education has proliferated in use. Almost all disciplines have seen its presence in teaching and learning, within the United States and globally. The Sloan Foundation s 2009 report, Learning on Demand: Online Education in the United States 2009 reports that over one-quarter of all higher education students are now taking at least one online course; the online course registrations at colleges have continued to grow much faster than residential or campus enrollments the online enrollment growth rate up 17 percent from 2007 to 2008 alone, compared to a 1.2% overall total enrollment growth rate (Allen and Seaman 2010). For many adult learners, it is a preferred method. Survey shows that 80% of the young adults say that they would choose to go back to school online and six out of ten would be interested in doing it online if they would do so (E-Learner 2007). Ambient Insight reports that online education has become a gradually more popular option in the busy lives of adult learners, with over 1.5 million individuals enrolled across the U.S. The report also predicts that the amount of students taking classes online should triple before the year 2015 (Classes and Careers 2010). Also importantly, when higher education industry faces the surge of enrollment, limited spaces, funding cut, and depressed economy, the institutions try to expand online course and program offerings and attract student to enroll in online courses. As an increasing number of working adults who pursue further education choose online education, especially online business education (Linardopoulos 2010), it becomes ever more important for researchers and practitioners to study online business education. Among various topics, fundamental to adults future strategic growth is to find out a) whether online educational delivery provides access to different types of adult student population and b) whether the online course adult-takers perform as well as those ground face-to-face course adult-takers (Forsyth et al. 2010). Potential findings will help institutions and policy-makers take proper actions and enact effective policies to ensure equal access and sound quality for online education. More so, such findings may guide adult learners to choose the right educational delivery methods that fit their characteristics as well as their needs. This study approaches the two fundamental questions in regard to online business education through analyzing student background, course satisfaction, and overall success information. Relevant data from a set of working-adult-oriented MBA courses delivered in a dozen terms over several years are gathered from a private four-year college in the United States. Specifically, three research questions are pursued. They are: 2 The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December 2011
3 Are online MBA courses taken by a student group that is similar to that of traditional face-to-face MBA courses, in terms of student demographic backgrounds, such as age, gender, and full-time status? Can online MBA courses provide similar quality to what traditional face-to-face format does, as reflected by overall course success? Do online MBA courses have similar student satisfaction rating to what traditional face-to-face MBA courses have? Comparing online education with traditional face-to-face educational delivery method, this study focuses on online MBA courses. It firstly reviews literature, which points out how a specific research on the access/equality and quality issues in regard to online MBA education can be conducted. It also explains its research methodology. Then its center of attention is given to the main purpose of this study and compares demographic background, course satisfaction, and overall course performance of students who took online courses with those who took traditional face-to-face courses over several years. In addition, it discusses the findings and makes conclusions. Finally, implications of the findings and further studies are mentioned. LITERATURE REVIEW Online education, a development from distance education, has been studied well for a long time, if including the studies on distance education. This section reviews relevant literature to help guide the analysis and discussion of this study. It organizes the review around three topics: 1) demographic background of online education students, 2) student perception of online education; 3) quality of online education, and the perception of students, employers, and faculty on online education quality. Many studies compare the demographic background among students who enroll in online courses as opposed to traditional face-to-face courses. They have revealed a wide range of differences across different college types. Halsne and Gatta (2002) find: in one community college, typically online learners are female, Caucasian, twenty-six to fifty-five years of age, work full-time as professionals, and have more education and a higher family income than their traditional counterparts. Ashkeboussi (2001)) and Utts et al. (2003) find that online students are actually traditional students who sign up for the course because of scheduling or logistic conflicts in state universities (as cited by Cited by Ward 2004). A national study finds that there is an equal mix of students over and under twenty-five years of age, and who are full-time and part-time (National Education Association 2000). Lewer, Gerlich, and Pearson (2006) studied how demographics are related to online learners and how the online business education market can be segmented. Their reviewed national studies concerning the demographics of online students suggest that the students are older (35) and seeking online courses for career development and a clear profile of online undergraduate business students is emerging. In terms of age and marriage, several of their reviewed articles note that online students tend to be older than traditional-age students. These students are also more likely to be employed, as well as married and/or with children. Their reviewed studies also report that more females enroll in colleges and online courses. Their own research suggests that many of their online students studied fit the demographic profile of the traditional college age (18-24) student. Based on their findings, they suggest that business online market can have four segments: a) Adults with families and careers; b) single working parents; c) traditional-age college students with jobs; and 4) distance learners. The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December
4 The quality of online education has always been under the scrutiny of serious research. Most of the existing studies seem to conclude that online education is at least comparable to its ground counterpart. An annotated bibliography consisting of 355 research reports, summaries and papers pertaining the quality of online education has concluded that online education is comparable, occasionally, even superior to traditional face-to-face education (Russell 2001). As Ward (2004) reviews, a significant amount of research suggests that no significant performance difference exists among the online and faceto-face educations, in pretest and posttest scores and grades. The quality of adult learners in online education is a main focus of several publications. Such studies tend to conclude that there is no significant difference in performance between adult learners and their younger peers. For example, Boghikian-Whitby and Mortagy Mortagy (2008) found that both adult and traditional-age students who enrolled in information sciences courses show no significant difference in examination grades and final grades. Still, some studies suggest certain specific differences exist, such as extra credit (Erickson and Noonan 2010). Erickson and Noonan (2010) use a mixed-method study and examine both the academic performance and instructional support needs of late-career adults (aged 50-65) in an online course as compared to early-career (aged 21-35) and mid-career (aged 36-49) adults. They find that late-career adults perform as good as or better than their younger peers after receiving the technical assistance. While quality and access are important, on the other hand, publications reveal that perception may not agree with actual quality. These perceptions are insightful for discussing findings about quality and access. Two major types of perceptions studied, from the perspectives of students as well as employers are reviewed here. Studies on the differences in student perceptions about online and face-to-face education indicate that online learners are as satisfied or more satisfied. Yehia Mortagy and Boghikian-Whitby (2010) found that online students are more satisfied with the course activities than face-to-face students. Online students perceive that faculty have high expectations; faculty members are available; faculty interact and communicate with students in a timely manner; and course activities include critical thinking skills. There is no difference in the time flexibility or student-to-student interaction between fact-to-face and online students. Herbert (2006) examines student online course retention and course satisfaction and finds that while successful completers are more satisfied with all aspects of the online courses; neither completers nor non-completers rank their overall experience exceptionally high. However, employers seem to have negative attitudes and much doubts about the quality of the degrees obtained online. A literature review on employers perception of online degrees spanning nearly seven years around 2002 and 2008 largely suggests that marked stigma may be attached to online degrees throughout the hiring process within many industries. Except in a few, such as health care and community colleges, all scholarly research studied has concluded that the gatekeepers have an overall negative perception about online degrees. This is particularly evident at the level of a bachelor s degree for those seeking an entry-level position (Columbaro and Monaghan 2009). Research shows that faculty members are also skeptical about the quality of online instructions. Mills, Yanes, and Casebeer (2009) surveyed faculty in a Texas university and their study focuses on the reluctance of faculty to participate in online course delivery. Their qualitative study suggests that faculty members are reluctant because they have concerns about the inferior quality of online instructions to traditional delivery methods. When examining literature on online education in regard to student demographics and quality, several pattems emerge: First, there are plenty of studies about general online education, but literature on 4 The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December 2011
5 online businesses education are relatively much less, despite the fact that online education in business presents often the biggest portion among all disciplines on campuses where online education exists. According to Allen & Seaman (2008), the existence of online education was from a range of 24 percent (psychology) to 33 percent (business) for different discipline areas. Second, these publications mainly focus on online education at the undergraduate level; the graduate level online education is less studied, especially in graduate business education. On the other hand, research shows that the two levels are different and online education may be more suitable for graduate level (Arbaugh 2010). Third, the data used by the existing studies are often small and they are often one-time efforts. Most are surveys done in a short period of time. Studies with data spanning a period of time are not many. Fourth, the studies often are not selective in the available samples of courses when compare online and face-to-face education. They do not control whether it is the same set of courses, offered by the same instructors, and under the same disciplines. RESEARCH METHODOLOGY To approach the two research questions, this study uses available historical, not experimental, data from a four-year private comprehensive university of the western region in the United States. We gathered student demographic background information of MBA students to determine whether online business education brings diversity as well as its provision of more access. To study the quality of online and face-to-face courses, we extracted data about student course passing information, and took the following four steps to collect and analyze available data before analyzing the data. First, all online MBA courses offered since winter 2002, the earliest term available, were extracted from databases. Some of these courses are chosen and then paired with face-to-face courses, with the criteria that if a professor taught courses online for a given term, his or her face-to-face modes of the same courses in the same terms, immediately before the terms, or following the term are all included. Otherwise, the online courses are excluded. A total of 153 courses, 93 in online education mode and 60 in face-to-face mode, spanning across 24 terms and eight years, were extracted (see Table 1 for courses delivered and studied). These courses were delivered by 15 faculty members at the College of Business. Five of them were well-established senior part-time faculty. The rest of them were full-time faculty members who had been at the university for several years. Table 1: Courses Selected and Delivered Courses Selected* Courses Delivered Course Studied/Course Delivered Academic Year Online Face-to-Face Online Face-to-Face Online Face-to-Face % 0.9% % 4.1% % 2.1% % 2.3% % 4.7% % 1.5% % 0.7% Total % 1.5% Second, all of the students who had taken the final selected and paired courses are studied. Their background information was extracted from the university database. The purpose for extracting these data The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December
6 is to examine whether student demographic backgrounds are different between the students who take the two different types of educational delivery methods. Specifically, their gender, ethnicity, full-time status, legacy type, and marriage status are analyzed. In the analysis, those who have received a final grade are examined. As a result, a total of 2533 students took the courses selected for this study. The main demographics of the students are: 50.1% of them are female and 49.2% are male (.6% missing); Age ranges from 22 to 90, 5.1% under 25 years old, 50.3% between 25 and 34, 27.5% between 35 and 44, 14.6% between 45 and 54, 2.6% above 54, with a mean of 35 years old; 1402 indicated their marriage status and 43.4% of them were married; 57.3% of them studied on a full-time basis. Third, course letter grades data of all students who took the selected MBA courses were extracted from the university database. Student course success, defined as passing courses, is analyzed to reflect the overall quality of educational delivery. This study uses overall course success as an indicator for online MBA course quality because passing courses and earning MBA degree are the primary and most important goals for returning adults who pursue MBA education. Grades of B or better is considered as success/pass for graduate students by the university policy. Those students who received grades, regardless whether they are letter grades or incomplete grades or Ws, are also considered as being retained. Among the retained students, 92.5% of them successfully passed the courses they took. Fourth, the overall 4-point scale results of the course evaluations of the selected courses were extracted and compiled. Such data were available for the year of 2006 through the year of The overall student satisfaction results of the two different modes are compared. DATA ANALYSIS Comparison of Student Demographics Research Question 1: Are online MBA courses taken by a student group that is similar to that of traditional face-to-face MBA courses, in terms of student demographic backgrounds, such as age, gender, and full-time status? A total number of 3784 students took the 153 MBA courses included in this study students have valid grades and 251 do not. They are all students who had registered the courses studied at some points. Of those who had received grades, chi-square and other tests are used to test the differences in a variety of backgrounds. If needed, certain categories are combined to satisfying the needs that all cells should be equal to or more than 5. Age is firstly examined. The average age for students who took online MBA courses is 35.6; while it is 34.3 for those who were in face-to-face courses T-test indicates that the difference is significant (t=3.366, df= 2531, p=0.001). Even after those age (n=8) over 65 are excluded, the difference is still significant (35.37 online v traditional, p = 0.001). An analysis of the students by age range suggests that 64.2% of those who took online MBA courses were 30 years old or older, while only 54.4% of those who took traditional face-to-face courses were so (see Table 2: Age Range of Online and Traditional Methods for detail). In terms of student gender, 52.2% of those who took online MBA courses were female. In comparison, 47.4 of the male took online courses. Only 46.5% of those taking face-to-face traditional mode courses were female. 52.6% of the male chose traditional face-to-face courses. Chi-square test indicates that female MBA students are significantly more likely to choose online courses (Chi-square =6.531, df=1, p=0.011). 6 The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December 2011
7 The full-time and part-time study status of the students examined is also analyzed. About half (47.2%) of those who took online courses had studied on a half-time basis, while less than one third (34.5%) of those who took face-to-face courses did so. Chi-square test suggests that the differences are significant and part-time students may be more likely to choose online courses (Chi-square = , df = 1, p= 0.000). This study also examines student marriage status. Of those 1402 students whose marriage status was available, almost half of those MBA students who took online courses were married (48.8%). Comparatively speaking, fewer than 40% (36.9%) of those chose face-to-face courses were married. Chisquare test indicates the difference is significant (Chi-square =19.252, df =1, p= 0.000). Age Range Table 2: Age Range of Online and Traditional Methods Traditional Online Total 24 and younger N % 5.7% 4.7% 5.1% N % 34.5% 26.5% 29.4% N % 19.0% 21.9% 20.8% N % 24.8% 29.0% 27.5% N % 13.6% 15.1% 14.6% 55 and above N % 2.3% 2.8% 2.6% Total N % 100.0% 100.0% 100.0% A combination of the effect of age, gender, marriage status, and full-time study status on the choice of educational delivery method choice shows interesting results. To study how these factors predict an adult student choice between online courses and traditional face-to-face course, logistic regression is used. Excluding those who are 24 years old and younger, this study finds out the combined factors predict over 60% (60.3%) of the choices among adult students correctly (Nagelkerke R Squareb =0.071, N= 1294). All of the factors show to be statistically significant in the model. See Table 3 for detail. Female, older, married and part-time adult MBA students are more likely to choose online courses. Age has moderate strength in its relationship with the possibility of choosing online courses. Full-time status has a very strong negative relationship with the possibility to choose online courses. Table 3: Predictors of Online MBA Course Selection B S.E. Wald df Sig. Exp(B) BCI SEX (1=Female) Age Marriage (1=Married) Full-Time Study Status (1=Full Time) Constant * BCI (Bayes Information Criterion) indicates the strength of the factor in prediction. 0-2 is weak; 2-6 is moderate; 6-10 is strong, and over 10 is very strong. The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December
8 Comparison of Student Performance Research Question 2: Do students who take online MBA courses perform differently from their face-to-face counterparts? Student success is crucial to the quality of online course delivery and is thus examined. First, student course passing rate is examined. 91.9% of those who took online courses passed them, while a similar percentage of those (93.7%) who took face-to-face mode courses also passed the courses. Fisher s T-test is adopted to analyze those who were retained in the courses studied. It suggests that the differences, 1.8%, in student successful passing of the two modes of courses are not significantly different (p=0.98). For detail, see Table 4. Table 4: Student Success/Pass and Online Delivery Status Cross-tabulation Traditional Online Total Did Not Pass N % 6.3% 8.1% 7.5% Pass N % 93.7% 91.9% 92.5% Total N % 100.0% 100.0% 100.0% To find out how adult students perform in online and face-to-face courses, this study excludes those who are of 24 or younger and analyze how various demographic factors may have influenced the possibility of passing online courses. Using the success or not as dependent variable and gender, age, marriage, and full-time study status, logistics regression reveals no major significant relationship (Overall Percentage predicted correct, 91.7%, Nagelkerke R Square.009, N= 1294). As shown by Table 5. Marriage is the only factor that seems to be of some importance. Those who are married have more chances to be successful in passing the courses. Table 5: Predictors of Course Success B S.E. Wald df Sig. Exp(B) SEX Age Marriage Full-Time Study Status Constant Comparison of Student Satisfaction Research Question 3: Do online MBA courses have similar student satisfaction rating to what traditional face-to-face MBA courses have? At the end of each term, students of all courses are asked to voluntarily respond to a university-wide course evaluation survey. The aggregated course averages from Likert-scaled questions along the overall response rates for the MBA courses studied are examined. The Likert-scales questions ask whether students agree with positive course and teacher characteristics for the courses student take. In terms of course evaluation numerical satisfaction results, the online MBA courses examined appears to receive somewhat lower rating by its students than traditional face-to-face courses. As seen in Table 6, the mean of the online courses is 3.511, while that for the face-to-face courses is The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December 2011
9 Independent T-test indicates that the difference is significant at 0.05 level (t=2.172, df = 68, p=0.033). The differences in overall mean and the T-test result indicate that online MBA students are probably less satisfied with the courses that they have taken or with the instructors who have taught the courses than their counterparts who have taken face-to-face courses, although they are similar in the likelihood to respond to the survey. Satisfaction Rating Response Rate Table 6: Student Course Evaluations and Response Rate N Mean Std. Deviation Std. Error T-Test for Equality of Means Mean t df Sig. (2-tailed) Online Traditional Online Traditional DISCUSSIONS AND CONCLUSIONS The above data analysis on student demographic background and student performances in regard to online and face-to-face delivered MBA courses provides basis to conclude some answers to the two research questions asked. As for the first research questions, this study finds that students who choose online and face-to-face MBA courses tend to come from different demographic groups. Table 7 summarizes the statistical tests used for examining various demographic characteristics. Of all the examined variables, students of the two modes are significantly different in all except one, first generation status. The findings on age, gender, race, full-time study status, as well as marriage status seem to confirm what other studies have found. Adult (especially those of 35 years old or over), female, married, part-time students are more likely to choose online MBA courses. These findings confirm what many publications have reported, as the literature review indicates (Lewer, Gerlich, and Pearson 2006). It is understandable that full-time study status has very strong negative relationship with the possibility of choosing online courses. Such students probably have more resources to support to go to classrooms, or they are more committed to engage in both relationship building and knowledge learning. Table 7: Summary of Statistical Tests on Student Demographics Test Value df P Age T-Test Years Old + Fisher - T Gender Chi-square Full-Time Status Chi-square Marriage Status Chi-square In terms of course success, this study examines course passing rates. The results suggest that those who take online courses perform as well as those who take face-to-face MBA courses. Among those who are retained, the difference in delivery modes seems to have no relationship with the possibility that whether they student can pass the course. The passing rates are similar. For adult MBA students, there is no significant factor that can predict successful course passing possibility. The only factor that shows having some impact on courses success is marriage, which is not difficult to understand. Marriage The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December
10 students often have some extent of consistent supports from their spouses, which is helpful in their course success. Online or face-to-face modes are not likely to have significant relationship with course success. Therefore, this study seems to suggest that no significant success difference exists among the students who have taken different delivery modes of MBA courses. This finding is consistent with the studies of Boghikian-Whitby and Mortagy (2008), Erickson and Noonan (2010), Ward (2004), and the articles reviewed by Russell (2001). The analysis on course evaluations suggests that online MBA students are less likely to be satisfied with the courses they have taken, in comparison with their counterparts who have taken face-to-face courses, although they tend to respond to the survey as much their counterparts do. This finding is in contrast with others, such as Ward (2004), who finds the opposite. Why they are less satisfied? Is it because of the delivery modes or because of the special student groups those who choose online MBA courses are? The reasons are beyond the examination of this study. Therefore, this study concludes that online MBA educational delivery attracts a student body that is different from traditional mode. Nevertheless, online MBA courses seem to delivery similar final student learning outcomes in terms of passing the courses, although the students may be less satisfied with the instructors or course delivery process. This study with mass data of paired same courses over many years and by the same professors reveals the value of online business education in both access and overall success. These findings suggest that the doubts and negative perceptions of employers and even faculty on the quality and overall value of online MBA education have no strong basis. IMPLICATIONS, LIMITATIONS, AND FUTURE RESEARCH The implications of this study are multi-facets. Above all, online MBA education fits the learning needs of some student groups who are at disadvantageous position in taking traditional education. They are most likely to be married, working adults and female family care-givers and who prioritize other commitments other than full-time study. For various reasons, they often cannot make it to the traditional face-to-face classrooms. Online education broadens graduate business education and benefits prominently those individuals of the groups who are often at disadvantage in terms of pursuing traditional methods of learning. Moreover, not only is online educational delivery possible, its quality is testified, as least in fulfilling the primary goals of those who pursue MBA education. Online graduate business education is thus valuable. The findings of this study provide evidence to support institutional online educational delivery. Those students who stay in the courses until the end have similar success as their counterparts who take traditional mode of course delivery. Thus, online educational delivery reaches more students, who otherwise could not have accessed the education they trust more, it generates more revenues for the colleges and universities, which are critical for both the institutions and the society in general, as reported by the Fain (2010). One of the limitations is that qualitative method is not employed. Qualitative methodology can improve the efficiency of investigation. A qualitative approach is also more sensitive to human factors such as the motivations and performance of the personnel involved with traditional MBA and online MBA courses. Second, this study mainly employs quantitative method and used historical data that were originally collected for various purposes other than studying online education. Many important characteristics about the students and the course delivery process were not available. For example, status of student employment would be important. Lastly, this study bases on the rationale of student primary 10 The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December 2011
11 goals and only uses overall course passing as a quality and success indicator. Other indicators are better, such as overall grades and actual student learning outcomes. The discussions and conclusions mentioned above point out several topics to study in the future. First, while online business graduate education provides access, how diverse are the adult student population, particularly in terms of different races of the student bodies? Second, other student performance indicators and profound modeling in regard to grades can be doable. For example, how the grades are distributed among the students? How online adult student are retained? What factors can be helpful for their retention? Third, research can be done on the specific aspects and factors associated with course satisfaction of adult students taking online courses, with comparison with the traditional face-toface courses. Studies can be also done on the factors that contribute to adult student satisfaction with online business education. REFERENCES Allen, I. E, and J. Seaman. (2010). Learning on demand: online education in the United States, The Sloan Consortium, USA. Arbaugh, J.B. (2010). Do undergraduates and MBAs differ online?: Initial conclusions from the literature. Journal of Leadership & Organizational Studies 17, no. 2 (May 1): Ashkeboussi, R. (2001). a comparative analysis of learning experience in a traditional vs. virtual classroom setting. MAHE Journal 24: Boghikian-Whitby, Seta, and Mortagy Mortagy. (2008). The effect of student background in e-learning longitudinal study. In Issues in Informing Science and Information Technology, 5: Choitz, V., and H. Prince. (2008). Flexible learning options for adult students. Future Works and Jobs for the Future. Prepared for the Employment and Training Administration, US Department of Labor. Classes and Careers. (2010). Growing number of U.S. adults choose online education education & careers. Columbaro, N. L, and C. H Monaghan. (2009). Employer perceptions of online degrees: a literature review. Online Journal of Distance Learning Administration 12, no. 1. E-Learner. (2007). Surveys young adults about going to school online. Erickson, A. S.G, and P. M Noonan. (2010). Late-Career Adults in Online Education: A Rewarding Experience for Individuals Aged 50 to 65. Columbaro, N. L., & Monaghan, C. H. (2009). Employer perceptions of online degrees: a literature review. Online Journal of Distance Learning Administration, 12(1). 6, no. 2: Halsne, A., and L. Gatta. (2002). Online versus traditionally-delivered instruction: A descriptive study of learner characteristics in a community college setting. Online Journal of Distance Learning Administration 5, no. 1. Herbert, M. (2006). Staying the course: A study in online student satisfaction and retention. Online Journal of Distance Learning Administration 9, no. 4. Lewer, J. J, R. N Gerlich, and T. Pearson. (2006). Market segmentation for online courses in the college of business. Editorial board members 10, no. 2: 95. Merriam, S. B, and R. G Brockett. (2007). The profession and practice of adult education: An introduction. Jossey-Bass Inc Pub. Mills, S., M. J Yanes, and C. M Casebeer. (2009). Perceptions of distance learning among faculty of a college of education. MERLOT Journal of Online Learning and Teaching 5, no. 1: Mortagy, Yehia, and Seta Boghikian-Whitby. (2010). A longitudinal comparative study of student perceptions in online education. Interdisciplinary Journal of E-Learning and Learning Objects 6. National Education Association. (2000). A survey of traditional and distance learning higher education members. National The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December
12 Education Association, th Street, N.W., Washington, DC 20036; Web site: ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED Russell, T. L. (2001). The no significant difference phenomenon: A comparative research annotated bibliography on technology for distance education. Montgomery, AL: IDECC. Schultz, T. W. (1961). Investment in human capital. The American Economic Review: Spence, M. (1973). Job market signaling. The quarterly journal of Economics: Ward, B. (2004). The best of both worlds: A hybrid statistics course. Journal of Statistics Education 12, no. 3: The Journal of Human Resource and Adult Learning Vol. 7, Num. 2, December 2011
The Two Worlds of Adult MBA Education: Online v. Traditional Courses in Student Background and Performance
Paper presented at the Adult Higher Education Alliance Conference The Future of Adult Higher Education: Principles, Contexts and Practices The Two Worlds of Adult MBA Education: Online v. Traditional CoursesMore information
Transcript w/ References Recorded 1/28/13
Transcript w/ References Recorded 1/28/13 In 2012, a research study has been proposed by Kelly and Redman (2012) of the University of San Diego regarding the perception and acceptance of online education.More information
Addressing Student Retention and Persistence Issue in Online Classes
Addressing Student Retention and Persistence Issue in Online Classes Bilquis Ferdousi School of Information Security and Applied Computing College of Technology Eastern Michigan University Ypsilanti, MIMore information
The Acceptability of Online University Degrees in the Arab Academia
The Acceptability of Online University Degrees in the Arab Academia Dr. Gamal M. M. Mustafa Associate Professor of Foundations of Education Al-Azhar Univ. Egypt & Imam Mohd Inibn Saud Islamic Univ. KSA.More information
Attrition in Online and Campus Degree Programs
Attrition in Online and Campus Degree Programs Belinda Patterson East Carolina University firstname.lastname@example.com Cheryl McFadden East Carolina University email@example.com Abstract The purpose of this studyMore information
Factors Influencing Students Success in an Online Statistics Course at College-level
Factors Influencing Students Success in an Online Statistics Course at College-level R. Indika P. Wickramasinghe, PhD., Abstract Studies about students performance in a class are very important to an instructor,More information
A Longitudinal Comparison of Online Versus Traditional Instruction
A Longitudinal Comparison of Online Versus Traditional Instruction Suzanne C. Wagner Niagara University Niagara University, NY14109 USA firstname.lastname@example.com Sheryl J. Garippo Niagara University NiagaraMore information
Dr. Vesta R. Whisler Cassie L. Jacobs Jillian M. Moser
Gatekeeper Perceptions of Interpersonal Skills Learned in Postsecondary Online Degree Programs: Recommendations for Teaching Interpersonal Skills Online Dr. Vesta R. Whisler Cassie L. Jacobs Jillian M.More information
BEST COLLEGES 2015 ONLINE LEARNING SURVEY: ONLINE STUDENT NEEDS, PREFERENCES AND EXPECTATIONS EMAIL US: email@example.com Online Student Needs, Preferences and Expectations Online learning is stillMore information
AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY Johnathan Yerby Middle Georgia State University firstname.lastname@example.com Kevin Floyd Middle GeorgiaMore information
A Comparison of E-Learning and Traditional Learning: Experimental Approach
A Comparison of E-Learning and Traditional Learning: Experimental Approach Asst.Prof., Dr. Wanwipa Titthasiri, : Department of Computer Science : Faculty of Information Technology, Rangsit University :More information
Students Attitudes about Online Master s Degree Programs versus Traditional Programs
Aberasturi, S., & Kongrith, K. (2006). Students attitudes about online master s degree programs versus traditional programs. International Journal of Technology in Teaching and Learning, 2(1), 50-57. StudentsMore information
American Journal of Business Education April 2010 Volume 3, Number 4
Important Characteristics In An MBA Program: The Perceptions Of Online MBA Students Danielle N. Rydzewski, Georgia Southern University, USA Jacqueline K. Eastman, Georgia Southern University, USA JosephMore information
Assessing Blackboard: Improving Online Instructional Delivery
Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry email@example.com California University of PA Karen Paullet email@example.com American Public University System DanielMore information
Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes
Advancing Women in Leadership Vol. 31, pp. 213-222, 2011 Available online at http://advancingwomen.com/awl/awl_wordpress/ ISSN 1093-7099 Full Length Research Paper Using Classroom Community to AchieveMore information
Acceptability of Online Degrees As Criteria for Admission to Graduate Programs
ACCEPTABILITY OF ONLINE BACHELOR'S DEGREES Journal of Computing in Higher Education Fall 2004 Vol. 16(1), 150-163. Acceptability of Online Degrees As Criteria for Admission to Graduate Programs MargaretMore information
Correlates of Academic Achievement for Master of Education Students at Open University Malaysia
Correlates of Academic Achievement for Master of Education Students at Prof. Dr. Kuldip Kaur email@example.com Assoc. Prof. Dr. Chung Han Tek firstname.lastname@example.com Assoc. Prof. Dr. Nagarajah Lee email@example.com information
Assessing the quality of online courses from the students' perspective
Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,More information
Examining Professional and Academic Culture in Chilean Journalism and Mass Communication Education
Examining Professional and Academic Culture in Chilean Journalism and Mass Communication Education Claudia Mellado, University of Concepcion, Chile 60th Annual Conference of the International CommunicationMore information
New Approaches to Online Accounting Education
New Approaches to Online Accounting Education Mark Myring, Ph.D. Department of Accounting Miller College of Business Ball State University email@example.com 765-285-5100 Jennifer P. Bott, Ph.D., SPHR DepartmentMore information
Success rates of online versus traditional college students
ABSTRACT Success rates of online versus traditional college students Dawn Wilson Fayetteville State University David Allen Fayetteville State University Are students setting themselves up for failure byMore information
Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?
Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Peter Kiriakidis Founder and CEO 1387909 ONTARIO INC Ontario, Canada email@example.com Introduction Abstract: ThisMore information
Student Quality Perceptions and Preferences for MBA Delivery Formats: Implications for Graduate Programs in Business and Economics
International Journal of Economics and Management Sciences Vol. 2, No. 6, 2013, pp. 61-66 MANAGEMENT JOURNALS managementjournals.org Student Quality Perceptions and Preferences for MBA Delivery Formats:More information
Comparatively Assessing The Use Of Blackboard Versus Desire2learn: Faculty Perceptions Of The Online Tools
Comparatively Assessing The Use Of Blackboard Versus Desire2learn: Faculty Perceptions Of The Online Tools Adnan A. Chawdhry firstname.lastname@example.com Business and Economics Department California University ofMore information
NRMERA 2011 Distinguished Paper. Instructors Perceptions of Community and Engagement in Online Courses
Kennedy, A., Young, S., & Bruce, M. A. (2012). Instructors perceptions of community and engagement in online courses. The Researcher, 24(2), 74-81. NRMERA 2011 Distinguished Paper Instructors PerceptionsMore information
Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory Economics Class
University of Connecticut DigitalCommons@UConn Economics Working Papers Department of Economics 3-1-2007 Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory EconomicsMore information
Turkish Online Journal of Distance Education-TOJDE April 2007 ISSN 1302 6488, Volume: 8 Number: 2 Article: 9 PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS ABSTRACT IsmailMore information
A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class
A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class Sue B. Schou Idaho State University ABSTRACT Due to economic constraints, more and more distance educationMore information
An Evaluation of Student Satisfaction With Distance Learning Courses. Background Information
An Evaluation of Student Satisfaction With Distance Learning Courses Richard Wagner Professor of Management Jon Werner Professor of Management Robert Schramm Director, On-Line MBA Program Background InformationMore information
Issues in Information Systems Volume 13, Issue 2, pp. 302-310, 2012
ASSESSING THE FACULTY AND STUDENTS PERCEPTIONS OF DESIRE2LEARN AND BLACKBOARD Adnan Chawdhry, California University of PA, firstname.lastname@example.com Karen Paullet, merican Public University System, firstname.lastname@example.com information
Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1. The Comparison of Online Students Education to the
Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1 The Comparison of Online Students Education to the Traditional Students of Classroom Education Brent Alan Neumeier The University of ArkansasMore information
Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran
Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Jafar Yaghoubi 1 and Iraj Malekmohammadi 2 1. Assistant Professor, Zanjan University, Iran, email@example.com 2.More information
Conflicted: Faculty And Online Education, 2012. I. Elaine Allen and Jeff Seaman with Doug Lederman and Scott Jaschik AGREE DISAGREE
Conflicted: Faculty And Online Education, 2012 I. Elaine Allen and Jeff Seaman with Doug Lederman and Scott Jaschik AGREE DISAGREE YOUR PROGRAMS... EVERYWHERE. EXPAND YOUR REACH THROUGH A PARTNERSHIP WITHMore information
Perceived Factors and Value of Online Master Degrees in Romania
ISSN: 2286-2668 Management Dynamics in the Knowledge Economy Volume 1 (2013) no. 1, pp. 101-110; www.managementdynamics.ro College of Management (NUPSPA) & Tritonic Books Alina Irina POPESCU Faculty ofMore information
Online Course Delivery: A Santa Barbara City College Perspective
Online Course Delivery: A Santa Barbara City College Perspective Andreea M. Serban, Ed.D. Director of Institutional Assessment, Research and Planning Santa Barbara City College Pablo Buckelew Dean, AcademicMore information
A SURVEY OF TRADITIONAL AND DISTANCE LEARNING HIGHER EDUCATION MEMBERS Commissioned by The National Education Association June 2000 Executive Summary Report Appendix 1201 16 th Street, NW Washington, DCMore information
Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting
The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a VirtualMore information
UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning. Leanne Doyle
UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning Leanne Doyle Abstract: Nationwide, both online and blended learning enrollments are causing a paradigm shift in higherMore information
Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses
International Journal of Business and Social Science Vol. No. ; March 0 Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses Ronald M. Fuqua* Deborah GritzmacherMore information
Student Engagement Strategies in One Online Engineering and Technology Course
Paper ID #7674 Student Engagement Strategies in One Online Engineering and Technology Course Dr. Julie M Little-Wiles, Purdue School of Engineering and Technology, IUPUI Dr. Julie Little-Wiles is a VisitingMore information
Adjunct Faculty Members Perceptions of Online Education Compared to Traditional. Education
Adjunct Faculty Members Perceptions of Online Education Compared to Traditional Education DIANE HAMILTON, Ph.D. 1 1 Ashford University, 8620 Spectrum Center Blvd., San Diego, CA 92123 Corresponding author:More information
STUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS Dr. David A. Armstrong Ed. D. D firstname.lastname@example.com ABSTRACT The purposeMore information
International Conference on Communication, Media, Technology and Design. ICCMTD 09-11 May 2012 Istanbul - Turkey
OVERCOMING COMMUNICATION BARRIERS IN ONLINE TEACHING: UNDERSTANDING FACULTY PREFERENCES Ertunga C. Ozelkan and Agnes Galambosi Systems Engineering & Engineering Management University of North CarolinaMore information
THE UTILIZATION OF PART-TIME FACULTY IN BUSINESS SCHOOLS: ARE THEY DIFFERENT? Timothy J. Schibik, University of Southern Indiana Abstract The increasing utilization of part-time faculty in higher educationMore information
MARKETING EDUCATION: ONLINE VS TRADITIONAL Smith, David F. Bemidji State University email@example.com Stephens, Barry K. Bemidji State University email@example.com ABSTRACT Online higherMore information
Achievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of an Introductory Statistics Course
Australian Journal of Basic and Applied Sciences, 3(3): 1875-1878, 2009 ISSN 1991-8178 2009, INSInet Publication Achievement and Satisfaction in a Computer-assisted Versus a Traditional Lecturing of anMore information
Accredited Online Colleges on the Rise
Accredited Online Colleges on the Rise The Internet is revolutionizing higher education: accredited online colleges are growing in size, traditional colleges are adopting online programs, and all trendsMore information
Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology
Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology Kathryne A. Newton, Mathias J. Sutton, and Duane D. Dunlap Purdue University SessionMore information
Identifying the State of Online Instruction in ATE funded Technical Education. Programs at Community Colleges
1 Identifying the State of Online Instruction in ATE funded Technical Education Programs at Community Colleges Brian Horvitz, Ph.D. Western Michigan University firstname.lastname@example.com Richard Zinser, Ed.D.More information
Issues in Information Systems Volume 13, Issue 2, pp. 193-200, 2012
EXPECTED ADVANTAGES AND DISADVANTAGES OF ONLINE LEARNING: PERCEPTIONS FROM COLLEGE STUDENTS WHO HAVE NOT TAKEN ONLINE COURSES Melody W. Alexander, Ball State University, email@example.com Allen D. Truell,More information
ANIMATING DISTANCE LEARNING: THE DEVELOPMENT OF AN ONLINE LEARNING COMMUNITY. Mary Quinn, DBA, Assistant Professor. Malone College.
ANIMATING DISTANCE LEARNING: THE DEVELOPMENT OF AN ONLINE LEARNING COMMUNITY Mary Quinn, DBA, Assistant Professor Malone College Canton, Ohio Abstract The number of students enrolled in distance learningMore information
Issues in Information Systems
STUDENTS ASSESSMENT OF ONLINE LEARNING AS RELATED TO COMPUTER AND INFORMATION SYSTEMS CURRICULA Paul J. Kovacs, Robert Morris University, email@example.com Gary A. Davis, Robert Morris University, email@example.com information
Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields
Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields Project Results and Overview Problem Statement and Project Goals ColoradoMore information
Comparison of Course Completion and Student Performance through Online and Traditional Courses
Comparison of Course Completion and Student Performance through Online and Traditional Courses S A) in OnlineCourses Wayne Atchley 1, Gary Wingenbach 2, and Cindy Akers 3 1 Tarleton State University, USA,More information
Is an Executive MBA right for you?
Is an Executive MBA right for you? A GUIDE TO THE EXECUTIVE MBA achieve goals busy schedule support classroom contribution cost peer network the new MBA What is an Executive MBA? The Executive MBA is aMore information
Outcomes of Preservice Teacher s Technology Use
Outcomes of Preservice Teacher s Technology Use William F. Morrison, Assistant Professor, Bowling Green State University Tara L. Jeffs, Assistant Professor, East Carolina University Abstract: At a timeMore information
WHAT TYPES OF ON-LINE TEACHING RESOURCES DO STUDENTS PREFER James R. Lackey PhD. Head of Computing and Information Services Faculty Support Center Oklahoma State University email@example.com This researchMore information
A Comparison of Training & Scoring in Distributed & Regional Contexts Writing
A Comparison of Training & Scoring in Distributed & Regional Contexts Writing Edward W. Wolfe Staci Matthews Daisy Vickers Pearson July 2009 Abstract This study examined the influence of rater trainingMore information
Identifying Stakeholder Needs within Online Education. Abstract
Bozkurt Identifying Stakeholder Needs 1 Identifying Stakeholder Needs within Online Education Dr. Ipek Bozkurt Assistant Professor Engineering Management Programs School of Science and Computer EngineeringMore information
DOES TEACHING ONLINE TAKE MORE TIME? Gregory W. Hislop 1 Abstract Many instructors feel that teaching online takes more time, but there is relatively little data available on this issue. This paper discussesMore information
Теорія та методика управління освітою, 7, 2011 р.
Dr. John Johnson Walden University (США) THE ROLE OF ONLINE LEARNING IN THE SYSTEM OF HIGHER EDUCATION: CASE STUDY OF THE UNITED STATES Technological progress impacted higher education in the US. OverMore information
Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses
Comparison of and Perceptions of Best Practices in Online Technology s David Batts Assistant Professor East Carolina University Greenville, NC USA email@example.com Abstract This study investigated the perceptionMore information
ARE ONLINE COURSES CANNIBALIZING STUDENTS FROM EXISTING COURSES? Joseph K. Cavanaugh Department of Business Wright State University, Lake Campus ABSTRACT One of the reasons most often cited for the increasingMore information
Evaluation of Fall 1999 Online Classes
G Evaluation of Fall 1999 Online Classes Andreea Serban, Ph.D. Director Institutional Assessment, Research and Planning March 2000 Table of Contents Executive Summary...2 Introduction...5 Research DesignMore information
Knowledge Management & E-Learning
Knowledge Management & E-Learning, Vol.5, No.3. Sep 2013 Knowledge Management & E-Learning ISSN 2073-7904 A brief examination of predictors of e-learning success for novice and expert learners Emily StarkMore information
The Benefits of Community Service Employment (PY2006)
The Benefits of Community Service Employment (PY2006) Prepared for Senior Service America, Inc. By The Charter Oak Group, LLC April 2008 The Benefits of Community Service The customer satisfaction dataMore information
IMPLEMENTATION OF ONLINE FORUMS IN GRADUATE EDUCATION Walkyria Goode ESPAE-Graduate School of Management Escuela Superior Politécnica del Litoral Abstract 1 This paper argues that online forums in graduateMore information
Factors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning
Factors Influencing a Learner s Decision to Drop-Out or Persist in Higher Education Distance Learning Hannah Street Mississippi State University email@example.com Abstract Previous studies conductedMore information
THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE. The Problem, Its Consequences, and Promising Interventions
THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE The Problem, Its Consequences, and Promising Interventions THE SKILLS GAP IN ENTRY-LEVEL MANAGEMENT ACCOUNTING AND FINANCE The Problem, ItsMore information
Alumni Perceptions of AACSB Accreditation to the Undergraduate Program
Alumni Perceptions of AACSB Accreditation to the Undergraduate Program Juan M. Dempere, Metropolitan State College of Denver Ramon Griffin, Metropolitan State College of Denver Paul Camp, MetropolitanMore information
USING THE ETS MAJOR FIELD TEST IN BUSINESS TO COMPARE ONLINE AND CLASSROOM STUDENT LEARNING Andrew Tiger, Southeastern Oklahoma State University, email@example.com Jimmy Speers, Southeastern Oklahoma StateMore information
Knowledge construction through active learning in e-learning: An empirical study
Knowledge construction through active learning in e-learning: An empirical study Alex Koohang, Middle Georgia State College, firstname.lastname@example.com Frederick G. Kohun, Robert Morris University, firstname.lastname@example.com information
UNH Graduate Education Department. Quarterly Assessment Report
First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of theMore information
Proceedings of the Annual Meeting of the American Statistical Association, August 5-9, 2001 WORK EXPERIENCE: DETERMINANT OF MBA ACADEMIC SUCCESS?
Proceedings of the Annual Meeting of the American Statistical Association, August 5-9, 2001 WORK EXPERIENCE: DETERMINANT OF MBA ACADEMIC SUCCESS? Andrew Braunstein, Iona College Hagan School of Business,More information
Multiple Roles of Adult Learners
2 Adult learners juggle multiple roles while attending institutions of higher education. Adult students roles and the implications for adults success in college are discussed in this chapter. MultipleMore information
Student Feedback on Online Summer Courses
Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled inMore information
1750 H Street NW, Suite 200, Washington, DC 20006 P 202.756.2971 F 866.808.6585 www.hanoverresearch.com HIGHER EDUCATION PRACTICE RESEARCH ABSTRACTS January 2012 The following abstracts describe a samplingMore information
Turkish Online Journal of Distance Education-TOJDE July 2014 ISSN 1302-6488 Volume: 15 Number: 3 Article 5 THE BARRIERS AND NEEDS OF ONLINE LEARNERS ABSTRACT Asst. Prof. Napaporn SRICHANYACHON LanguageMore information
Explorations in Online Learning using Adobe Connect
99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of CentralMore information
n The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222.
VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is toMore information
Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006
Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006 Melody W. Alexander, Ball State University Heidi Perreault, Missouri State University Jensen J. Zhao, BallMore information
19th Annual Society for Information Technology & Teacher Education International Conference Las Vegas, Nevada, USA March 5, 2008
19th Annual Society for Information Technology & Teacher Education International Conference Las Vegas, Nevada, USA March 5, 2008 Creating Online Learning Communities: A Cross Disciplinary Examination ofMore information
The MetLife Survey of
The MetLife Survey of Challenges for School Leadership Challenges for School Leadership A Survey of Teachers and Principals Conducted for: MetLife, Inc. Survey Field Dates: Teachers: October 5 NovemberMore information
@AIPStatistics www.aip.org/statistics One Physics Ellipse College Park, MD 20740 301.209.3070 email@example.com December 2015
@AIPStatistics www.aip.org/statistics One Physics Ellipse College Park, MD 20740 301.209.3070 email@example.com December 2015 Physics Masters One Year After Degree Results from the Follow-Up Survey of MasterMore information
SC T Ju ly 2 0 0 0. Effects of Differential Prediction in College Admissions for Traditional and Nontraditional-Aged Students
A C T Rese& rclk R e p o rt S eries 2 0 0 0-9 Effects of Differential Prediction in College Admissions for Traditional and Nontraditional-Aged Students Julie Noble SC T Ju ly 2 0 0 0 For additional copiesMore information
277 CHAPTER VI COMPARISONS OF CUSTOMER LOYALTY: PUBLIC & PRIVATE INSURANCE COMPANIES. This chapter contains a full discussion of customer loyalty comparisons between private and public insurance companiesMore information
Blended Learning Technology: Connecting with the Online-All-the-Time Student
Blended Learning Technology: Connecting with the Online-All-the-Time Student Table of Contents 03 Executive Summary 05 Survey Method 06 Respondent Profi les 07 Instruction delivered through a blended learningMore information
Sizing the Opportunity The Quality and Extent of Online Education in the United States, 2002 and 2003
Sizing the Opportunity The Quality and Extent of Online Education in the United States, 2002 and 2003 SLOAN CTM The Sloan Consortium A Consortium of Institutions and Organizations Committed to QualityMore information
Distance Learning Survey of Texas Tech University s. Distance and Off-Campus Students. Five Year Comparison 2005-2009. Administrative Report
Distance Learning Survey of Texas Tech University s Distance and Off-Campus Students Five Year Comparison 2005-2009 Administrative Report September 2011 Office of Planning and Assessment Introduction TheMore information
CONSUMERS OF ONLINE INSTRUCTION Dr. Lillie Anderton Robinson, North Carolina A&T State University, email@example.com ABSTRACT There is a great demand for the online delivery system of instruction. It accommodatesMore information
Presented at the 2014 Celebration of Teaching, University of Missouri (MU), May 20-22, 2014
Summary Report: A Comparison of Student Success in Undergraduate Online Classes and Traditional Lecture Classes at the University of Missouri Presented at the 2014 Celebration of Teaching, University ofMore information
A Study of Career Patterns of the Presidents of Independent Colleges and Universities
A Study of Career Patterns of the Presidents of Independent Colleges and Universities Harold V. Hartley III Eric E. Godin A Study of Career Patterns of the Presidents of Independent Colleges and UniversitiesMore information
Hybrid A New Way to Go? A Case Study of a Hybrid Safety Class
Hybrid A New Way to Go? A Case Study of a Hybrid Safety Class Carol Boraiko Associate Professor Engineering Technology Department Thomas M. Brinthaupt Professor Department of Psychology Corresponding author:More information
SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS Although programs engage in continual self-assessment and review of their work, periodic program reviews are designed to provide a broader viewMore information
FINAL REPORT. Of Online and On Campus RN- to- BSN Students
FINAL REPORT Towards Understanding Online Nursing Education: A Comparative Analysis of Demographic and Academic Success Characteristics Of Online and On Campus RN- to- BSN Students Authors: Mary E. Mancini,More information
I - Institutional Information
Indiana University East - Self Study - 4/14/2016 Page 1 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the InstitutionalMore information
Future of E-learning in Higher Education and Training Environments
1 20th Annual Conference on Distance Teaching and Learning Future of E-learning in Higher Education and Training Environments Curtis J. Bonk, Professor Departments of Educational Psychology and InstructionalMore information
CULTURE OF ONLINE EDUCATION 1 Culture of Online Education Joy Godin Georgia College & State University CULTURE OF ONLINE EDUCATION 2 Abstract As online learning rapidly becomes increasingly more popular,More information
Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers
IUMPST: The Journal. Vol 2 (Pedagogy), February 2011. [www.k-12prep.math.ttu.edu] Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers Elaine Young Associate Professor of MathematicsMore information


text:
The University of Southern Mississippi Gulf Coast College of Nursing will co-host a blood drive with Mississippi Blood Services Tuesday, Feb.19 from 8 a.m. – 4 p.m. in the reception area of the Fleming Education Center at the Gulf Park Campus in Long Beach.
Each donor will receive a free T-shirt. Donors must provide photo identification to make a donation. For more information, contact the Southern Miss Gulf Coast College of Nursing at 228.865.4517.

subset: commoncrawl


text:
When All Boys Were Girls
I love history. Why? Because it puts the modern world into context. Too many of us assume that things as they are now are the way that they've always been, always should be and always will be. Spending just two minutes looking at history teaches us valuable lessons about the fickle natures of fashion and the fickle nature of man himself (and herself.) For example, I bet you did not know that at one time, all children were girls.
Now I've piqued your interest and stopped sounding like the creepy cardiganed history teacher with a drone that put you to sleep talking about wars, as if wars were the most important things in human history. (Seriously, far too much importance is placed on war in the study of history. A great deal of other interesting things took place in the past besides men slaughtering each other in interesting and involved ways and, yes, I'm about to get to the point right about now.)
Up until the 15th century, all children, regardless of gender, were referred to as girls. Was there a method for differentiating between male children and female children? Yes. Male children were referred to as 'knave girls', and female children were referred to as 'gay girls'. The term 'boy' was not used to refer to children, instead it referred to a manservant, waiter or some other member of the serving class.
How interesting that a term for 'servant' eventually worked its way into the language as being the name for male children, whilst female children ran away with the term 'girl' entirely, along with all the pretty fashion, the lace, the bows, the color pink, all of which were, at one time, more associated with male children than female children.
It's odd, for, as most feminists will assure you, women have been the object of misogyny for centuries, and in many case, still are, yet in so many ways, it would seem that male status has been reduced from debonair, classy and adorned, to being representative of a class of lumbering hulks only suffered to wear itchy grey or black rectangles, father children and run or make war machines. Of course, I over simplify here, but the male gender has undoubtedly lost something of its charm and indeed, its style over the past six centuries.
Nowadays we take it for granted that boys are boys and girls are girls and we assume that it has always been so. Many of us also assume that it has always been that men do not wear dresses or high heels, which only goes to show that many of us are disastrously ignorant.
If you're a man attracted to feminine things, the argument can easily be made (and supported,) that you are not odd or deviant from the norm, instead you are simply seeking the egalitarian status you would have enjoyed 600 years ago.
Thank-you, Hope.
I submit that such a state of rootlessness is by design.
Tribal peoples, people rooted in their own cultures, peoples with extended concepts of "family," are much more difficult to manipulate. Generally speaking, "modern" society has preferred to either disperse them or rub them out entirely rather than run the risk of some sort of uprising. Success comes when peoples re-root or re-discover their commonalities. Gandhi and Dr. King's efforts come most quickly to mind.
Interestingly, it is in some of those rubbed-out or threatened cultures that we find out most clearly that ideas of gender and role are wholly artificial. Another good reason for "modern" culture to put an end to them, no?
To a certain extent, you're helping in your own way along these lines. Society prefers that men with gender issues or with an otherwise harmless appreciation for lace, soft fabrics, etc. be neither seen nor heard. In urging the rejection of that narrowed vision, you call to others to stand together, even though great distances may separate them. It may, over time, for society to treat with such people on an even footing. If that happens, the fashion world will shape-shift in ways some folks can only dare dream. One can always Hope.
A great and thought-provoking post, as usual. You continue to plumb the depths of gender trenches long forgotten.
The realities you reference, in the text as well as the photograph, have not been gone that long. For instance, Ernest Hemingway was born in 1891, a scant 1189 years ago. His mother, Grace Hemingway, dressed Ernest and his sister Marcelline as girls throughout their childhoods. One photo of the two similar to the photo you used to illustrate this post was titled by Grace Hemingway "Summer Girls," with the manly, macho (albeit only in the future) Ernest Hemingway in a dressing matching that of his older sister.
It should be noted that these were NOT secret or "kinky" photos. They were a mother's treasure. The white euroworld was awash in such gender-bending enterprises.
As an aside, Hemingway's upbringing is cited by many biographers as having figured in the gender-fluid issues that arise in many of Hemingway's stories and novels.
In the womb we all start as girls. later then some of us are given a bath of testosterone while in the womb and some are greater than others. We all really do start as girls biologically.
There is nothing wrong with wanting to return as we once were. The people of earlier centuries understood the relationship far better than we do today.
From the picture you had with this hub I thought you were going to write something about young boys in dresses. Instead, you got all historical on the changes in language over time. :)
And to think I was going to comment that my parents repurposed my old bedroom in their home hanging a picture of my grandfather in his christening dress.


text:
between the Tuscan Maremma and the Val d'Orcia, tucked between Roccastrada, Roccatederighi and Massa Marittima. In this oasis of natural beauty ranging from the fascinating seaside fortress of Castiglione della Pescaia beach to the celebrated vineyards of the Brunello di Montalcino, Casa Armini offers you a vacation of peace and tranquility, and the perfect climate to relax by our swimming pool or explore the surrounding area.
House 180 mq for 12 (+4) persons: large, traditional sitting room with stone fireplace, kitchen, 5 bedrooms with double beds with the possibility to add a single bed to two of the rooms, 1 berooms with 2 single bed 3 bathrooms, veranda overlooking the pool, sofabed in the sitting room, and panoramic terrace.
2 fireplace
Each floor has an independent entrance, satellite TV, washing machine, dishwasher, private parking, barbecue.
to see and do: Few other parts of Italy have preserved its land like that of the Province of Grosseto. It is not, therefore, by chance that the nearly untouched environment of the Maremma, with its rolling hills, represents a true treasure for those who love and respect nature.
For nature lovers, the Maremma offers infinite opportunity to explore fascinating locations rich in history.
We can begin with the Maremma Nature Park with its canoe trips down the Ombrone river, the WWF Nature Reserve that includes Lake Burano, or the animal park of Mount Amiata, ideal for walks, rich in mountain flora and fauna.
We should not forget that Tuscany is among the most famous wine-producing regions in the world. Among its most valued products are the Brunello di Montalcino, Vino Nobile di Montepulciano, Chianti and the Vernaccia di S. Gimignano
We recommend five itineraries that will guide you in your discovery of the riches of the nearby province of Siena, which you can experience during the many festivals that take place throughout the year: from the Sagra del Tordo (Festival of the Thrush) at Montalcino, with its mediaeval dress and archery competition to the Cacio al Fuso (pecorino cheese) in Pienza and the Sagra del Fungo (Mushroom) in Castiglion d'Orcia.
• Val d'Orcia
San Gimignano with its 14 towers, Montepulciano with its magnificent historic centre, the Val d' Orcia that extends across a vast territory that includes Pienza, Montalcino, Castiglione d'Orcia, Radicofani and San Quirico
Massa Marittima
Your trip through mediaeval history begins with Massa Marittima, a town that charms and fascinates its visitors. In the nearby nature park you can walk among centuries-old trees and maybe encounter some of the many species of tortoises that make their home there
Not to be mised is the breathtaking panorama of Pitigliano embellished with 'tufo', a rock, volcanic in nature, that characterises and enriches the landscape. Look for the caves and tunnels carved from the rock that preserve the vintage wines known as 'Bianco di Pitigliano'.
Thermal Baths and Etruscan Remains
In just 40 minutes, you can arrive at the Terme di Saturnia thermal baths. Lesser known, but just as lovely are those of Bagno Vignoni, or the natural baths of the Valle del Farma and Petriolo, both reachable in only 15 minutes.
Not far away (20 minutes) you can discover the land of the Etruscans: Roselle with its ruins and amphitheatre, or the Etruscan tombs of Sovana, Vulci, Vetulonia and Populonia.
Siena and Florence
Of course, your stay could not be complete without a visit to Sienna, only thirty minutes away by car, or to Florence, at just an hour's distance.


text:
I've seen this subject going around beauty world and I thought I'd tag along and write a post about it.
My nail polish routine has improved so much in comparison to a few years ago.
My obsession for polished was always there, but it really came out of the closet for just 2 years ago. I've been hoarding polishes like crazy for the past few years, and yes, my name is Lily and I'm addicted to polish...
Anyways, back to the actual routine. I actually have a very simple routine. I don't do anything special to really take care of my nails (I should be ashamed, I know, but I just don't find the time to do everything what a lot of polish ppl do!)
|Sally Hansen polish remover
1. Polish remover
I use the Sally Hansen fast& gentle polish remover with Vitamin E & Aloe (moisturizing for dry, brittle nails)
I've found that most drugstore polishes dry up my nails like hell! Hence my "splurge" on this goodie!
And yes, I do like it. If takes off most of my polishes (glittery polishes are still a pain in the *ss to take off though) and it moisturizes my nails without leaving any oily film on them.
2. Nail clipper
My nail clipper is called 777. It's a Korean brand but I bought mine in Hong Kong. This is probably one of the best clippers out there. It's not like I have very hard (ieuw) nails which are hard to clip away, but I have quite strong nails (yay!). Apparently not any clipper can handle my nails, mwoehahaha!
3. Base Coat
|Chanel base coat
I've always used drugstore base coats (HEMA, Revlon, ...) and I don't think it really matters what base coat you use as long as you use one.
My other drugstore ones have become gloppy, so I couldn't use them anymore. My friend bought me this one a while ago, and I do like it, but I notice anything better whilst using this base coat. A base coat is a base coat to me.
4. Color
Then I go in with a polish of choice, depending on my mood and season :)
|Sally Hansen Insta-Dri anti-chip top coat
Final step is putting on my top coat: I LOVE the Sally Hansen top coat!
It prevents chipping, dries in an instant and it's just super duper awesome! Definitely a recommendation and I'll be repurchasing it for ever and ever!
There you have my nail care routine:
Yes, this is all I do and no, I don't soak my nails and I don't file them.
Actually this routine has already elongated in comparison to the past. In the past I just scratched off my old polish, clipped and apply color directly, haha! That's def the routine on how NOT to do your nails :)


text:
closest gas station or Hearing Aid Center.
CC: Can you read product reviews on
the mobile version?
RW: Yes. You'll see when you scroll
through a list of products or search results
that some items will display the stars that
indicate a product review. Many warehouse
items are also on Costco.com with reviews, so
it's wise to consult your mobile device when
shopping at the warehouse.
CC: Does the mobile platform facilitate
any SMS texting promotions?
RW: SMS text messaging does not depend
on the mobile platform, but we are launching
a new SMS text option at the same time. On
a cellphone, members can send the word
"Costco" to 71034 to opt in to receive text alerts
via their phone. ;e alerts will be about new
products, when coupons are coming in the
mail, special events coming to their area, new
service programs, etc.
CC: In conclusion, how will the mobile
platform help Costco members?
RW: We recognize how needs are changing; the mobile platform provides our members with a convenient way to access Costco.
com, and establishes a bridge between online
and warehouse shopping. C
Gift items galore Photo calendars, canvas prints and photo books can now be ordered through the Photo Center at Costco. com for pickup at 1-Hour Photo in the warehouse (also avail- able via mail delivery). • Photo calendars how your photos and 12 months at a glance, measure 8½ by 11 inches and are usually ready in ;ve days. • Canvas enlargements of your pho- tos make impressive gi;s, are available in 10 sizes and are usually ready in ;ve days. • Photo books let you show o; a col- lection of your photos in a double-sided book format of up to 100 pages. Multi- ple designs and colors are available. ;e books use heavy paper, measure 11¼ by 8¾ inches and are usually ready in ;ve days. Converting old home movies, videos and 35 mm slides to DVD makes for touching holiday gifts for family and friends. Take those old media to 1-Hour CONTINUED FROM PAGE 85
Photo to start preserving memories for
future generations.
Conversion takes
about three weeks.
;e Photo Center
on Costco.com o;ers a
variety of photo gift
items that are exclusively mail delivery.
;e 100-percent-cotton
photo throw is a popular gi;, oversized at 54
by 70 inches, and washable and durable—a great way to preserve memories
and stay snug.
Other custom Photo Center gi;s
include tote bags, a deluxe calendar,
mousepads and photo mugs. Visit
Costco.com and click on "Photo" at the
top of the page.
If this is the year you discover this
long-running program, chances are
you'll make photo greeting cards and
custom photo gi;s from Costco a holiday tradition, just as so many other families have. Spread the cheer.
—David Wight
Conversion takeseyl
Savvy shoppers save up to 30%.
Costco members always save with Budget, including these valuable discounts and benefits: • Save up to 30% on weekend or weekly rentals at participating U.S. airport locations with BCD W852851 • Rent a where2® GPS at a Costco member-only rate of $8.99 per day • Additional driver fees are waived for Costco members • 100% smoke-free fleet
where2® is an optional service and is subject to availability at select locations for an additional fee. where2® GPS Costco member-only rate of $8.99 per day and the waiver of the additional driver fee are valid at participating locations in the U.S. only.
Up to 30% Off Terms and Conditions: The savings of up to 30% applies to Budget leisure weekly and weekend rates and is applicable only to the time and mileage charges of the rental. Offer applies to all car groups, excluding specialty vehicles
(group X). Taxes, concession recovery fees, vehicle license recovery fee, customer facility charges ($10/contract in CA) may apply and are extra. Optional products such as LDW ($29.99/day or less) and refueling are extra. Please mention BCD W852851
to take advantage of this offer. Offer is available for U.S. residents only for rentals at participating airport locations in the U. S. Offer may not be used in conjunction with any other BCD number, coupon number, promotion or offer. Renter must sho w
proof of Costco membership at time of rental. Weekly rates require a minimum five-day rental period. Weekend rate available Thursday noon; car must be returned by Monday 11: 59 p.m. or higher rate will apply. Discount valid on rentals checked
out no later than 6/30/11. Offer is subject to vehicle availability at the time of rental and may not be available on some rates at some times, including some online rates at
Costco.com. Holiday and other blackout periods may apply. Renter and
additional driver (if applicable) must meet Budget age, driver and credit requirements. Minimum age may vary by location. An additional daily surcharge may apply for renters under 25 years old.
Budget features Ford and Lincoln Mercury vehicles.
©2010 Budget Rent A Car System, Inc. A global system of corporate and licensee-owned locations. 19446
Any unused portion(s) of inclusions are nontransferable, nonrefundable and not redeemable for cash. Travel purchases are not included in the Executive Membership 2% Reward program. Seasonal surcharges, availability,
blackout dates and restrictions may apply. Cancellation and change fees may apply. All prices are in U.S. dollars. Costco Travel disclaims liability for any inaccuracies or typographical errors. Costco Travel is registered
as a seller of travel in each of the states listed: California registration number: CST 2054248-50 • Florida registration number: ST 32555 • Hawaii registration number: TAR 5595 • Iowa
registration number: TA 620 • Nevada Seller of Travel registration number: 2007-0060 • Washington registration number: WST 602042600. Registration as a California Seller of Travel does
not constitute approval by the state. 11TR0106 9/10
1-877-849-2730 | Costco.com
86 ;e Costco Connection NOVEMBER 2010


text:
Flaxseed Oil - Biogenic Organic Virgin Oil - 200ml
Brand: Biogenic
Product Code: BG-FLAXSEED-OIL
Availability: Out Of Stock
Product Code: BG-FLAXSEED-OIL
Availability: Out Of Stock
Price: $10.77
Qty: - OR - Add to Wish List
Add to Compare
Add to Compare
Biogenic Health Foods Organic Cold Pressed Virgin Flaxseed Oil.
Rich in Omega 3, 100% cold pressed virgin Flaxseed Oil from certified organic whole flaxseed.
Biogenic Flaxseed (Linseed) Oil is certified Organic by Biological Farmers of Australia. This means that Biogenic's Flaxseed is organically grown in a naturally rich soil free of chemical fertilisers and pesticides. Naturally free from GMO's.
Biogenic Organic Flaxseed Oil is pure and natural and it is refined and cold pressed from quality organic flaxseed with No added chemicals or preservatives.
Write a reviewYour Name:
Your Review: Note: HTML is not translated!
Rating: Bad Good
Enter the code in the box below:


text:
If you anticipate selling your home in the near future and need to upgrade your kitchen, "you should do it a little less expensively than if you are doing it for yourself," Nagwani said. On the other hand, if you are remodeling for yourself, she added, "You should make yourself happy first and make it the way you want it. You will always get your money back when you re-sell." Furthermore, said Nagwani, if you are getting ready to put your home on the market and are lucky enough to still have an original kitchen intact, it may be "better to do nothing"—other than basic cleaning and staging—before marketing. "People would rather you did nothing than to do something" counter to the Eichler concept, she pointed out.
Some buyers, especially designers and architects, are looking for a clean slate with which to make their own design statement, and they oftentimes are willing to pay extra for the chance to do so. While a high-end and beautifully remodeled kitchen is certainly a plus in the minds of many prospective buyers, it is not necessarily what most of them are looking for. If you are going to upgrade or remodel and are concerned about resale value, Nagwani has found that it is best to "stay with modern and stay away from traditional, like French country stuff. With modern design, and its clean and simple lines, you won't ruin the resale value. However, if you go with a traditional kitchen, you can actually reverse some of the value of the home."
The decision of whether or not to use an architect, a designer, or both, depends on what you are trying to accomplish with your kitchen upgrade. Architects conceptualize, plan, and develop designs for the construction and renovation of commercial, institutional, industrial, and residential buildings and other structures. Often, they will also coordinate and administer many aspects of construction, including field review and inspection as well as preparing contracts and various other documents. Architects go through formal schooling and must be licensed by the state in order to do business.
According to Ron Key, head of Ron Key Construction in Mountain View, you "do not need an architect for most residential projects," but if your purpose is to make a statement, then "go with an architect or an interior or kitchen designer." Key also cautions that many architects are not equipped to do budgeting. As a result, some homeowners can find themselves in a situation where they have sophisticated, professionally produced plans in hand, but insufficient budget to complete the project. On the other hand, if you are planning to move a load-bearing wall or do anything with seismic implications, then perhaps one should consider an architect, since designers are not allowed to do anything that is considered structural. "Architects are specialists in creating the spaces people want to live and work in," added Sue Olson. "As we know, Eichler used several architects throughout his career and their talents and vision can be clearly seen in each and every Eichler they designed."
Interior or kitchen designers can be an invaluable resource for help in remodeling Eichler kitchens. A good designer is an expert in space utilization, functionality, aesthetics, and materials. An experienced designer is also trained in listening to his or her customers and in helping them translate their needs into a project plan. According to Olson, "Most people have junked up their Eichlers. That's why they come to me—to unclutter their home and keep the lines nice and clean and open." They also want more counter space and room for storage. This can be accomplished with the right combination of design and space planning, cabinets, counters, lighting, and other materials. In addition, designers that have been certified by the state of California, bearing the title "Certified Interior Designer," have been required to pass an exam regarding California building code regulations, and thus can bring additional expertise to the design process.
But it all begins with a plan, and the importance of having a strategy in place cannot be overemphasized—especially in light of the openness of the Eichler floor plan. Olsen states that while it is not essential to remodel the rest of the home when doing the kitchen, "you need a master plan" to ensure that it all flows and works together.


text:
Rumours break that Sneijder-Galatasaray is off: Watch the racy Yolanthe video that blew up the deal
Italian website Calciomercato.com are reporting that Wesley Sneijder's proposed move to Galatasaray is already dead in the water, however the reasons for the deal going sour have little to do with matters on the pitch.
Sneijder, who Inter Milan are desperate get out of the San Siro roster after the Dutch international got into contract disputes with the club, was rumoured to be close to a six million euro a year deal with the Istanbul powerhouse after positive discussions between the clubs in recent days.
Moreover, Sneijder's wife Yolanthe Cabau gave off positive vibes that the deal may happen Tweeting "Istanbul is definitely nice!Have been there many times, love Turkey!But what will happen I do not know honey ..X."
But now the positivity around the deal has evaporated after Galatasaray supporters have been made aware of a 2006 film Turkse Chich, in which Yolanthe Cabau played the role of a Turkish Muslim female who seduced a young man.
Could a racy scene in a movie really torpedo a football transfer? Possibly.
Watch the hilariously awful, and supposedly offensive, Yolanthe Cabau scene in Turkse Chich below.


text:
Three down: One under the bed, one in query-mode, one in final revisions. I'm pleased with my work. But what's next?
Lately I've been kind of antsy. And until a few days ago, I hadn't been able to figure out why. I haven't been writing anything new. I have a couple of ideas roaming around in my head plus a few things I started writing and put aside. But nothing has jumped out at me as the one. I've been considering a novel set in Highgate Hill Cemetery in Hampstead Heath outside of London. George Eliot's buried there. And so is Karl Marx. They ought to make for an interesting set of ghosts, right? However, if I attempt another novel in a cemetery my family and friends might start wondering about me. Then again, I think they already do.


text:
Excess supply and lower than expected demand have taken their toll on natural gas and the exchange traded funds (ETFs) that track them pushing the spread between March futures contracts and April futures contracts to a record low.
The spread between these futures contracts has narrowed by 93 percent this year to 3.6 cents per million British thermal unit indicating that a supply and demand imbalance is likely to keep prices of natural gas depressed through the remainder of the year.
On the supply side, natural gas production is at a 37 year high and shale gas rigs continue to increase which will further bolster supply. In fact, according to Baker Hughes Inc (BHI), the number of horizontal rigs, which are mainly used in shale-gas drilling, was at a record in the past two weeks pushing overall production of natural gas up significantly. Furthermore, relatively calm weather conditions during a hurricane season that was expected to be more severe than normal, have resulted in an increase in stockpiles.
As for demand of natural gas, it is expected to be lower than that of last year during the winter months. The forces of La Nina are resulting in warmer than usual temperatures which are expected to be felt all throughout the Midwest, the East and the Northeast- all key consumption regions of the country.
In a nutshell, increased stockpiles, elevated production and weakened demand are expected to push winter natural gas prices down influencing the following ETFs:
- United States Natural Gas Fund (UNG)
- United States 12 Month Natural Gas Fund (UNL)
- iPath DJ-UBS Natural Gas TR Sub-Idx ETN (GAZ)
To further mitigate the risks involved with investing in the previously mentioned securities, implementing an exit strategy which identifies specific price points at which further downward price pressure is likely to prevail is important. Such a strategy can be found at www.SmartStops.net.
Disclosure: No Positions
Categories: ETFs, Recent Articles


text:
Where Geeks and Party Animals CollideBy justsayingASIA Follow | Public
Based in Singapore, justsaying.ASIA is the online magazine that celebrates all things Geek Culture and Lifestyle — from comics, games and movies to the best pubs, restaurants, hotel escapades, events and parties.
This is a group for justsaying.asia to host events for its readers and tailored for all geeks that love to party like rockstars!
Want to find more groups and events like this?