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T^^Qjgvj. Withour Wonderful Rem
8 THE SAINT PAUL DAILY GLOBE: MONDAY MORNING, OCTOBER 26, JB9l. for a few moments, Mr. Easton looked 107; George W, Cerebus, St Charles, Gold risks," Williams, said E. C. Shaw to George 11. JUVEXIIiIA. halfof the work done withl.er for the bid that did not come, while Mr. Dollar. 102: Miss Matagorda filly, Ketcham, as was own -' Lady 01; Louise, 90; S, the latter descended from hands. How many ladies, over c Keed settled back inhis chair as calm 93: Bailard. Cora 85. sulky who AMONG Miieand an eighth—Strathmeath, 120; Se- his at the close of a very hot heat Comical Chatter of Cunning Mem- silver hairs so many winters have knri- the rLEAbINd THE_HOHSES. and unconcerned as ifhe had made a £5 118; 0., norita, Prather, 115; Lewis, 112; in the 2:17 Iy one Isaac rase at the Toledo, expo- bers ofthe Coming Generation. passed, can show such a rewaid of jflGlf§?§| bet. No came to the scratch. Mr. Foxmede, 107. grounds them, sition the other day. "And I West Shore. almost wonderful patience aud peis- Possibility a Mile in Two Reed had "eartliquaked" and Five and a half furlongs, two-year-olds— don't see how Ican afford not to," said verance, wonder?"' of those who had made up their minds to Lamplighter. 118; Thiers L, Knapsack, young Oue day on a railroad c#r a lady al- we ' ' "" * bid, Alcluacolt, Temple. King Mac, the millionaire. "Three years Considering* Re- and they were many, had such ad- Grand Prix. ago, when Ibought Charlie Friel, 2:15%, lowed her little boy, who could hardly X3A.U A Ai.£iXi« Minutes miration for his pluck that they held 108; Queen d'Or. -
Saturday's Graded Stakes Fields P10-11 GOFFS ORBY YEARLING
Saturday’s graded stakes fields p10-11 THURSDAY, OCTOBER 2, 2014 732-747-8060 $ TDN Home Page Click Here STARS SHINES AT ORBY FINALE TAPESTRY TO BE SUPPLEMENTED TO ARC By Emma Berry On a day that a number of G1 Prix de l=Arc de Yet another seven-figure yearling--a i1.1-million Triomphe contenders put in their final works for (US$1,388,004) daughter of Sea the Stars (Ire)--graced France=s i5-million showpiece, the outlook of the race the ring during the final session of the Goffs Orby Sale, was altered yesterday when it was revealed that which ended yesterday with an 11% gain in aggregate Magnier, Tabor, Smith and to i38,450,500, and a clearance rate of 87%. While Flaxman Stables= sophomore the sale=s overall top price of i1.5 million didn=t come filly Tapestry (Ire) (Galileo close to last year=s i2.85-million modern-day Irish {Ire}) would be record for subsequent supplemented to the 2400- Group 2 winner Ol= Man meter contest today, with River (Ire) (Montjeu {Ire}), Ryan Moore to take the repeated six-figure mount. Supplementing will transactions across both cost i120,000, but days ensured a solid rise in Tapestry could be well both average and median, worth it, as she handed of 8% and 23%, current Arc favorite respectively, to 109,234 Taghrooda (GB) (Sea the Session-topping Sea the Stars filly i Sarah Farnsworth and i70,000. Tapestry Stars {Ire}) her lone defeat Hailing the sale as Racing Post in the G1 Yorkshire Oaks AIreland=s best,@ Goffs= Chief Executive Henry Beeby Aug. -
Theorising Postgraduate Pedagogy Bill Green and Alison Lee Deakin University and University of Technology, Sydney
Theorising postgraduate pedagogy Bill Green and Alison Lee Deakin University and University of Technology, Sydney Introduction the changes to higher education in Australia” (Marginson, 1995, p. In all the clamour of recent and growing concern about postgraduate 33). studies in higher education, there has been a persistent and perhaps Like much else in this respect, these changes and heightened forms surprising lacuna: the question of pedagogy. Much has been made of of attention seem more often than not driven by policy interests and the importance of ‘research’ in the burgeoning political economy of imperatives. In that sense, the burgeoning research activity on ques- the university and the nation––moreover, of research and training, as tions of postgraduate modes of educational activity and delivery, a new unholy alliance, or even research as training––, and new practice and provision, is more policy-oriented and informed than emphases are evident everywhere on matters of accountability, influenced by, let alone generative of, theory. By and large, the performativity, and instrumental rationality. More and more, there is available work in this area is inadequately theorised, or rather, it tends debate about completion rates, supervisor-student relationships, fi- to be radically undertheorised. One of the first requirements then nancial assistance and other forms of support, infrastructural provi- would appear to be bringing into the debate a more explicit, specifi- sion, ethics, examination protocols and procedures, and the like. cally theoretical stance––a matter, that is, of drawing theory as such Arguably, however, this remains firmly within a familiar frame and is into postgraduate education, as a key site of both praxis and inquiry. -
The Power SURGE King Power Racing Has Quickly Become a Powerful Force in Racing but for Those Involved Like Alastair Donald It Has at Times Been a Difficult Journey
The Big Interview King Power Racing The Power SURGE King Power Racing has quickly become a powerful force in racing but for those involved like Alastair Donald it has at times been a difficult journey Words: Carl Evans Photos: George Selwyn and Carl Evans mid the sub-plots and were running well, but we lacked a bit of background stories running luck. We had seconds and fourths, and Aobliquely through this year’s then it rained and we had soft ground Royal Ascot was one that reached a when we wanted fast ground. Then it perfect ending in the final race. dried up when our soft-ground horses Frankie Dettori had run off with the were about to run. It was becoming very show long before the Royal procession frustrating, and I remember thinking, on that Saturday afternoon, Ryan Moore ‘Please, can we have a winner – they [the was relentlessly stalking him in trademark, Srivaddhanaprabha family] so deserve it’. steely-faced determination, and Blue “When Cleonte won the final race it Point was about to land a Group 1 sprint was a huge relief. It felt way better than a double. Yet for every front-of-house Group 1 winner, and we’ve had plenty of highlight there were dozens of might- those. I was so pleased for the family, and have-beens for owners, trainers, grooms, it was hugely important for King Power racing managers and bloodstock agents. Racing.” In that category, until the fifth day’s Sitting in his Hungerford office, closing race, you could find King Power Donald comes across as a content and Aiyawatt Srivaddhanaprabha Racing, trainer Andrew Balding and agent happy man again, far removed from the (second left) and his brother Alastair Donald, a triumvirate suffering wounded figure who attended last year’s Apichet (right) celebrate with near-miss syndrome, until, finally, Tattersalls Autumn Horses-in-Training Sale Cleonte’s win at Royal Ascot Cleonte came good and pulled clear to just a few days after Vichai’s death. -
Lecture Versus Collaborative Learning Methods in Community College Classrooms
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Lecture Versus Collaborative Learning Methods in Community College Classrooms Gwendolyn A. Vaughn Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Teacher Education and Professional Development Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Gwendolyn Vaughn has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Ioan Ionas, Committee Chairperson, Education Faculty Dr. Beate Baltes, Committee Member, Education Faculty Dr. Markus Berndt, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Lecture Versus Collaborative Learning Methods in Community College Classrooms by Gwendolyn Vaughn MS, Delta State University, 1992 BS, Mississippi Valley State University, 1985 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2020 Abstract Educational scholars have recommended using collaborative learning in higher education classrooms to improve the learning outcomes of community college students. The problem is that many community college instructors continue to use traditional lecture methods, which might be due to instructors not being convinced of the merits of collaborative learning. -
Lecture 7: Education
NPTEL – Humanities and Social Sciences – Introduction to Sociology Lecture 7: Education Education is a social science that encompasses teaching and learning specific skills. Practicing teachers in the field of education use a variety of methods and materials in their instruction to impart a curriculum. There has been a plethora of literature in the field of education that addresses these areas. Such literature addresses the facets of teaching practices to include instructional strategies, behavior management, environmental control, motivational strategies, and technological resources. However, the single most important factor in any teacher‟s effectiveness is the interaction style and personality of the teacher, for the quality of their relationships with the students provides the impetus for inspiration. The best teachers are able to translate good judgment, experience, and wisdom into the art of communication that students find compelling. It is their compassion for varied human qualities, passion, and the creativity of potential that assists teachers to invigorate students to higher expectations of themselves and society at large. The goal of education is the growth of students so that they become productive citizens of a dynamic, everchanging, society. Fundamentally, the imparting of culture from generation to generation (socialisation) promotes a greater awareness and responsiveness through social maturity to the needs of an increasingly diversified society. Overview It is widely accepted that the process of education begins at birth and continues throughout life. Some believe that education begins even earlier than this, as evidenced by some parents‟ playing music or reading to the baby in the womb in the hope it will influence the child‟s development. -
TAILORMADE PEDIGREE for MISHRIFF (IRE)
TAILORMADE PEDIGREE for MISHRIFF (IRE) Makfi (GB) Dubawi (IRE) Sire: (Bay 2007) Dhelaal (GB) MAKE BELIEVE (GB) (Bay 2012) Rosie's Posy (IRE) Suave Dancer (USA) MISHRIFF (IRE) (Bay 1999) My Branch (GB) (Bay colt 2017) Raven's Pass (USA) Elusive Quality (USA) Dam: (Chesnut 2005) Ascutney (USA) CONTRADICT (GB) (Bay 2010) Acts of Grace (USA) Bahri (USA) (Bay 2003) Rafha 5Sx5S Green Valley (FR), 5Sx5D Nijinsky (CAN), 6Sx5D Mr Prospector (USA), 6Sx4D Riverman (USA), 6Sx6Sx6Dx6D Northern Dancer, 6Sx6S Val de Loir, 6Sx6S Sly Pola, 6Sx6D Sir Ivor (USA), 6Sx6D Flaming Page, 6Sx6D Round Table Last 5 starts 05/07/2020 1st PRIX DU JOCKEY CLUB (Group 1) Chantilly 10f 110y £435,814 06/06/2020 1st THE BETFAIR EXCHANGE FREE BET STREAK Newmarket 10f £14,461 NEWMARKET STAKES (CLASS 1) (Listed Race) 29/02/2020 2nd SAMBA SAUDI DERBY Riyadh 8f £120,301 06/11/2019 1st THE MANSIONBET PROUD TO SUPPORT Nottingham 8f 75y £3,881 BRITISH RACING MAIDEN STAKES (CLASS 5) (DIV I) 25/10/2019 3rd THE JOIN HOT TO TROT FOR 2020 NOVICE Newbury 8f £760 STAKES (CLASS 4) (PLUS 10 RACE) (DIV II) MISHRIFF (IRE), (117), won 2 races (8f.-10f.) at 2 and 3 years, 2020 and £19,468 including Newmarket Stakes, Newmarket, L. and placed twice; also won 1 race (10f.) in France at 3 years, 2020 and £557,518, Prix du Jockey Club, Chantilly, Gr.1 and placed once (John Gosden). 1st Dam CONTRADICT (GB) (2010 f. by Raven's Pass (USA)), 130,000 gns. yearling Tattersalls October Yearling Sale (Book 1) 2011 - A O Nerses, 200,000 gns. -
Lecture Capture Standards and Guidelines Last Edited 2020-07-10
Lecture Capture Standards and Guidelines Last Edited 2020-07-10 Purpose To establish usage and documentation requirements for lecture capture of course materials, authored by an instructor or a student, for later playback from within the Framingham State University Learning Management System or other web-based course space. Recorded class materials refer to video, audio or multimedia recordings of class proceedings within a classroom, class proceedings within a virtual meeting, student recordings created for an assignment, recorded presentations, and any other recorded materials to enhance the course experience. The method of capture does not preclude the instance from falling under the umbrella of the “lecture capture” policy and standards. Access to the materials should be limited to the participants enrolled in a class for as long as the course remains available on the university Learning Management System (LMS). All lecture captured material must be captioned to align with the University’s standards for accessibility as stated in the Policy on Lecture Capture. Standard The University supports multiple applications for recording course materials, including but not limited to Panopto, VoiceThread, PowerPoint, Zoom meetings, and Blackboard Collaborate. See the table below for an overview of the various creation tools. Application / Platform Description Use Case(s) Panopto Cloud-hosted video platform available • Synchronous class proceedings to FSU employees and students. and presentations Platform provides tools to create • Supplemental course materials, recordings from a webcam or mobile (class introductions or device and provides simple editing announcements) tools to allow creators to add/include • Student video assignments slides or screen-captured content. Platform facilitates robust video management (folder-based organization, retention, searching, access and sharing including password protection, and streaming). -
The Enhanced Lecture: an Effective Classroom Model
Religious Educator: Perspectives on the Restored Gospel Volume 15 Number 2 Article 8 6-2014 The Enhanced Lecture: An Effective Classroom Model Ray L. Huntington Shon D. Hopkin Follow this and additional works at: https://scholarsarchive.byu.edu/re BYU ScholarsArchive Citation Huntington, Ray L. and Hopkin, Shon D. "The Enhanced Lecture: An Effective Classroom Model." Religious Educator: Perspectives on the Restored Gospel 15, no. 2 (2014): 114-131. https://scholarsarchive.byu.edu/re/vol15/iss2/8 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Religious Educator: Perspectives on the Restored Gospel by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. The Enhanced Lecture: An Effective Classroom Model ray l. huntington and shon d. hopkin Ray L. Huntington ([email protected]) is a professor of ancient scripture at BYU. Shon D. Hopkin ([email protected]) is an assistant professor of ancient scripture at BYU. earning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spit- Lting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.1 “The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.”2 Leading students to discover, evaluate, reflect, and act on new information and knowledge is one of the challenges and rewards of teaching, whether teach- ing at a university, in the seminary or institute classroom, or in Sunday classes. -
Teaching by Lecture: Saving the Sage on the Stage Kenneth G
2008 Free Market Forum Teaching by Lecture: Saving the Sage on the Stage Kenneth G. Elzinga University of Virginia Introduction Let me stipulate at the outset that teaching economics takes place in offices, hallways, during meals, even in a teacher's home. No doubt the most important teaching economists do takes place on the pages of books and journal articles. But I plan to talk about the old-fashioned lecture method and describe some components of good classroom lectures in the field of economics. The Lecture First, good lectures need stories. For veteran teachers, some lecture topics in our classes will be the same from year to year, but the content and organization must be kept fresh for a lecture to work well. What provides the input for keeping lectures fresh? Examples that bring relevance and fresh perspective to the lecture. If our lecture notes pivot on stories about the Vietnam War, the Beatles, or Ronald Reagan, or William Clinton, they probably need a pedagogical facelift. I have to step outside my own cultural boundaries, at times, in making references to fashion or music. Stories change. I have deleted stories about the OPEC cartel, when it has been in disarray, and resurrected the story when OPEC has revived. Similarly, references to products need to be updated from time to time as well. Sometimes the best stories are those that run in the opposite direction from the preconceptions of our students. This is one of the ways Jesus taught. Jesus would begin, “You have heard it said,” and then continue, “but I say unto you. -
Marketing: a New Strategy for State Universities in Zimbabwe
Marketing: A New Strategy for State Universities in Zimbabwe Doreen Nkala Midlands State University Miriam Mugwati Midlands State University Florence Mudzurandende Midlands State University Kenneth Mazhindu Midlands State University Francis Mhere Midlands State University The study explores strategies universities in Zimbabwe are implementing to wade off competition. There are currently fourteen universities, excluding non-university institutions. With stiff competition, institutions’ survival is reliant on enrolments. This paper discusses universities’ marketing strategies to attract and retain both students and staff. Through the RATER Model the research rates service quality in four selected universities. Findings reveal that competency of staff, efficient service delivery, accommodation, and availability of staff to assist students, all enhance rating of university’s service quality. The study recommends continuous monitoring and improvement of service quality in a bid to make for competitiveness. INTRODUCTION Zimbabwe‘s higher education has grown at a fast rate since the country’s attainment of independence in 1980 to date (2013). There are 14 universities of which six are state owned and the rest are private owned. At independence, Zimbabwe had one state university namely University of Zimbabwe. From the name one can infer that there were no plans for having another state institution. The major aim of the new government when it came into power in 1980 was “education for all” from primary level to higher education. The drive was supported by building of primary schools as well as polytechnics in each province. Later in the 1990’s the government shifted to increasing the number of Universities. The justification for the increase in universities was to have skilled and professional workforce and hence improve productivity in the country. -
Postgraduate Students' Experience of Online Learning During Semester
Postgraduate Students’ Experience of Online Learning During Semester One 2020 at the University of Sydney Report by SUPRA Education Committee Purpose Under the circumstances of the COVID-19 pandemic, from 23rd March 2020 the University moved Semester 1 learning and assessment practices fully online. On 25th June the University announced that for Semester 2 offshore students would be provided with remote online teaching due to travel restrictions and most lectures would be online for both onshore and offshore students. The University received some feedback from students of their online learning experience during this semester from two additional questions in the Unit of Study Surveys (USS), a FASS specific student survey and student panel feedback during the Education Symposium. SUPRA Education Committee decided to conduct an online survey to provide postgraduate students with an opportunity to give detailed feedback and inform SUPRA in making recommendations for the University’s planning and delivery of student learning and assessment in Semester 2 2020. Methodology SUPRA promoted the online survey to SUPRA members and Usyd postgraduate students via SUPRA Facebook, Instagram, WeChat and our e-newsletter eGrad. During a two-week period from 4th to 17th July a total of 178 students from across 8 faculties completed the survey. 40% of all respondents were enrolled in the Business School and 82% of all respondents reported they were currently residing in Sydney. The survey comprised 20 questions which covered both general and focussed questions on Lectures, Tutorials/Labs, Lectures and Assessment. Summary Survey respondents preferred live Zoom lectures and just over 50% of all respondents rated the online interaction between lecturers and students as satisfactory.