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  • Authors: DoVeanna S. Fulton;

    [Woman's] individuality must be recognized before the evils of intemperance can cease to exist. How absurd the idea--how degrading the idea that woman, before marriage, can enjoy freedom of thought; but afterward that she must endorse her husband's sentiments, be they good or bad. Call you not this slavery? Amelia Bloomer In an 1853 speech to temperance proponents in New York's Metropolitan Hall, Amelia Bloomer directly connected women's temperance mission to female subordination. (1) Authors often equated intemperance and women's oppression with slavery without recognizing how disingenuous such symbolic comparisons were. Of course, the realities of slavery in the South and nominal freedom in the North belied such equations. The troubled relationship between the mainstream temperance movement and African Americans--illustrated by temperance rhetoric and antislavery discourse--occasioned responses by African American writers who had multiple approaches to race-ing temperance. (2) They displayed innovative means by which race, whether foregrounded or situated as subtext, always already operated as a social factor. Because of the prolific racial pejoratives found in mainstream temperance rhetoric, African Americans had to counter these images while simultaneously engaging in temperance activism. Black-authored temperance literature often presented an alternative anti-drink paradigm in which the drunkard's race was either explicitly white or so ambiguous as to destabilize racial categories altogether. Frances E. W. Harper's Sowing and Reaping and another serialized novel, A Tale of New England Life, demonstrate one way that racial identification functioned, for each uses racially indeterminate characters and historical figures from outside the purview of the novel as a way of enhancing the text for various readerships. In this manner, these tales offer textual interrogations of race and racial categories while examining larger social issues of women's liberation and anti-drink reform. The approach to temperance reform or writing in these texts is significant because it opens up what might otherwise be narrowly understood as domestic temperance novels without any relation to larger racial and gender politics. Although the author of A Tale of New England Life is unknown, because of textual similarities that include this particular strategic method, I speculate that the author could be Harper. Whether or not we can confirm this to be the case, Harper's existing work offers an example that scholars of nineteenth-century African American women's writings can use to evaluate, understand, and identify newly recovered works first published during the period. In this essay, I will explore the intersections of racial discourse and temperance rhetoric in Sowing and Reaping and A Tale of New England Life, as well as the challenges literary historians and critics face in recovering texts with racial and authorial ambiguities. In the antebellum period, many African American reformers regarded temperance commitment as a necessary component of antislavery advocacy. Although in 1843 William Lloyd Garrison proclaimed, "The temperance and abolition enterprises are the hope of our country, identical in principle, based on the same broad foundation of human brotherhood, and animated by the same spirit of Christian benevolence and charity" (qtd. in Hamilton 259), many white temperance activists failed to connect the two enterprises--failed to join human equality, freedom, and self-determination as the foundation of their temperance agenda and the inspiration of their abolitionist work. In fact, Frederick Douglass was strongly criticized by white American temperance delegates at the 1846 World's Temperance Convention in London for speaking out against slavery. (3) Without disregarding certain racist and pro-slavery factions in the temperance movement, Douglass identified the relation between the degradation of enslavement and intemperance--between the freedom of self-control denied by slavery and the loss of self-control caused by drunkenness. …

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    Legacy
    Article . 2007 . Peer-reviewed
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      Article . 2007 . Peer-reviewed
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    Authors: Junkichi Sugiura; Sadafusa Kouhara; Toshiko Kikkawa; Mieko Nakamura; +1 Authors
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    The Annual Report of Educational Psychology in Japan
    Article . 2019 . Peer-reviewed
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      The Annual Report of Educational Psychology in Japan
      Article . 2019 . Peer-reviewed
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Gary D. Steffen; Hosni I. Abu-Mulaweh;

    AbstractSpace, cost, and security are major concerns associated with the local area network teaching/learning process. Teaching even the most basic networking techniques requires a minimum of two computers per student with additional systems for more involved experiments. The overhead and space requirements become quite staggering for large class sizes. The students, just learning and unaware, can furthermore be susceptible to outside intrusion or cause accidental adverse affects upon the network to which they attach. Teaching local area networking in a virtual environment can reduce space, cost, and security concerns. This article addresses the setup of a virtual environment, managing multiple student environments, properly securing virtual machines, and laboratory experiments in virtual environments. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 547–554, 2010; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20228

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    Computer Applications in Engineering Education
    Article . 2010 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      Computer Applications in Engineering Education
      Article . 2010 . Peer-reviewed
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Benedikt Kellermayer; Dany Meyer; Martin Stirzel; Amrei Sophia Kirmaier; +1 Authors

    In order to strengthen the interest of students in the field of programming, robots are increasingly being used in courses of study with information technology content. This article describes the use of the robot Vector, manufactured by Anki, in a controlled laboratory experiment with undergraduate students. The aim of the research was to investigate the influence of robots on the motivation of programming beginners from the perspective of the students. The data of the study was collected using the Intrinsic Motivation Inventory. The subsequent analysis was performed using descriptive statistics and Chi2-tests. In addition, a computer-aided content analysis as well as a factor analysis was used as a second evaluation method. The research results showed a consistently positive influence of the Vector robot on the motivational behavior of the students. In particular, significant dependencies between the female gender and individual subcategories of the Intrinsic Motivation Inventory could be demonstrated. The generalization of the research results is limited due to the small sample size and the exclusive participation of programming beginners.

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    https://doi.org/10.1109/tale48...
    Conference object . 2020 . Peer-reviewed
    License: IEEE Copyright
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao https://doi.org/10.1...arrow_drop_down
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      https://doi.org/10.1109/tale48...
      Conference object . 2020 . Peer-reviewed
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    Authors: Joseph T. Harder; Ayman Abuhamdieh;

    Learning outcomes in classroom settings are impacted by many components of the course structure and delivery. One of these is positive regard from the instructor as perceived by students. Similarly, perceived positive regard is an important aspect of learning outcomes in a distance education environment, although the ways in which regard are shown are much different. The present study seeks to quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences. Data from the Student Instructional Report, both classroom and distance versions, from the authors’ institution is used to validate the relationships among positive regard, motivation, and learning outcomes shown in Eflides’s (2011) metacognitive and affective model of self-regulated learning (MASRL). Analysis of data from one academic year of available data does support these relationships, with some differences found between distance and traditional classroom settings. Support and suggested direction for future research on the role of positive regard in distance learning are offered.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Journal of College T...arrow_drop_down
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    Journal of College Teaching & Learning (TLC)
    Article . 2015 . Peer-reviewed
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      Journal of College Teaching & Learning (TLC)
      Article . 2015 . Peer-reviewed
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  • Authors: Yuvaraj Manda Akhil; Sai Raja Chada Jithendra; Nathipam Ganesh;
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  • Authors: Kostas A. Lavdas; Nikos Papadakis; Marrianna Gidarakou;

    Within the European Union, issues of comparability and compatibility regarding higher education policy are defined by new challenges, while interest politics increasingly affect the actions and the discursive practices that constitute both the new European Higher Education Policy Area and its relation to other crucial public policies (economic, social and labour policies). This article attempts a policy-impact analysis focusing on a) issues of interest politics, key-actors, interaction among supranational policy agendas and policy networks, b) issues of decentralisation, internationalisation and deregulation in higher education policy, with particular reference to the Bologna Follow-Up process, and c) educational reform processes organised as policy reform rituals. The main hypothesis of the study is that HEIs are perceived as key partners/providers and this perception transforms the role of the HEIs within the context of strategic partnership interests (at national, regional and institutional levels).

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    Authors: Susan Johnsen;
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    Gifted Child Today
    Article . 2010 . Peer-reviewed
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      Gifted Child Today
      Article . 2010 . Peer-reviewed
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  • Authors: Nancy Mather; Noel Gregg;

    ,S.C.Dombrowski,R.W.Kamphaus,and C. R. Reynolds (2004) proposed a new set of suggested diagnostic criteria that challenges many ofthe traditional beliefs about these disorders. This article provides a critique of their proposed criteria aswell as an alternative approach for LD identification that is more aligned with current understanding ofthe etiology and characteristics of these disorders.

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    Authors: Gabriel Huddleston; Warren Crichlow;
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    The Journal of Social Studies Research
    Article . 2019 . Peer-reviewed
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      The Journal of Social Studies Research
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  • Authors: DoVeanna S. Fulton;

    [Woman's] individuality must be recognized before the evils of intemperance can cease to exist. How absurd the idea--how degrading the idea that woman, before marriage, can enjoy freedom of thought; but afterward that she must endorse her husband's sentiments, be they good or bad. Call you not this slavery? Amelia Bloomer In an 1853 speech to temperance proponents in New York's Metropolitan Hall, Amelia Bloomer directly connected women's temperance mission to female subordination. (1) Authors often equated intemperance and women's oppression with slavery without recognizing how disingenuous such symbolic comparisons were. Of course, the realities of slavery in the South and nominal freedom in the North belied such equations. The troubled relationship between the mainstream temperance movement and African Americans--illustrated by temperance rhetoric and antislavery discourse--occasioned responses by African American writers who had multiple approaches to race-ing temperance. (2) They displayed innovative means by which race, whether foregrounded or situated as subtext, always already operated as a social factor. Because of the prolific racial pejoratives found in mainstream temperance rhetoric, African Americans had to counter these images while simultaneously engaging in temperance activism. Black-authored temperance literature often presented an alternative anti-drink paradigm in which the drunkard's race was either explicitly white or so ambiguous as to destabilize racial categories altogether. Frances E. W. Harper's Sowing and Reaping and another serialized novel, A Tale of New England Life, demonstrate one way that racial identification functioned, for each uses racially indeterminate characters and historical figures from outside the purview of the novel as a way of enhancing the text for various readerships. In this manner, these tales offer textual interrogations of race and racial categories while examining larger social issues of women's liberation and anti-drink reform. The approach to temperance reform or writing in these texts is significant because it opens up what might otherwise be narrowly understood as domestic temperance novels without any relation to larger racial and gender politics. Although the author of A Tale of New England Life is unknown, because of textual similarities that include this particular strategic method, I speculate that the author could be Harper. Whether or not we can confirm this to be the case, Harper's existing work offers an example that scholars of nineteenth-century African American women's writings can use to evaluate, understand, and identify newly recovered works first published during the period. In this essay, I will explore the intersections of racial discourse and temperance rhetoric in Sowing and Reaping and A Tale of New England Life, as well as the challenges literary historians and critics face in recovering texts with racial and authorial ambiguities. In the antebellum period, many African American reformers regarded temperance commitment as a necessary component of antislavery advocacy. Although in 1843 William Lloyd Garrison proclaimed, "The temperance and abolition enterprises are the hope of our country, identical in principle, based on the same broad foundation of human brotherhood, and animated by the same spirit of Christian benevolence and charity" (qtd. in Hamilton 259), many white temperance activists failed to connect the two enterprises--failed to join human equality, freedom, and self-determination as the foundation of their temperance agenda and the inspiration of their abolitionist work. In fact, Frederick Douglass was strongly criticized by white American temperance delegates at the 1846 World's Temperance Convention in London for speaking out against slavery. (3) Without disregarding certain racist and pro-slavery factions in the temperance movement, Douglass identified the relation between the degradation of enslavement and intemperance--between the freedom of self-control denied by slavery and the loss of self-control caused by drunkenness. …

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    Legacy
    Article . 2007 . Peer-reviewed
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      Article . 2007 . Peer-reviewed
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Junkichi Sugiura; Sadafusa Kouhara; Toshiko Kikkawa; Mieko Nakamura; +1 Authors
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ The Annual Report of...arrow_drop_down
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    The Annual Report of Educational Psychology in Japan
    Article . 2019 . Peer-reviewed
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ The Annual Report of...arrow_drop_down
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      The Annual Report of Educational Psychology in Japan
      Article . 2019 . Peer-reviewed
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Gary D. Steffen; Hosni I. Abu-Mulaweh;

    AbstractSpace, cost, and security are major concerns associated with the local area network teaching/learning process. Teaching even the most basic networking techniques requires a minimum of two computers per student with additional systems for more involved experiments. The overhead and space requirements become quite staggering for large class sizes. The students, just learning and unaware, can furthermore be susceptible to outside intrusion or cause accidental adverse affects upon the network to which they attach. Teaching local area networking in a virtual environment can reduce space, cost, and security concerns. This article addresses the setup of a virtual environment, managing multiple student environments, properly securing virtual machines, and laboratory experiments in virtual environments. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 547–554, 2010; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20228

    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Computer Application...arrow_drop_down
    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Computer Applications in Engineering Education
    Article . 2010 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Computer Application...arrow_drop_down
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      Computer Applications in Engineering Education
      Article . 2010 . Peer-reviewed
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Benedikt Kellermayer; Dany Meyer; Martin Stirzel; Amrei Sophia Kirmaier; +1 Authors

    In order to strengthen the interest of students in the field of programming, robots are increasingly being used in courses of study with information technology content. This article describes the use of the robot Vector, manufactured by Anki, in a controlled laboratory experiment with undergraduate students. The aim of the research was to investigate the influence of robots on the motivation of programming beginners from the perspective of the students. The data of the study was collected using the Intrinsic Motivation Inventory. The subsequent analysis was performed using descriptive statistics and Chi2-tests. In addition, a computer-aided content analysis as well as a factor analysis was used as a second evaluation method. The research results showed a consistently positive influence of the Vector robot on the motivational behavior of the students. In particular, significant dependencies between the female gender and individual subcategories of the Intrinsic Motivation Inventory could be demonstrated. The generalization of the research results is limited due to the small sample size and the exclusive participation of programming beginners.

    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao https://doi.org/10.1...arrow_drop_down
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    https://doi.org/10.1109/tale48...
    Conference object . 2020 . Peer-reviewed
    License: IEEE Copyright
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      https://doi.org/10.1109/tale48...
      Conference object . 2020 . Peer-reviewed
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Joseph T. Harder; Ayman Abuhamdieh;

    Learning outcomes in classroom settings are impacted by many components of the course structure and delivery. One of these is positive regard from the instructor as perceived by students. Similarly, perceived positive regard is an important aspect of learning outcomes in a distance education environment, although the ways in which regard are shown are much different. The present study seeks to quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences. Data from the Student Instructional Report, both classroom and distance versions, from the authors’ institution is used to validate the relationships among positive regard, motivation, and learning outcomes shown in Eflides’s (2011) metacognitive and affective model of self-regulated learning (MASRL). Analysis of data from one academic year of available data does support these relationships, with some differences found between distance and traditional classroom settings. Support and suggested direction for future research on the role of positive regard in distance learning are offered.

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    Journal of College Teaching & Learning (TLC)
    Article . 2015 . Peer-reviewed
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      Journal of College Teaching & Learning (TLC)
      Article . 2015 . Peer-reviewed
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  • Authors: Yuvaraj Manda Akhil; Sai Raja Chada Jithendra; Nathipam Ganesh;