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In this paper, a community of eight aspiring Parse scholars presents experiences with a scholarly investigation using Parse's humanbecoming concept inventing model to discover the meaning of the nursing phenomenon hope as a universal humanuniverse living experience. The now-truth of the universal humanuniverse living experience hope surfaced as envisioning possibilities with sureness-unsureness arising with opportunities-restrictions. The ingenuous proclamation of hope, together with the aspiring Parse scholars' chosen artform, is declared as a theoretical statement at the level of the humanbecoming paradigm is imaging the originating of enabling-limiting. The contributions of aspiring Parse scholars offer opportunities to advance nursing knowledge of the universal humanuniverse living experience hope. [ABSTRACT FROM AUTHOR]

Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions regarding online learning. Two-hundred forty-nine (249) graduate students were surveyed to identify positive components that led to their satisfaction and perceived challenges that inhibited it. Findings from the study indicated that interaction, between students and with the instructor has a major impact on their satisfaction. Other challenges identified were sufficient learner support that linked to campus resources, and the need for varying instructional design and delivery to facilitate students' desire to learn. In contrast, students were highly satisfied with the clarity and organization of instruction using sufficient resources. The instructor's role was identified as being vitally important to students' satisfaction.

In recent years, the popularity of alphabet books has spread into older grades, as they address a variety of themes and can be used across disciplines. Their complexity can stimulate thinking and offer a world of possibilities in the area of research. Students of all ages are motivated to create an alphabet book on a self-selected topic. The purpose of this article is to highlight a selection of alphabet books to highlight the literacy opportunities these books provide across grade levels. Russell (2012) emphasizes the value of alphabet books in abstract concept development, in their artistic creativity with information to stimulate learning, and in their pure aesthetic charm. Alphabet books can provide a model for narrative or expository structure. They can provide a structure for presenting information on a topic and they can facilitate language development. This article will include suggested titles and activities for using these books during instruction.

Educators value reading as an academic practice and express frustration with student noncompliance with assigned reading. Some research has addressed this issue and recommends multiple strategies for overcoming the problem of student noncompliance. Much of this research, however, treats the problem as exclusively student-centered. This paper presents a small case study designed to engage explanations for student noncompliance and to reflect on strategies used by faculty to incorporate reading assignments into their course design. This study suggests that more attention be placed on the reciprocal nature of the problem and how faculty behavior can contribute to reading apathy. How faculty members conceive, integrate and utilize assigned reading in the classroom does affect how students respond and take responsibility for the practice.

To promote content literacy, students have to be actively involved. This article focuses on strategies that stimulate student interest by involving them with the content during pre-reading, during-reading and post-reading activities. These processes provide students with optimal opportunities for comprehension. The authors recommend the use of a variety of materials to supplement the social studies text, recognizing, however, that the text, because of its breadth of knowledge will always play an important role. The three instructional activities delineated reinforce the idea that social studies learning is promoted through literacy, just as language acts learning is developed through the social studies. All of the strategies include a form of graphic organizer. They are examples of ways teachers can adapt instruction to promote student interest in social studies. Social studies doesn't have to be boring! (Contains 1 note and 3 figures.)

Adolescents nowadays socialize, network, and sort out their friendships and relationships online. As such, it is assumed that adolescents' experiences in the online world will influence their experiences in the face-to-face world and will play an important role in their development of social and moral knowledge. In this article, the author examines the thinking and behavior of adolescents within the digital world--an environment that is largely not mediated by adults--and considers the applicability of the literature on youth ethics that is based on more traditional contexts. The author also proposes that the digital world creates its own social context, with a different set of social conventions from the adult-mediated "real" world that adolescents also inhabit. (Contains 26 notes.)

At Arts Advocacy Day 2009 in Washington, over 500 citizens educated, advocated, and lobbied for federal support for the arts and its positive impact on the U.S. economy. This year the Nancy Hanks Lecture was given by Wynton Marsalis, whose extraordinary address voiced the potential of the arts in this new era of hope. For dance educators, Marsalis eased the frustrations many of them feel. Addressing the traditional tensions among them, Marsalis shared, "[A]fter almost every performance, people wait. Parents, teachers, kids, grown-up kids...they wait. They ask questions, and they all want to know the same thing: Are dance educators together? Is everything going to be alright?" Such questions lie beneath the concerns of dance educators, don't they? But signs of change and momentum can be seen. This paper presents recent examples which demonstrate how communities of dancing people embody power to move others toward change.

The article discusses the lessons learned in legislating in the United Kingdom's (UK) Parliament through the COVID-19 Pandemic. It mentions lockdown announcement was made in the UK, and the House passed emergency legislation as the nation adapted to the rapidly deepening public health crisis. It also mentions many issues related to Brexit and UK Parliament have delivered some of the greatest innovations of democratic system.

Dance educators will be pleased to know that there is new legislation at the federal level that supports arts education. Seven years after Congress was due to reauthorize the Elementary and Secondary Education Act (also known for eight + seven years as No Child Left Behind [NCLB]), the lawmakers, suddenly and surprisingly, came through with a new act: Every Student Succeeds. President Barack Obama signed it into law on December 10, 2015. This bill was 14 years in the making. This article outlines eight positive shifts brought about by the new act, with some cautions. It concludes that, as a result of the new legislation, the agenda is clearer than it was: advocating for dance education is going to be most useful at the state and local levels. Programs should pay attention to the most challenged schools and students and find partners to leverage offerings. Perhaps, most gratefully, educators can push back against corporate tests that measure rote memorization and obscure techniques for problem solving and focus on developing the creative, kinesthetic, expressive beings they know children to be.

Many adults and students today think of themselves as excellent multitaskers--switching from task to task or from task to play in a nanosecond. Yet the pings and tweets their devices emit interrupt them in ways that are more problematic than they think. One of the powerful myths in the culture today is that multitasking is efficient for work or for learning. Research, however, tells a different story. Among adults who spend time multitasking at work or home, more and more people report having difficulty concentrating on a single complex task for an extended period of time. More people, in fact, wonder if their memories are eroding. And more people report having difficulty actually reading a book or a long article online. The costs of media multitasking are considerable. They include a decrease in executive function (such as the ability to prioritize tasks and figure out what information is most valuable), a decrease in the ability to focus on complex tasks, a decrease in long-term memory, and an increase in stress. When people jump from task to task, quickly scan for information, and shift constantly between work and play, they neither learn things in depth nor retain long-term memories about what they have learned, at least not in a way that they do when they single task. And when they learn while multitasking, they are less able to work creatively with what they know, to problem solve "outside the box." Understanding the neurological and psychological bases for these assertions, which are backed by an already substantial and ever-increasing body of research, should help one to take appropriate action in the school and home setting. (Contains 1 note.)