Causes of the Revolution: Early America (Primary Source by Jill K. Mulhall

By Jill K. Mulhall

Detect what triggered the yankee Revolution during this stimulating nonfiction booklet. With its easy-to-read textual content and bright photographs, readers are absolute to be engaged as they know about difficulties colonists confronted, together with the Stamp Act, the Townshend Act, and insupportable Acts. The attention-grabbing proof and fascinating sidebars extra discover the reasoning in the back of such files because the First Continental Congress, assertion of Rights and Grievances, Thomas Paine's logic, and the assertion of Independence. to help in higher knowing of the content material and vocabulary, an invaluable desk of contents and word list are supplied.

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We are Mathematics lecturers in a traditional engineering university where face-to-face teaching is prevalent; however, some elements of online learning are widely used. Almost all courses have websites through which the lecturer stays in touch with students and uploads different materials for them in addition to face-to-face lectures, tutorials and office hours. In attempting to resolve problems related to our face-to-face teaching (for details, see the “Problems and Trends” section), we exploited the opportunities offered by the worldwide web.

2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40, 237–253. , & Maddison, S. (2007). The role of the instructor in online discussion forums. Computers & Education, 49, 193–213. 1016/j. 011 Miller, T. (2009, March). Online discussion in a mathematics content course for preservice elementary teachers. Twenty-first Annual International Conference on Technology in Collegiate Mathematics, New Orleans, LA.

Dosdall, M. (2010). Weighing the risks of excessive participation in asynchronous online discussions against the benefits of robust participation. MERLOT Journal of Online Learning and Teaching, 6, 55–61. , & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions . In West, L. H. , & Pines, A. L. ), Cognitive structure and conceptual change (pp. 233–258). New York: Academic Press. , & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.

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