Titlebook: Handbook of Quantitative Methods for Educational Research; Timothy Teo Book 2013 SensePublishers 2013 educational research.handbook.quanti

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Ken Kelley,Jocelyn H. H. Bolin earthquake sequence of 2010–2012. Because other disasters have occurred in Canterbury over those ten years, arguably providing further object lessons in the ways governments tend to behave in such events, its narrative takes in emergencies that have affected ōtautahi Christchurch over the last deca

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Christine Distefano,Diana Mindrilales of the Sendai Framework for Disaster Risk Reduction 2015–2030. Yet, despite widespread desires to do so, cities routinely fall short of this aim. Our chapter asks the all-important question, why? The argument is made that while you can design buildings and precincts, you cannot engineer urban li

Myocarditis

Lisa L. Harlow,Sunny R. Duerrildings and/or compensation for land that has been red-zoned as unusable for residential purposes. This chapter identifies major problems in dealing with such claims which were worsened by power imbalances. Major legal issues were determined only after many years of litigation, causing property owne

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W. Holmes finchemergence of MOOCs, knowledge can be disseminated without temporal or spatial constraints. Besides providing new knowledge, MOOCs can be utilized to derive novel pedagogical methods which encourage student-centered learning. This chapter discusses different types of MOOCs based on the pedagogical th

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Jason W. Osborne,Shevaun D. Neuperttonishing rate. As of 2020, the numbers of courses and registered users on these platforms was close to those of other earlier-established players in the field. This high rate of expansion was by no means incidental. Platforms in the region have benefited from a range of factors favorable for their

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D. Betsy mccoach,John P. Madura,Karen E. Rambohernandez,Ann A. O’connell,Megan E. Welshitutions and governments to modify existing policies on online learning and distance education. On the other hand, educational policies also shape and boost the growth of MOOC platforms. This chapter provides an overview of the policies on MOOCs, at the global and local levels. Globally, intergovern

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James Hall,Pamela Sammonstonishing rate. As of 2020, the numbers of courses and registered users on these platforms was close to those of other earlier-established players in the field. This high rate of expansion was by no means incidental. Platforms in the region have benefited from a range of factors favorable for their