Relevant bibliographies by topics / Waimea College

Academic literature on the topic 'Waimea College'

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Published: 25 July 2024
Last updated: 26 July 2024

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Journal articles on the topic "Waimea College"

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Wainer, Howard, and Linda Steinberg. "Sex Differences in Performance on the Mathematics Section of the Scholastic Aptitude Test: A Bidirectional Validity Study." Harvard Educational Review 62, no. 3 (September 1, 1992): 323–37. http://dx.doi.org/10.17763/haer.62.3.1p1555011301r133.

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In this article, Howard Wainer and Linda Steinberg examine sex differences in scores on the mathematics section of the Scholastic Aptitude Test (SAT-M) by comparing the SAT-M scores of men and women who performed similarly in first-year college math courses. Matching almost 47,000 men and women on type of math course taken and grade received, the authors found that, on average, women had scored about 33 SAT points lower than men who had taken the same course and received the same grade. The authors then analyzed the same data using prospective regression analysis and found somewhat larger sex differences in the same direction. Though the data do not allow any conclusions about the cause of these differences in SAT-M scores,they do provide evidence of sex differences in the validity of the SAT-M as a predictor of college math performance. The authors conclude with a discussion of how educators might respond to possible inequities in test performance.
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Whittington, Dale. "The achievement gap: Should we rely on SAT scores to tell us anything about it?" education policy analysis archives 12 (April 5, 2004): 12. http://dx.doi.org/10.14507/epaa.v12n12.2004.

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Increasing numbers of students taking the SAT have declined to identify their race/ethnicity. I examined the impact of non-respondents on the validity of reported racial/ethnic differences and year-to-year changes in test performance. Using an analysis reported by Wainer (1988) and SAT data from 1996 to 2003, I confirmed Wainer’s findings that non-respondents prevent accurate estimations of group differences based on SAT data. I then explored the impact of College Board press release information on news reports about the achievement gap. I found frequent reports of racial/ethnic differences in SAT scores and year-to-year changes in scores but negligible consideration of non-respondents. Press releases and media reports should include information about non-respondents and their impact on accuracy of reported differences based on race/ethnicity.
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Bridgeman, Brent, and Charles Lewis. "Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg." Journal of Educational Measurement 33, no. 3 (September 1996): 257–70. http://dx.doi.org/10.1111/j.1745-3984.1996.tb00492.x.

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Bridgeman, Brent, and Charles Lewis. "GENDER DIFFERENCES IN COLLEGE MATHEMATICS GRADES AND SAT-M SCORES: A REANALYSIS OF WAINER AND STEINBERG." ETS Research Report Series 1995, no. 1 (June 1995): i—29. http://dx.doi.org/10.1002/j.2333-8504.1995.tb01652.x.

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Bosquilia, Raoni Wainer Duarte, Cristopher Michael Usher Neale, Sergio Nascimento Duarte, Silvio Frosini de Barros Ferraz, Pedro Paulo Da Silva Barros, and Frank Edgar Muller-Karger. "VALIDATION OF A HYBRID EVAPOTRANSPIRATION MODEL USING SATELLITE IMAGERY AND PRECIPITATION-FLOW DATA." IRRIGA 26, no. 3 (November 18, 2021): 460–75. http://dx.doi.org/10.15809/irriga.2021v26n3p460-475.

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VALIDATION OF A HYBRID EVAPOTRANSPIRATION MODEL USING SATELLITE IMAGERY AND PRECIPITATION-FLOW DATA RAONI WAINER DUARTE BOSQUILIA1; CHRISTOPHER MICHAEL USHER NEALE2; SERGIO NASCIMENTO DUARTE3; SILVIO FROSINI DE BARROS FERRAZ3; PEDRO PAULO DA SILVA BARROS4 AND FRANK EDGAR MULLER-KARGER5 1 Federal Technological University of Paraná (UTFPR), Dois Vizinhos Campus, Estrada para Boa Esperança, km 4, CEP 85660-000, Dois Vizinhos, Paraná, Brazil, e-mail: raonibosquilia@utfpr.edu.br 2 University of Nebraska-Lincoln, Water for Food Institute, 2021 Transformation Dr Suite 3220, zipcode 68588, Lincoln, NE, USA, e-mail: cneale@nebraska.edu 3 University of São Paulo (USP), Luiz de Queiroz College of Agriculture (ESALQ), Av. Pádua Dias, 235, CEP 13418-900, Piracicaba, São Paulo, Brazil, e-mail: snduarte@usp.br; silvio.ferraz@usp.br 4 Federal University of Uberlândia (UFU), Campus Monte Carmelo, Rodovia LMG 746, Km 1, CEP 38500-000, Monte Carmelo, MG, Brazil, e-mail: pedropaulo.barros@ufu.br 5 University of South Florida, Saint Petersburg, College of Marine Sciences, 830 1st St S, zipcode 33701, St. Petersburg, FL, USA, e-mail: carib@usf.edu 1 ABSTRACT To quantify the water balance in watersheds, it is necessary to know the components of the hydrologic cycle, especially evapotranspiration (ET). Many studies have been conducted using a single-source model such as SEBAL to estimate the actual ET (ETa) from satellite imagery; however, other models have been developed and continuously improved, such as the Two Source Energy Balance (TSEB). This study evaluated ETa estimation performed by a hybrid TSEB ET model programmed in the Spatial Evapotranspiration Modeling Interface (SETMI) using satellite imagery. The evaluation was conducted over two full hydrological years, developing a new methodology to convert hourly ETa data to monthly and annual data. The results of applying the TSEB/SETMI model to Landsat 8 imagery were validated to a water balance calculation from field measurements in three representative watersheds in Corumbataí, SP, Brazil. Thus, it was concluded that the adjustment applied to monthly and annual ET data produced results statistically correlated to those obtained through a simplified annual water balance, confirming that the developed methodology can be used to estimate monthly and annual ET from Landsat 8 imagery and the hybrid ET model. Keywords: Landsat 8, two source energy balance, remote sensing, water balance BOSQUILIA, R. W. D.; NEALE, C. M. U.; DUARTE, S. N.; FERRAZ, S. F. B.; BARROS, P. P. S.; MULLER-KARGER, F. E. VALIDAÇÃO DE UM MODELO HÍBRIDO DE EVAPOTRANSPIRAÇÃO UTILIZANDO IMAGENS DE SATÉLITE E DADOS DE CHUVA-VAZÃO 2 RESUMO Para quantificar o balanço hídrico em bacias hidrográficas, é necessário conhecer os componentes do ciclo hidrológico, especialmente, a evapotranspiração (ET). Muitos estudos têm sido realizados utilizando um modelo de fonte única como o SEBAL para estimar a ET real (ETa) a partir de imagens de satélite; contudo, outros modelos têm sido desenvolvidos e continuamente melhorados, tais como o Balanço Energético de Duas Fontes (TSEB). Este estudo avaliou a estimativa da ETa realizada por um modelo de ET híbrido de TSEB programado na Interface de Modelagem de Evapotranspiração Espacial (SETMI) utilizando imagens de satélite. A avaliação foi realizada ao longo de dois anos hidrológicos completos, desenvolvendo-se uma nova metodologia para converter os dados de ETa horários em dados mensais e anuais. Os resultados da aplicação do modelo TSEB/SETMI às imagens do Landsat 8 foram validados contra um de cálculo do balanço hídrico a partir de medições de campo em três bacias hidrográficas representativas de Corumbataí, SP, Brasil. Assim, concluiu-se que o ajustamento aplicado aos dados mensais e anuais da ET produziu resultados estatisticamente correlacionados aos obtidos através de um balanço hídrico anual simplificado, confirmando que a metodologia desenvolvida pode ser empregada em estimativas mensais e anuais da ET a partir de imagens do satélite Landsat 8 e do modelo de ET híbrido. Palavras-chave: Landsat 8, balanço energético de duas fontes, sensoriamento remoto, balanço hídrico
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Dissertations / Theses on the topic "Waimea College"

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Coria, Elizabeth F. "The Board of Governors fee waiver, financial aid, and community college student success." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577926.

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California established the Board of Governors (BOG) fee waiver in 1984 to maintain educational access after the implementation of the state's first ever unit-based fees for community college attendance. Although it was not designed as an incentive to stimulate higher levels of academic achievement or student success, recent accountability policy enactments have ascribed this purpose to the BOG fee waiver. An example is the Seymour-Campbell Student Success Act of 2012, which established the first-ever academic satisfactory progress requirements for BOG fee waiver recipients. The purpose of this study was to explore the relationships among students' financial aid awards, including the BOG fee waiver, and measures of success for students who were attending Rio Hondo College. Findings showed that students who had the greatest financial need—and therefore the highest financial aid awards—had lower cumulative grade point averages and completed a smaller percentage of units attempted. While the study was unable to control for students' prior academic achievement, it appears that financial aid awards were not sufficient to fully counteract the negative effects of students' need, thus calling to question some of the efficacy of adding academic performance requirements to financial aid awards such as the BOG fee waiver. The paper concludes with a discussion of findings and recommendations for policy, practice, and future research.

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Vanness, Pamela Myers. "Life Chances and Life Choices: Female Employee Perceptions of a University Tuition Waiver." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1260480254.

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White, Benjamin J. "Readability of waiver of liability forms used in collegiate intramural and recreational sports programs." 2003. http://www.oregonpdf.org.

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White, Benjamin J. "Readability of waiver of liability forms used in collegiate intramural and recreational sports programs." Thesis, 2002. http://hdl.handle.net/1957/31713.

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Properly written waiver of liability forms can be an effective tool in decreasing injury liability of intramural and recreational sports programs. In order for a waiver to be effective, (i.e., held up in court), participants must not only read and sign the waiver, but they must understand it as well. Readability, the ease of which text can be read and understood, is an important part of a well-written waiver. Waiver of liability forms should be written at a reading level consistent with that of the intended audience. On average, students read three grade levels below the last grade they completed in school. The highest grade level at which waiver of liability forms written for use in college settings should be the 9th grade. The main goal of this study was to assess the reading level of intramural and recreational sport waiver of liability forms, and compare them to the 9th grade level. Nine NIRSA member schools and nine non-NIRSA member schools from each of the six NIRSA regions were randomly selected for inclusion in this study. Following multiple mailings, the forms received were scanned into a computer, and readability was assessed using the Readability Calculation software (Micro Power & Light, Dallas, TX) for McIntosh. A one-sample t-test was performed to compare the forms to the 9th grade reading level. Forms were written significantly higher than the 9th grade level (t[26]=14.53, p<.0001). An analysis of variance was performed to assess possible moderating variables (e.g., NIRSA membership status and involvement of a risk management team in writing the waiver). No significant differences were found. Font size was also measured, and forms were found to have been written at a significantly higher level then the recommended 12 point font (t[28]=-2.88, p<.01). This study brings into questions the efficacy of waiver of liability forms used in many collegiate/university intramural and recreational sports programs in the U.S.
Graduation date: 2003
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Books on the topic "Waimea College"

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Dungan, Jeanette. Waimea College: The first 50 years 1957-2007. Richmond, N.Z: Waimea College Reunion Committee, 2007.

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cool, Ezra G. is. Waiter Gift: Cute and Funny 6x9 100 Pages College Ruled Notebook, Floral Design. Independently Published, 2021.

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cool, Ezra G. is. One Amazing Waiter: Cute and Funny 6x9 100 Pages College Ruled Notebook, Floral Design. Independently Published, 2021.

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Publishing, Val. Waiter Cat Lover by Night: Expense Tracker Gift for Collegue, Friend and Family. Independently Published, 2021.

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Preston, Daniel J. The relationship between the diversity waiver and retention rates of minority students at Western Washington University. 1990.

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Notebooks, Delsee. Wailea: Christmas Notebook with Retro Hawaiian Sunset Holiday Palm Tree Design. Vintage Soft Cover Travel Journal Diary with Lined College Ruled Paper. Independently Published, 2019.

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Notebooks, Delsee. Wailea: Notebook with Lined College Ruled Paper for Taking Notes. Stylish Vintage Travel Journal Diary 7. 5 X 9. 25 Inch Soft Cover. Independently Published, 2019.

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Publishing, Polyana. Waiter Full Time Wizard: 6x9 Inch College Ruled Notebook 100 Pages, Perfect for Notes, Journaling, Gift for Co-Workers. Independently Published, 2021.

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Notebooks, Delsee. Wailea: Notebook with Lined College Ruled Paper for Taking Notes. Cute Hawaiian Hibiscus Flower Print Journal 6 X 9 Inch Soft Cover Travel Diary. Independently Published, 2019.

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Notebooks, Delsee. Wailea: Notebook with Lined College Ruled Paper for Work, Home or School. Stylish Sea Turtle Travel Journal Diary 6 X 9 Inch Soft Cover. Independently Published, 2019.

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Book chapters on the topic "Waimea College"

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Tidwell, John Edgar, and Mark A. Sanders. "“Colleges: Retreat Or Reconnaissance”." In Sterling A. Brown’s, A Negro Looks At The South, 239–49. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195313994.003.0039.

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Abstract One of my favorite yarn-spinners in the South told me this one. He was traveling, as faculty director, with the Alabama State College orchestra, to play for a dance in southern Alabama. Their bus was making pretty good time on the dusty clay roads, and they passed an old jalopy filled with whites. Shouts followed them, but looking back all they could see was a cloud of orange dust. Then the jalopy roared by them, and about a hundred yards ahead turned sideways in a narrow cut and waited. “We stopped the bus,” my friend told me, “and wondered what was up. The crackers came back armed with sticks and stones. They ordered us out of the bus, and told us they were going to teach us not to give our dust to white folks. My boys were good men, all of them, but they knew what they were in for, and they didn’t answer back a word. It looked pretty ugly for awhile. I noticed an old white man, just standing by, looking on. I appealed to him. He wouldn’t deal with me directly, never opened his mouth. So I started talking with the loudest young cracker. He was spoiling for trouble, but so far was taking it out in talk. I told him that we had not meant any harm. He wasn’t interested. I told him we were going to play at a dance for white folks and were just trying to make time as we had had to leave our school late.
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Clinton, Catherine. "Ella Baker (1903-1986)." In Portraits of American Women, 561–78. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195120486.003.0023.

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Abstract Born in Norfolk, Virginia, in 1903, Ella Baker never forgot her roots. Her father Blake was a waiter on the ferry to Washington, while her mother Georgianna was active in the church. When the family moved to Littleton, North Carolina in 1910, they settled on land once owned by Baker’s grandparents’ former master. Her parents prized education and Baker graduated from Shaw University, a black college in Raleigh, North Carolina, in 1927. She moved to New York City and became a journalist and reformer, participating in local New Deal politics.
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Nelson, Scott Reynolds, and Carol Sheriff. "We Need Men Union Struggles over Manpower and Emancipation, 1863–1865." In A People at War, 187–213. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195146547.003.0009.

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Abstract Tally Simpson and Caleb Blanchard, both enlisted men, observed the war from very different vantage points. Simpson, the son of a prominent slaveowning family, had left college immediately after Fort Sumter to join the Third South Carolina Volunteers. Blanchard, a twenty-nine-year-old married carpenter from Connecticut, waited more than a year before mustering into the Union army. In the winter of 1863, the two men encamped at opposite ends of the Confederacy. Simpson’s Confederate regiment was biding its time near Fredericksburg, Virginia, while Blanchard and his comrades occupied New Orleans. Yet as far apart as these men stood from one another—figuratively and literally—they agreed on one fundamental point: The Confederacy’s greatest hope for victory rested in the Union’s internal discord.
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Bhimull, Chandra D. "Level." In Empire in the Air. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479843473.003.0003.

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The afternoon flight from Barbados to New York was full of black and brown elders that day. On board the packed plane they sat in the sun and waited on the tarmac for the situation to end. A slightly drunk college-aged white man from the United States was refusing to stow his computer bag, delaying takeoff. The police came. The man continued to insist on keeping his laptop on his lap. Some thirty minutes had passed before the teeth sucking began. The loud, unmistakably West Indian sound was a clear sign that the other air passengers had just about had it. A crewmember told them to be quiet, all the while trying to reason with the man. Imagine if he was black, an old woman said to the person sitting next to her. They would’ve kicked him off a long time ago. Chances are she was right. But he wasn’t, so they didn’t....
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Brown, Ashley. "From Florida A&M to Forest Hills." In Serving Herself, 87—C4P100. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197551752.003.0005.

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Abstract This chapter begins by looking at Althea Gibson’s move to Tallahassee to start her education at Florida A&M. By coming to Florida’s capital city, which operated under Jim Crow laws, she had moved further South and more deeply under segregation. Florida Agricultural and Mechanical College (FAMC) itself represented the ways in which segregation limited Gibson’s options. Respectability enforced by the FAMC administration mediated what students did, where they went, and how they looked when they went there. The chapter then focuses on the campaign to get Gibson into Forest Hills. It also recounts her time in the National Clay Court tournament and the Eastern Grass-Court Championships. As Gibson waited for the United States Lawn Tennis Association (USLTA) to announce her admission into Forest Hills, the White national championship, she prepared to compete in the American Tennis Association (ATA) Nationals, the Black event. In covering Gibson’s admission to Forest Hills, the press, Black and White, confronted gender in sports integration while at the same time inadvertently revealing the factors that made it difficult for Black women to gain a foothold in almost any realm considered exclusively male.
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Russell, Cristine. "Risk Reporting." In A Field Guide for Science Writers. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195174991.003.0044.

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Over the past three decades, the media has bombarded the public with a seemingly endless array of risks, from the familiar to the exotic: hormone replacement therapy, anthrax, mad cow disease, SARS, West Nile virus, radon, vaccine-associated autism, childhood obesity, medical errors, secondhand smoke, lead, asbestos, even HIV in the porn industry. A drumbeat of risks to worry about, big and small, with new studies often contradicting earlier ones and creating further confusion. It's gotten so bad that some people feel like they're taking their lives in their hands just trying to order a meal at a restaurant. “Will it be the mad cow beef, the hormone chicken, or the mercury fish?” asks an imperious waiter in one of my favorite cartoons from the Washington Post. “Urn ... I think I'll go with the vegetarian dish,” the hesitant diner responds. “Pesticide or hepatitis?” the waiter asks. The diner, growing ever more fearful, asks for water. The waiter persists: “Point source, or agricultural runoff?” Perhaps it's time for the media to become part of the solution rather than continuing to be part of the problem. Ideally, science journalists could lead the way toward improved risk coverage that moves beyond case-by-case alarms—and easy hype—to a more consistent, balanced approach that puts the hazard du jour in broader perspective. The challenge is to create stories with chiaroscuro, painting in more subtle shades of gray rather than extremes of black and white. Too often, as my late Washington Post colleague Victor Cohn once said, journalists (and their editors) gravitate toward stories at either extreme, emphasizing either “no hope” or “new hope.” Unfortunately, today's “new hope” often becomes tomorrow's “no hope” (which is a good reason for avoiding words like “breakthrough” or “cure” in the first place). Hormone replacement therapy (HRT) is a classic example of this yo-yo coverage. In the '60s and '70s, the media helped overpromote hormones as wonder drugs for women, promising everlasting youth as well as a cure for hot flashes. Concerns rose, however, with reports of possible links to cancers of the breast and uterus. Later, when the uterine cancer risk was shown to return to normal by adding an additional hormone, the publicity about HRT became mostly positive again, emphasizing its potential to protect against bone loss and heart disease.
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Bennett, Peggy D. "Assertiveness level 2." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0015.

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In the level 2 state of assertiveness, we are tranquil, assertive, and powerful. Our voice is calm. Our face is neutral to soft. We are fair- minded and strong. Conflict is easily and efficiently resolved. Neither apologetic nor needlessly assertive, our frame of mind in this stage is to take care of the problem quickly and efficiently, so that there is no longer a problem. We neither shrink from nor plow our way through the situation. In level 2, we become adept at stating and displaying an ade­quate degree of assertiveness. Our actions in this level can be so adept that we hardly know there could have been a problem. The confidence that builds in level 2 becomes our norm, and potential conflicts dissolve with balanced and confident respon­siveness. Harsh retorts and meek acquiescence are mostly things of the past as we hone our internal and external responses to potential conflict. In the balanced state of level 2, our voice is matter- of- fact, moderate volume, non- threatening, and non- threatened. After much practice, this level becomes more of an automatic refram­ing and re- visioning of what is happening and what to do about it. Decisions that undergird responses in level 2 may be totally internal, when there is no need for a verbal or external response. Inwardly and outwardly, we feel in near perfect balance. The other’s behavior did not pull us out of our best self. It did not lure us into making a response that was unnecessary. • In response to a waiter bringing the wrong order: “You may have thought I said pasta, but I ordered salmon. What is the possibility that you could bring the salmon in the next ten minutes?” • In response to a noisy student interrupting another: “Allison, it is not your turn. Watch and listen to Meghan.” • In response to a very angry colleague, you choose not to get involved, and you watch the venting with detached observa­tion. Or you calmly leave the scene. Notice that responses in level 2 can carry with them a recommen­dation or suggestion for what to do next. These exchanges are handled with neutral, soft eyes.
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Conference papers on the topic "Waimea College"

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Sun, Liwei. "Design and Application of Web based College English Online Learning System." In WAIE 2020: 2020 2nd International Workshop on Artificial Intelligence and Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3447490.3447495.

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Chung, Liang-Yi. "Virtual Reality in College English Curriculum: Case Study of Integrating Second Life in Freshman English Course." In 2012 IEEE Workshops of International Conference on Advanced Information Networking and Applications (WAINA). IEEE, 2012. http://dx.doi.org/10.1109/waina.2012.198.

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Liu, Ke, Lifang Su, and Xixi Gu. "Experiment and Effect of SPOC Teaching Design in Higher Vocational Colleges." In 2023 5th International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2023. http://dx.doi.org/10.1109/waie60568.2023.00028.

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Hussain, Mohammed, Mohamed Basel Al-Mourad, and Sujith Samuel Mathew. "Collect, Scope, and Verify Big Data -- A Framework for Institution Accreditation." In 2016 30th International Conference on Advanced Information Networking and Applications Workshops (WAINA). IEEE, 2016. http://dx.doi.org/10.1109/waina.2016.45.

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Huang, Xia. "Analysis of Public Physical Education Teaching and Quality Evaluation in Colleges and Universities Based on Decision Tree Algorithm." In WAIE 2020: 2020 2nd International Workshop on Artificial Intelligence and Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3447490.3447504.

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Wang, Zhan, Guangzhi Dong, and Haidi Sun. "Enlightenment and Research on the Application of Big Data in the Joint Operations of the U.S. Military to the Talent Training of Colleges and Universities in China." In 2022 4th International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2022. http://dx.doi.org/10.1109/waie57417.2022.00015.

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