Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.

Students who self-regulate are more likely to improve their academic performance, find value in their learning process, and continue to be effective lifelong learners. However, online students often struggle to self-regulate, which may contribute to lower academic performance. Likewise, less experienced online teachers who are in the process of implementing—or have implemented—a shift from in-person to distance learning may struggle to enable their students to employ effective self-regulation techniques. Supporting Self-Regulated Learning and Student Success in Online Courses examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of self-regulated learning models and interventions in online courses and discusses their implications. Covering key topics such as online course design, student retention, and learning support, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

China and East Asian Strategic Dynamics: the Shaping of a New Regional Order, edited by Mingjiang Li and Dongmin Lee, examines how China's remarkable economic growth and its proactive diplomatic efforts in recent years have not only shored up its importance in global issues, but also induced a transformation of the strategic dynamics in East Asia. The authors argue that major power relations in the region appear to be driven by some new momentum along with the changing international environment. The contributors of this edited volume are well-known scholars in their areas of specialty, and the book is divided into five parts. The first part discusses China's soft and hard power in East Asia. The second examines China and the strategic interactions between major powers; this particular section is devoted to discussion on the strategic responses of the major regional powers-the United States, Japan, Korea, India and ASEAN-to China's rise. Part three focuses on China's strategic approach to East Asian regionalism. Of particular note are China's active leadership role in institution-building efforts, strategic calculations, and preference for an informal approach. The fourth section analyzes the Cross-Taiwan Strait relations and their impact on both China and East Asia. The final section of China and East Asian Strategic Dynamics addresses the issue of China and maritime order in East Asia. China and East Asian Strategic Dynamics: the Shaping of a New Regional Order, edited by Mingjiang Li and Dongmin Lee, is a pioneering work. Given that the rise of China is a prominent issue in politics and economics worldwide, this edited collection is essential for a wide audience of policy-makers, academics, and students alike.

China and East Asian Strategic Dynamics: the Shaping of a New Regional Order, edited by Mingjiang Li and Dongmin Lee, examines how China's remarkable economic growth and its proactive diplomatic efforts in recent years have not only shored up its importance in global issues, but also induced a transformation of the strategic dynamics in East Asia. The authors argue that major power relations in the region appear to be driven by some new momentum along with the changing international environment. The contributors of this edited volume are well-known scholars in their areas of specialty, and the book is divided into five parts. The first part discusses China's soft and hard power in East Asia. The second examines China and the strategic interactions between major powers; this particular section is devoted to discussion on the strategic responses of the major regional powers the United States, Japan, Korea, India and ASEAN to China's rise. Part three focuses on China's strategic approach to East Asian regionalism. Of particular note are China's active leadership role in institution-building efforts, strategic calculations, and preference for an informal approach. The fourth section analyzes the Cross-Taiwan Strait relations and their impact on both China and East Asia. The final section of China and East Asian Strategic Dynamics addresses the issue of China and maritime order in East Asia. China and East Asian Strategic Dynamics: the Shaping of a New Regional Order, edited by Mingjiang Li and Dongmin Lee, is a pioneering work. Given that the rise of China is a prominent issue in politics and economics worldwide, this edited collection is essential for a wide audience of policy-makers, academics, and students alike.

This edited volume offers arguably the first systemic and critical assessment of the debates about and contestations to the construction of a putative Chinese School of IR as sociological realities in the context of China's rapid rise to a global power status. Contributors to this volume scrutinize a particular approach to worlding beyond the West as a conscious effort to produce alternative knowledge in an increasingly globalized discipline of IR. Collectively, they grapple with the pitfalls and implications of such intellectual creativity drawing upon local traditions and concerns, knowledge claims, and indigenous sources for the global production of knowledge of IR. They also consider critically how such assertions of Chinese voices and articulation of their ambition for theoretical innovation from the disciplinary margins contribute to the emergence of a Global IR as a truly inclusive discipline that recognizes its multiple and diverse foundations. Reflecting the varied perspectives of both the active participants in the Chinese School of IR debates within China and the observers and critics outside China, this work will be of great interest to students and scholars of IR theory, Non-Western IR and Chinese Studies.

This book presents the refereed proceedings of the 6th International Conference on Advanced Machine Learning Technologies and Applications (AMLTA 2021) held in Cairo, Egypt, during March 22-24, 2021, and organized by the Scientific Research Group of Egypt (SRGE). The papers cover current research Artificial Intelligence Against COVID-19, Internet of Things Healthcare Systems, Deep Learning Technology, Sentiment analysis, Cyber-Physical System, Health Informatics, Data Mining, Power and Control Systems, Business Intelligence, Social media, Control Design, and Smart Systems.

This proceeding book constitutes the refereed proceedings of the 7th International Conference on Advanced Intelligent Systems and Informatics (AISI 2021), which took place in Cairo, Egypt, during December 11-13, 2021, and is an international interdisciplinary conference that presents a spectrum of scientific research on all aspects of informatics and intelligent systems, technologies, and applications.

This edited volume offers arguably the first systemic and critical assessment of the debates about and contestations to the construction of a putative Chinese School of IR as sociological realities in the context of China's rapid rise to a global power status. Contributors to this volume scrutinize a particular approach to worlding beyond the West as a conscious effort to produce alternative knowledge in an increasingly globalized discipline of IR. Collectively, they grapple with the pitfalls and implications of such intellectual creativity drawing upon local traditions and concerns, knowledge claims, and indigenous sources for the global production of knowledge of IR. They also consider critically how such assertions of Chinese voices and articulation of their ambition for theoretical innovation from the disciplinary margins contribute to the emergence of a Global IR as a truly inclusive discipline that recognizes its multiple and diverse foundations. Reflecting the varied perspectives of both the active participants in the Chinese School of IR debates within China and the observers and critics outside China, this work will be of great interest to students and scholars of IR theory, Non-Western IR and Chinese Studies.

This proceedings book constitutes the refereed proceedings of the 8th International Conference on Advanced Intelligent Systems and Informatics (AISI 2021), which took place in Cairo, Egypt, during November 20-22, 2022, and is an international interdisciplinary conference that presents a spectrum of scientific research on all aspects of informatics and intelligent systems, technologies, and applications.

Students who self-regulate are more likely to improve their academic performance, find value in their learning process, and continue to be effective lifelong learners. However, online students often struggle to self-regulate, which may contribute to lower academic performance. Likewise, less experienced online teachers who are in the process of implementing—or have implemented—a shift from in-person to distance learning may struggle to enable their students to employ effective self-regulation techniques. Supporting Self-Regulated Learning and Student Success in Online Courses examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of self-regulated learning models and interventions in online courses and discusses their implications. Covering key topics such as online course design, student retention, and learning support, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ The Reform Movement In The Province Of Chili In China, 1900-1910 Lau-chi Chang University of Wisconsin--Madison, 1910

This book includes seven authentic Tibetan yoga texts that were first published in English in 1935. A companion to The Tibetan Book of the Dead, it is illustrated with photographs, yoga paintings and manuscripts, and contains some of the principal meditations used by Hindu and Tibetan gurus and philosophers in attaining Right knowledge and enlightenment. Special commentaries precede each translated text and a preface contrasts Buddhism with European concepts of religion, philosophy and science. For this new reissue, Donald S Lopez Jr writes a critical foreword, to update and contextualize the work as historical artifact contributing to the introduction of Tibetan Buddhism to the West.