Thank you for your quick response:) My feelings behind finding this title series is that we are still on the grounds of context writing and 'opening' dimensional windows through the preconditional terms such as permittivity, domain, and channeling, the causality comes into play as the outcome portion of the Distance Education portion leads to three sections for consideration, under my Model: Materials, which includes classroom management, classroom (online) methodology, Individual participation factors, which includes motivational factors and other input factor parameters, and conditionals, which are where the knowledge bases are placed, along with the reversible methods of the Distance Education part of the project consideration.
Classroom methodology includes standards and standardized course content, context and management features, all of which are included in the causality mode of investigation. The knowledge basis section inlcudes the part where we are seeing if the learning is actually occuring. Contexually, we are examining to see if the people conditions are being placed in the mind of the learner in an optimized fashion.
Semiotic assessment, in the abstract area of Distance Education, holds its vaue as something that relies on the causality being weighed more heavily on rather than scales of digital range surveys as in the case of 1-10 numerical scaling and so on. Causality "sensors" rely on the contexual preconditional, which are actually mind-guiders, and channelers of the context of the discussion area of the study area. These channelers open the dimensional window of the Abstract context so that the knowledge is "delivered" to the examiner for the work's portion of the expository work.
I have more on this, I will write to you today further and call you within an one hour and a half time frame.
Thank you.
Margith Strand
--- On Thu, 10/1/09, Yolanda Gayol
From: Yolanda Gayol
Subject: RE: Hello!
To: "Margith Strand"
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