Tips on buying womens clothing online

There was a time wen women used to spend their whole day in shopping for clothes. Not anymore. Now after internet came in and became popular the way women used to sop has completely changed. Now women do spend a lot of time still for selecting their clothes but they do it all online. This saves them a lot of time and efforts which they would had to otherwise spend to browsing from one store to another. Most of those stores too have made their websites and they prefer and encourage their customers to buy clothes online. So if you ave not yet tried the online way to shop clothes then read tis articles and know what you have been missing till now. In this article we will tell you about how to shop for clothes online and the points that you should keep in mind while doing so.

If you are looking for womens petite pants or any other type of dress for that matter then it would be easier to search for them online. A simple search with the name of the dress tat you are looking for will yield you thousands of links to the stores tat are selling them. After spending some time and selecting a few stores you will be able to know what all that is their in the offering for that genre of clothes. You will also know the ranges and variations tat each store offers and also the price that they charge for the dress. In tis way it will not take you long to compare two or more stores wit each other and select the best deal. At times you can also find a certain dress at a better price in one store and another dress at a better deal in second store. So it is always good to know more abut the options that are available wit you.

You will be able to have a look at a massive variety of clothing online. The god thing about online sopping is tat it eases your task a lot. You do not need to do anything but to sit in front of your computer enjoy your snacks and tea wile you are surfing the online stores. You can sop at anytime without worrying about the time when the stores opens or suits as online stores are available at all the time. You can also take your time in selecting the type of dresses tat you want without frustrating anyone!

So all and all you are at great advantage when you sop for womens clothing online. Therefore we encourage you to attempt it once and see the results for yourself if you have not given it a try as yet and we assure you that you will not be disappointed. If you need any further help in this matte then you can contact us at anytime and we will be very happy to assist you. You can also find a massive ranges of clothing that we have to offer. p>lease visit our website for more details.

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Computers & Education

6Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.
We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and implications for learning and teaching. Detailed information on implementation architecture should NOT be included in the paper, but may be provided via hot-links. We welcome review papers that include clear aims (research questions), a framework of analysis, and conclusions that reflect the aims of the paper.
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Papers must:
• align with the aims of the journal
• be within the scope of the journal
• include an appropriate, current and comprehensive literature review
• have a sound research methodology (see additional notes on methodology below)
• evidence a high level of critical analysis
• explicitly indicate how they advance the field
• comply with the author guidelines
• not have been submitted/published elsewhere
• not already have been rejected (without the option to resubmit) by CAE
Guidance on methodology
CAE welcomes both qualitative and quantitative research of the highest quality. High quality research is internally consistent, theoretically informed, evidence based, rigorous and transparent, and ethically informed.
The Editors have published an editorial providing additional guidance on reporting quantitative studies and will provide further guidance on the reporting of qualitative studies in upcoming issues: Some Recommendations for the Reporting of Quantitative Studies
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We also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.
Please see our Guide for Authors for information on article submission.

An empirical examination of e-learning design: The role of trainee socialization and complexity in short term training


Pre-training face-to-face socialization improved e-learning performance.

Pre-training online socialization did not improve e-learning performance.

Those who received simpler training outperformed those who received complex training.
Using data from 143 individuals, this study examined how pre-training socialization and task complexity affected learning in an online environment. A controlled laboratory experiment, using a 3 (socialization) × 2 (complexity) between subjects design was conducted. Participants were assigned to either more or less complex training and received either face-to-face, online, or no socialization before beginning the training. Results indicated that those who received face-to-face socialization performed better than those who received either online socialization or no socialization. There was no learning difference between the online and no socialization condition. Those who received simpler training performed better than those who received more complex training. Socialization and complexity were not interactively related. Implications for research and practice are discussed.

Training; Organizational learning; Course design; E-learning; Distance learning

The effects of prior computer use on computer-based writing: The 2011 NAEP writing assessment


Prior use of computers for writing predicted achievement on the 2011 NAEP writing assessment.

Prior use led to between 0.14 and 0.16 standard deviation increase in writing achievement scores.

Student and teacher reported use of computers for school writing were predictive of writing scores.

Personal use of computers was not correlated with improved NAEP scores.

Professional development and use of technology for instruction did not predict achievement.
Writing achievement levels are chronically low for K-12 students. As assessments follow the transition to computer-based writing, differences in technology access may exacerbate students’ difficulties. Indeed, the writing process is shaped by the tools we use and computer-based writing is different from writing with pen and paper. We examine the relationship between reported prior use of computers and students’ achievement on the first national computer-based writing assessment in the United States, the 2011 National Assessment of Educational Progress (NAEP) assessment. Using data from over 24,100 eighth grade students, we found that prior use of computers for school-related writing had a direct effect on writing achievement scores on the computer-based NAEP assessment. One standard deviation increase in prior use led to a 0.14 and 0.16 standard deviation increase in mean and scaled writing achievement scores respectively, with demographic controls and jackknife weighting in our SEM analysis. We also looked at earlier NAEP assessments and found that prior computer use did not positively affect the earlier pen and paper-based writing assessments.

Computer-mediated communication; Secondary education; Improving classroom teaching; Pedagogical issues; Teaching/learning strategies

Investigating the effectiveness of speech-to-text recognition applications on learning performance and cognitive load


Students who use STR-texts outperform those who do not.

Lectures in English cause lower cognitive load for students when they use STR-texts.

STR-texts are useful for students’ learning.

STR-texts are beneficial for low EFL ability students’ learning.
This study explores the effectiveness of applying speech-to-text recognition (STR) technology during lectures in English on learning performance and the cognitive load of non-native English speaking students. Furthermore, the study also explores the usefulness of texts generated using STR for students with different levels of English as foreign language (EFL) ability during lectures of varying difficulty levels. Two lectures, one with intermediate difficulty level content and the other advanced, were administered, and STR was adopted to aid student learning. The results of this study show that the students who used STR-generated texts outperformed the students who did not. Furthermore, lectures in English caused less cognitive load for low ability EFL students when they used STR-texts. According to the students, the STR-texts were useful for following the instructor, confirming content, clarifying vocabulary, and making up missed information. It was found that STR-texts were used by low EFL ability students during both lectures whereas high EFL ability students used STR-texts during the lecture at the advanced level and only some of high EFL ability students used them during the intermediate lecture. Based on these results, several suggestions and implications for teaching and research community are proposed.

Improving classroom teaching; Pedagogical issues; Post-secondary education

Points to keep in mind before buying clothes for women

Clothes and apparels are one of the most popular items that are being shopped on the internet. If you are looking for more advice for online shopping womens clothing Canada then you will find this post useful. It is true that buyers like to get a conventional regard for every penny they spend on any thing. This is generally as suitable to women’s pieces of clothing since it will continue being a huge reason for eagerness for the configuration strength. If you have to satisfy your yearning for a terrible configuration outfit, you need to know how you can get the best game plan on the web. The perfect way to deal with set forth a configuration expression is to endeavour on women’s clothing that are hot and would seem, by all accounts, to be interestingly yours. Natural and metal studs are excellent embellishment combos to the phenomenal fabric.

Comfort is the crucial sensitivity toward any one whether a recreations woman, housewife, school young woman, or working woman. Women nice wear is the limited of getting such comforts. However other than the comfort, every woman wishes to look in vogue and keep upward with the present outline styles without viewing chaotic and out of style.

It is protected to say that you are organizing of obtaining articles of clothing online? There are various focal points that go with it. One of the preferences is that you have a broad mixed bag of distinct options for peruse. When you are looking out for options in clothes, then you might like to have a look at what indigo clothing collection has in the offering. Online stores have various sorts of articles of clothing from assorted organizers that may not be in your general region; thusly, you have various pieces of clothing to look over. While flimsy bodies are adored in the style business, they don’t fit genuine articles of clothing. In case you are flimsy you can have an awkward look in case you don’t wear the right outfit. The cool thing is that there are various tips that you can put into thought and have a choice dainty look.

There are differing sorts of jeans open in the business part however the endeavour of determination of right ones is in every way all that much a troublesome task. Before you go to the business segment to buy them, it is basic that you should think what sort of dress makes your stomach appear to be more noteworthy and what kind of dress makes you look compliment. This article will highlight several indispensable tips that you should consider before you buy the benefit ones for you. Start with what you treasure. You are in the blink of an eye permitted to wear whatever you require, so get clear about what that is, You should starting now have some thought about your most adored looks from a smart check of your play articles of clothing. In addition, here’s an once-over of essentials that will give you style, comfort, choices and flexibility.

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Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective


This study examines the alignment between online instruction and course technology.

Instruction-technology fit is a formative construct comprising multiple dimensions.

Student satisfaction depends on online instruction, course technology and their fit.
Compared with face-to-face instruction, online instruction in distance and hybrid education relies on the extensive use of course technology. Course technology supports multiple aspects of online instruction including objective specification, material organization, engagement facilitation, and outcome assessment. This study looks into different dimensions underlying the alignment between online instruction and course technology, and investigates the direct and indirect effects of involved constructs on student satisfaction as the outcome variable. The empirical evidence from a survey supports most research hypotheses, and suggests that instruction-technology fit is a partial mediator for online instruction and a full mediator for course technology in terms of their relationships with student satisfaction. Whereas all alignment dimensions but assessment fit are significant, engagement fit calls for closer attention than objective fit and material fit. That is, course technology has great potentials as well as a big space for improvement to facilitate the student engagement aspect of online instruction. From a learner-centered perspective, the findings offer researchers and practitioners helpful insights on how to utilize all kinds of e-learning tools for student success.

Distance learning; Course technology; Online instruction; Instruction-technology fit; Student satisfaction

Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning


A better understanding of student experiences in technologically integrated learning is needed.

Use of data mining techniques to uncover unique patterns among factors of technology integration.

Results show different patterns among students’ confidence and engagement in technology use.

More complex patterns were observed in students with negative engagement in technology use.

Results raise questions regarding how digital technologies are integrated in learning design.
Teachers’ beliefs about students’ engagement in and knowledge of digital technologies will affect technologically integrated learning designs. Over the past few decades, teachers have tended to feel that students were confident and engaged users of digital technologies, but there is a growing body of research challenging this assumption. Given this disparity, it is necessary to examine students’ confidence and engagement using digital technologies to understand how differences may affect experiences in technologically integrated learning. However, the complexity of teaching and learning can make it difficult to isolate and study multiple factors and their effects. This paper proposes the use of data mining techniques to examine unique patterns among key factors of students’ technology use and experiences related to learning, as a way to inform teachers’ practice and learning design. To do this, association rules mining and fuzzy representations are used to analyze a large student questionnaire dataset (N = 8817). Results reveal substantially different patterns among school engagement and computer-efficacy factors between students with positive and negative engagement with digital technologies. Findings suggest implications for learning design and how teachers may attend to different experiences in technologically integrated learning and future research in this area.

Understanding cloud-based VLE from the SDT and CET perspectives: Development and validation of a measurement instrument


Most of the current literature has focused on undergraduates’ VLE acceptance.

We studied the instructional effectiveness of the cloud-based Frog VLE.

The roles of Self Determination Theory and Channel Expansion Theory were examined.

575 respondents were randomly selected across the nation in two waves of survey.

Rigorous validation via SEM, expert panels, Q-sort, pre & pilot-test & fieldwork.
With the emergence of the cloud computing technology, virtual learning environment (VLE) may play an imperative role in promoting instructional effectiveness of ubiquitous learning. However, the existing literature on VLE has been mostly based on the acceptance of VLE from the perspective of the undergraduate students. There is a dearth in studies on the VLE instructional effectiveness from the K-12 teachers’ perspective, the effects of Self Determination Theory and Channel Expansion Theory. Existing VLE instruments have not been rigorously validated and do not consider the importance of cultural differences. This research aims at creating and rigorously validating an instrument to study the cloud-based Frog VLE’s instructional effectiveness in the Malaysian cultural setting. The robustness of the instrument was validated using structural equation modeling, expert panel, Q-sort, pre-test, pilot-test and fieldwork study. This research may offer a parsimonious instrument to evaluate the instructional effectiveness of the Frog VLE for subsequent studies contributing to theory building in the IS literature.

Interactive learning environments; Multimedia/hypermedia systems; Distributed learning environments; Improving classroom teaching

Predicting adult learners’ online participation: Effects of altruism, performance expectancy, and social capital


Adult learners’ online participation was captured by three different dimensions.

Lower degree holders, females, and working learners were found to be more active online.

The unique predictive values of altruism, performance, and social capital were examined.

Perceived learning benefits were the most significant predictor of online participation.

Norms of reciprocity and sense of belonging enhanced online participation, but not trust.
Learners’ socio-demographic characteristics, personal traits, and performance expectancy are frequently employed to interpret online participation among members in virtual, higher education, and professional settings, but not in adult education contexts. Furthermore, the social capital framework has scarcely been used to explain online participation in educational settings, despite its prevalence in virtual contexts. The present study aims to uncover the unique predictive value of altruism, perceived learning benefits as a measure of performance expectancy, and social capital with regard to adult learners’ online participation in addition to socio-demographic variables. A questionnaire was administered and completed by 181 adult learners following a blended learning program in Flanders (Belgium). Hierarchical multiple regressions revealed that working learners, lower degree holders, and females are the keenest participants in online participation. We also found that performance expectancy outweighed altruism in explaining online participation. Only two dimensions of social capital, namely sense of belonging and norms of reciprocity, significantly predicted online participation. Based on these findings, pedagogical and research implications are discussed.

Performance expectancy; Social capital; Online participation; Adult education