Table of Contents

Secession USA: A Proposal for a 50-State Solution

Robert W. McGee, Fayetteville State University - Department of Accounting

Short vs. Long: Cognitive Load, Retention and Changing Class Structures

Brandon J. Sheridan, Elon University
Ben O. Smith, University of Nebraska -- Omaha
Erin G Pleggenkuhle-Miles, University of Nebraska at Omaha - College of Business Administration


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"Secession USA: A Proposal for a 50-State Solution" Free Download

ROBERT W. MCGEE, Fayetteville State University - Department of Accounting
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The UK’s recent exit from the European Union has sparked new interest in secession and has generated debate on the right to secede. The majority of people in the United States are either dissatisfied or extremely dissatisfied with their federal government. The problem is that there is no consensus as to what to do about it. Both of the major political parties seem totally unresponsive, and it is debatable whether this situation will change any time soon. Voters are split more or less evenly between the Democratic and Republican parties, with a large segment of the population that is totally disgusted with both parties, and ready to either throw their support to a third party, or perhaps not to participate at all in the 2016 election.

This paper examines the issue of secession and determines it is a viable option to the status quo. The majority of people in the United States would have their total utility increased by seceding and forming a new nation that is more responsive to their needs. Some of the pros and cons are identified and discussed, and a 50-nation solution is proposed.

"Short vs. Long: Cognitive Load, Retention and Changing Class Structures" Free Download

BRANDON J. SHERIDAN, Elon University
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BEN O. SMITH, University of Nebraska -- Omaha
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ERIN G PLEGGENKUHLE-MILES, University of Nebraska at Omaha - College of Business Administration
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Metropolitan university class structure is changing. To accommodate working students, programs are increasing their offerings of long night classes – some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load (Van Merrienboer and Sweller, 2005). Using a differencing approach that controls for student characteristics, we show that long classes reduce student exam performance by approximately one-half letter grade.

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