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Kelli Hayes and Monique Billings each added 18 factors for UCLA. “When crunch time came, we put ourselves ready to beat an excellent UCLA group,” Cal coach Lindsay Gottlieb mentioned. “This UCLA staff is elite. Obviously, they've a shot to win this tournament. The Bears, who won six of their ultimate seven common-season video games, opened the fourth quarter with a 7-2 run, taking a 62-55 lead on a rebound putback by CJ West. UCLA led 34-29 and extended it to 42-31 on two free throws by Billings. Cal methodically cut into the lead, The best free SEO Tools online pulling even at 49-49 on two free throws by Anigwe. Anigwe’s basket beneath in the closing seconds put Cal up 55-53 entering the ultimate interval. UCLA made 24 of 34 free throws while Cal was 11 of 16. The Bears were referred to as for 24 fouls, the Bruins 16 and Anigwe fouled out in the fourth quarter. Canada was 8 of 21 from the flooring, but eleven of 12 from the foul line. “I think it was really tough that we were in foul trouble all recreation,” Gottlieb mentioned. “I think it was really robust that Kristine fouled out with three minutes to go, and I think it’s robust that they received 24 points from the free-throw line. Cal also committed 14 turnovers, which UCLA transformed into 21 factors. Hayes’ 18 factors had been a profession high. She was 6 of eight from the sector, together with 5 of 7 from beyond the arc. UCLA: The Bruins face No. 6 Oregon, the common season convention champ and top seed, in the semifinals on Saturday. California: The Bears, who finished fifth within the Pac-12, are hoping for an NCAA Tournament bid, which Gottlieb said they deserve.
Much of the existing research in distance training has focused on contrasting the outcomes between traditional face-to-face teaching and purely online courses, in which your complete course content is delivered online. However, research has not examined the effectiveness of hybrid-online courses, wherein a mixture of online delivery and face-to-face classroom instructing is used, especially within the context of marketing courses. This paper examines pupil experiences and studying outcomes in purely online and hybrid-online course formats. For each codecs, scholar satisfaction is discovered to be affected by the course content, scholar-teacher communications, the use of effective learning instruments, and the instructor. Improvements in perceived studying and course efficiency scores are observed for the hybrid-online format in the context of a qualitative advertising course whereas no such advantages are noticed for a technical advertising and marketing course. The outcomes point out that the merits of various distance learning approaches need to be evaluated in the particular context of every course. That the advantages of integrating face-to-face conferences into online marketing courses are course particular.
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