...Running Head: SCIENCE BORING AND HARD Why do Students Find Science Boring and Hard Submitted by Gianna LaTrice Jackson to Western Governors University, Utah on November 27, 2012 Science has always presented difficulties for students and teachers. Several things are thought to be correlated to students feeling about science and their abilities to comprehend the subject. Onocha, (1985) reported in one of his findings that teachers’ attitudes towards science is a significant predictor of pupils’ science achievement as well as their attitude. In this present paper, students find the discipline within science boring and hard. It is hypothesized that the role of the educator will have a greater effect on the student than the students past learning experiences. Also, Chidolue (1986) stated teachers’ attitudes towards Biology teaching is one of the major contributors towards explaining the variance in students’ cognitive achievement. While Odubunmi (1986) and Odunsi (1988) were able to confirm that teachers’ attitudes towards Integrated Science teaching affected their students’ attitudes and their ability to learn the subject and Oqunwuyi (2000) found significant causal relationships between the teachers’ attitude and students’ achievement in Integrated Science. The following literature reviews will make an effort to demonstrate and support the hypothesis. In the research article by Prokop, P., Tuncer, G., & Chuda, J. (2007) they address the following questions as...
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...very hard for me because there was no one to guide me in this domain. My first interest in computers domain came with my first computer when I discovered for the first time how much I may be interested in this area. At the age of 9 years, the Internet has become the best friend of mine, thanks to the Internet because I learned everything I know about computer programming and construction sites.My evolution in computing has seen over the years, like any beginner with many mistakes and many hours spent in front of computer to video tutorials. In 7th grade , our director noticed me that I passionate about computers and chose me to realize school blog. Even now the site...
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...جامعة البترا | | Petra University | كلية العلوم الإدارية والمالية | | Faculty of Administrative And Financial Sciences | قسم إدارة الأعمالبرنامج الماجستير Business Administration DepartmentMBA Program | الفصل الدراسي Term:First Term | السنة الدراسية: Year: 2013/2014 | خطة المقرر Syllabus | اسم المقرر | International Business | Course Title | رقم المقرر | 301723 | Course Number | المتطلب السابق | - | Prerequisite Course | Course Objectives | This course aims to highlight the role and functions of multinational / global corporations and governments in international business. This is achieved through helping students be able to: * Define globalization and international business and show how they affect each other * Understand why companies engage in international business and why international business growth has accelerated * Discuss behavioral factors influencing countries’ business practices * Discuss the philosophy and practices of the legal system * Describe trends in contemporary legal systems * Profile the characteristics of the types of economic systems * Examine corporate responses to globalization in the form of codes of conduct, among other things * Understand why production factors, especially labor and capital, move internationally * Grasp company strategies for sequencing the...
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...REGULATIONS (W.e.f. 2012-013 admitted batch) 1. ADMISSIONS 1. Admissions into B.Tech (Electrical & Electronics Engineering) programme of GITAM University are governed by GITAM University admission regulations. 2. ELIGIBILTY CRITERIA 1. A pass in 10+2 or equivalent examination approved by GITAM University with Physics, Chemistry and Mathematics. 2. Admissions into B.Tech will be based on an All India Entrance Test (GAT) conducted by GITAM University and the rule of reservation, wherever applicable. 3. STRUCTURE OF THE B.Tech. PROGRAMME 3.1 The Programme of instruction consists of: i) A general core programme comprising Basic Sciences, Basic Engineering, Humanities & Social Sciences and Mathematics. ii) An engineering core programme imparting to the student the fundamentals of engineering in the branch concerned. iii) An elective programme enabling the students to take up a group of departmental / interdepartmental courses of interest to him/her. In addition, a student has to i) Carry out a technical project approved by the department and submit a report. ii) undergo summer training in an industry for a period prescribed by the department and submit a report. 2. Each academic year consists of two semesters. Every branch of the B.Tech programme has a curriculum and course content (syllabi) for the...
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...Cover Sheet for FAHSS Undergraduate Course Outlines revised: November 9, 2015 (The first 5 pages are required to appear as the front pages of all FAHSS Course Syllabi. A full course syllabus may be attached following these pages or distributed as a separate document.) |Course Number/Course Title: |45-412 Canadian Federalism & 45-513 Federalism in Canada | |Department/AAU: |Political Science | |Semester: |Winter 2016 | |Course Instructor: |Dr. Cheryl Collier | |Classroom & Time: |Chrysler Hall North 1137 Fridays 10:00am-12:50pm | |Contact Information: |519-253-3000 ext. 2351 | |Phone & Email address: |ccollier@uwindsor.ca | |Office Location: |1141 Chrysler Hall North ...
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...Scheme and Syllabus of B.E. (Computer Science and Engineering) 3 rd th TO 8 Semester 2014-2015 University Institute of Engineering and Technology, Panjab University, Chandigarh DEPARTMENT: COMPUTER SCIENCE AND ENGINEERING VISION: To be recognized as an international leader in Computer Science and Engineering education and research to benefit society globally. MISSION: · · · · To move forward as frontiers of human knowledge to enrich the citizen, the nation, and the world. To excel in research and innovation that discovers new knowledge and enables new technologies and systems. To develop technocrats, entrepreneurs, and business leaders of future who will strive to improve the quality of human life. To create world class computing infrastructure for the enhancement of technical knowledge in field of Computer Science and Engineering. PROGRAMME: B.E. CSE (UG PROGRAMME) PROGRAMME EDUCATIONAL OBJECTIVES: I. Graduates will work as software professional in industry of repute. II. Graduates will pursue higher studies and research in engineering and management disciplines. III. Graduates will work as entrepreneurs by establishing startups to take up projects for societal and environmental cause. PROGRAMME OUTCOMES: A. Ability to effectively apply knowledge of computing, applied sciences and mathematics to computer science & engineering problems. B. Identify, formulate, research literature, and analyze complex computer science & engineering problems reaching substantiated conclusions...
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...Fall 2015 Analytical Chemistry I Quantitative Analysis Chem 341WI 4 Credit Hrs | Instruction Mode: L (lab) and P (class) Professor Andrew Holder holdera@umkc.edu • SCB 113 • 816-235-2293 • 913-543-3709 (fax) Office Hours: T/Th 1:00-4:00, 5:00 – 7:30 Lecture: T/Th 4PM | Labs: T/Th 1PM (AFT), 5PM (EVE) Credit: Lab + Lecture = 4 credits | Format: Lab + Lecture (P) Lecture / Class Policies and Procedures Correspondence with UMKC Student Learning Outcomes Scientific Reasoning & Quantitative Analysis * Apply principles/methods of sciencea, mathb, statisticsc and logicd to solve problems and draw logical inferences. * Chpt 3: Experimental Error (c) * Chpt 4: Statistics (c) * Chpt 6: Chemical Equilibrium (a, b, d, e, f) * Chpt 7: Activity & Systematic Trtmnt, (a, d, e, h) * Chpt 8: Monoprotic Acid-Base Equil., * Chpt 9: Polyprotic Acid-Base Equil. (a, d, e, g, h) * Develop quantitative literacy enabling comprehensione and evaluationf of info in broad contexts. * Chpt 3: Experimental Error, Chpt 4: Statistics (f) * Chpt 5: Quality Assurance and Calibration Methods (c) * Understand methodsg/principlesh of scientific discovery and their application * Sxn 0-2: The Analytical Chemist’s Job (g, h) * Sxn 0-3: General Stages in a Chemical Analysis (g, h) * Chpt 2: Tools of the Trade (g) * Carrying out laboratory analyses (g, h) ...
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... Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend emails and phone messages will be answered on Mondays. COURSE DESCRIPTION: University-parallel introductory course which surveys the field of psychology, including the study of behavior, cognitive processes, the concepts of memory, perception...
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...In 2000, President George Bush signed into law the no child left behind act. This act was supposed to help get children caught up to grade level math, reading, and science test scores. After 12 years about 82 percent of all the nations’ schools are considered to be failing academically (Dillon).What is a failing school? A failing school is a school where the majority of its students failed to do well on standardized tests that were provided during the school year. The problem is that these schools are found all over the United States. What can be done? How can we fix these failing schools? Who is to blame? Most people would blame the teacher first and foremost, but I disagree. In this paper I will discuss what we can do to fix schools that are failing academically. I will argue that adding early childhood education classes, changing curriculum, and modifying standardized tests are all effective steps in correcting the problems that failing schools continually face. I will support my argument by using the views of authors such as Alfie Kohn and his ideas of making the curriculum more entertaining to make learning easier, Fred Lunenburg’s ideas that preschool is a critical point to achieve success later on in school, Sam Dillon’s views about how the No child left behind act has hurt more public schools than helped them, and other researchers as well. One step I feel that could help with fixing schools that are failing academically is by adding free early childhood education to...
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...RESEARCH ARB-RES1A 2014-2015 semester 2 Version 3.0, January 2015 Beryl Wijnberg & Kristina Manser Reader Research 2014-2015 sem 2 0 Contents 1. 2. 3. Introduction ............................................................................................................................... 2 Assessment .............................................................................................................................. 3 Handing in various professional products .................................................................................. 3 3.1 Deadline............................................................................................................................. 3 3.2 Document title .................................................................................................................... 4 3.3 Front page of each professional product ............................................................................. 4 3.4 Improved version................................................................................................................ 4 3.5 Presentation ....................................................................................................................... 4 Ephorus .................................................................................................................................... 4 Assessment criteria .........................................................................................
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...বিবিএি বিবিত পরীক্ষার প্রস্তুবতিঃ-১ িাাংিা-মািরুফ হ াসিন বপ্রয় িদিযিৃন্দ, ১ িক্ষ ৬৩ াজার পরীক্ষার্থীসদর মধ্য হর্থসে হে দশ াজার পরীক্ষার্থী বপ্রবিবমনারী পরীক্ষার িাধ্া পার সত িক্ষম সয়সেন তাাঁসদরসে প্রাণঢািা অবিনন্দন জাবনসয় শুরু েরবে।আপনারা বিবিএি পরীক্ষার িিচাইসত েঠিন িাধ্া অবতক্রম েসর হফসিসেন-আশা েবর িুবনবদি ষ্ট প্রস্তুবতর মাধ্যসম িাবে পর্থটু কু িুি ি সজই পার সত পারসিন। িাাংিা পরীক্ষার জসনয আবম বেিাসি প্রস্তুবত বনসয়বেিাম আজ আবম হি িযাপাসর আপনাসদরসে জানাসিা।পূসিির হিিাগুসিার মত এিাসনও আবম শুরুসতই স্বীোর েসর বনবি হে আপনাসদরসে জ্ঞানদান েরিার মত হোগ্যতা িা অবিপ্রায় হোনটিই আমার হনই-আমার উসেশয শুধ্ুমাত্র এেজন ি োত্রী ব সিসি বনসজর িীমািদ্ধ অবিজ্ঞতার মাধ্যসম আপনাসদরসে েৎবেবিত িা ােয েরা।আপবন েবদ মসন েসরন এ হিিায় হেিি “টিপি” িণিনা েরা হিগুসিা োড়াও আপনার চিসি তা সি অিশযই তাই বিসিচনাসিাধ্ অনয োরও চাইসত েম এমনটি িািার হোন োরণ হনই। অসনে হগ্ৌরচবিো ি-চিুন শুরু েরা োে! সয়সে েরসিন-আপনার শুরুর আসগ্র ের্থা(িযস্ত পাঠে চাইসি এ অাংশটু কু িাদ বদসত পাসরন) বপ্রয় পরীক্ষার্থীিৃন্দ, আমরা অসনসেই ধ্সর বনই িাাংিা হেস তু মাতৃ িাষা-এসে বনসয় ো-ইসি-তাই েরিার অবধ্োর রসয়সে।দুিঃিজনে আমাসদর আমাসদর সিও িতয- অনযানয বিষয় বনসয় আমরা হেরেম প্রস্তুবত বনই তার বিবেিাগ্ও আমরা িাাংিার হপেসন িযয় েবরনা।আমরা িু সি োই হে িাাংিাসত রসয়সে ২০০ নম্বর এিাং এেটি িাসিা িাাংিা জানা পরীক্ষার্থী এই বিষসয় গ্ড়পড়তা অনযসদর চাইসত এমনেী ২০-৫০ নম্বরও হিবশ হপসত পাসর।শুনসত অবিশ্বািয মসন সি? এেটু বিসেষণ েরসিই িযাপারটির িতযতা হটর পাসিন।িাাংিা প্রর্থম পসত্র িযােরসণ ৩০ এর হিতসর ৩০, িাব সতয ৩০ এর মসধ্য ২০-২৫, িাি িম্প্রিারসণ ২০...
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...Montessori: Evolving Toward a Public Secondary School in the 21st Century Nadia Bryden November 7, 2012 Abstract The educational community has long been familiar with the Montessori method for its international ability to remediate or engage children who are, for any number of reasons, not suited to traditional public schooling. This paper examines the basis of the need for alternative schooling, outlines the development and evolution of the Montessori method and philosophy, and validates the methodology in research, providing a side-by-side comparison for examination of relative strengths and weaknesses of the program. For 21st century school reformists seeking alternative methods of education or an individualized, child-centered curriculum, Montessori presents itself as an adaptive, hands-on, future-friendly option for the democratic community as it evolves toward offering a full preschool to secondary public program. Keywords: Montessori, constructivism, independence, Dewey, progressive, alternative education Montessori: Evolving Toward a Public Secondary School in the 21st Century Since the time of early philosophers such as Socrates, Aristotle and Plato, to whom we can trace the traditional subjects of the common core curriculum, there have been heated political and social debates surrounding the field of education. Rather than being discouraged by their recurrent nature, academic planners and developers must examine these questions anew to refresh our views...
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...ALLIED AMERICAN UNIVERSITY Personalized. Flexible. Dedicated. Online Programs – Individual Support – Open Enrollment – Ease of Transfer Credits UNIVERSITY CATALOG 2013 Seventh Edition 22952 Alcalde Drive, Laguna Hills, CA 92653 Phone: (888) 384-0849 ∼ Fax: (949) 707-2978 7:00 A.M. – 5:00 P.M. (Monday – Friday) Email: info@allied.edu Website: www.allied.edu KEY STAFF AND FACULTY Charlotte Hislop, Ph.D. Candidate, President/CEO Bonny Nickle, Ed.D., Provost Eric Sharkey, M.Ed., Director of Education Bill Luton, Ph.D., Director of Assessment and Dean of Business Carlo Tannoury, Ph.D. Candidate, Dean of Computer Information Systems Patricia Drown, Ph.D., Dean of Criminal Justice and General Studies C.J. Bishop, M.B.A., Institutional Research Frank Vazquez, Operations Director Parrish Nicholls, J.D., Director of Compliance Lindsay Oglesby, Admissions Director Abby Dolan, B.A., Registrar Sasha Heard, M.B.A., Student Services Manager Barbara Jobin, B.S.B.A., Career Center Manager Hugo Aguilar, B.A., Chief Financial Officer Richard Madrigal, B.A., Financial Aid Officer As a prospective student at Allied American University, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the student performance fact sheet which must be provided to you prior to signing an enrollment agreement. This catalog is not a contract between the student, AAU, or any party or parties. Reasonable effort was made at the time this document...
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...keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication are subject to change without notice and nothing in this publication may be considered as setting forth terms of a contract between a student or a prospective...
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...Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies February, 2010 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of Doctor of Education specializing in Educational Leadership and Policy Studies. Dissertation Examination Committee: Advisor Sean M. Hurley, Ph.D. ~'W 11 Uo,~~, Patricia A. Stokowski, Ph.D. Chairperson Patricia A. Stokowski, Ph.D. Associate Dean, Graduate College Date: November 30, 2009 ABSTRACT The thesis addresses the relationship of class size to student performance in a rural state. It presents findings from a longitudinal study of a cohort of students who were tested with state assessments at grade 4 in 2000, again at grade 8 in 2004 and, finally at grade 10 in 2006. Graduation rates for five large-class sized schools and five small-class sized school populations were established in 2008. All scores (n=1137) were matched across time enabling students from similar socioeconomic backgrounds from schools that were considered small (average class size, n=11) to schools that were large (average, n= 20). The paper’s focus is on the extent that students from schools that maintained large and small classes differed in selected opportunities to learn and educational outcomes. The approach to the study utilized both large scale state databases for student backgrounds and outcomes and interviews with...
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