...ACC 375 WEEK 3 DISCUSSION QUESTION 2 To purchase this visit here: http://www.nerdypupil.com/product-category/acc-375/ Contact us at: nerdypupil@gmail.com ACC 375 WEEK 3 DISCUSSION QUESTION 2 What are the three types of billing schemes? What type of proactive test is used to detect these schemes? Home Work Hour aims to provide quality study notes and tutorials to the students of ACC 375 Week 3 Discussion Question 2 in order to ace their studies. ACC 375 WEEK 3 DISCUSSION QUESTION 2 To purchase this visit here: http://www.nerdypupil.com/product-category/acc-375/ Contact us at: nerdypupil@gmail.com ACC 375 WEEK 3 DISCUSSION QUESTION 2 What are the three types of billing schemes? What type of proactive test is used to detect these schemes? Home Work Hour aims to provide quality study notes and tutorials to the students of ACC 375 Week 3 Discussion Question 2 in order to ace their studies. ACC 375 WEEK 3 DISCUSSION QUESTION 2 To purchase this visit here: http://www.nerdypupil.com/product-category/acc-375/ Contact us at: nerdypupil@gmail.com ACC 375 WEEK 3 DISCUSSION QUESTION 2 What are the three types of billing schemes? What type of proactive test is used to detect these schemes? Home Work Hour aims to provide quality study notes and tutorials to the students of ACC 375 Week 3 Discussion Question 2 in order to ace their studies. ACC 375 WEEK 3 DISCUSSION QUESTION 2 To purchase this visit here: http://www.nerdypupil.com/product-category/acc-375/...
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...STUDY—HABITS INVENTORY ------------------------------------------------------------------------------------------------------------ Name: _____________________________________Date: _____________________ Classification: _______________________________Age: _____________________ Probable College Major: _________________________________________________ ------------------------------------------------------------------------------------------------------------ DIRECTIONS The following is a list of statements of habits and attitudes, which may affect use of study time and consequent success in schoolwork and study. Keeping in mind that the purpose of this inventory is to find out about your own study habits, attitudes, and skills, consider each statement and then indicate how it applies to you. Please answer all questions. After each statement, you will find columns 1, 2, 3. Place a check mark in the column which you feel best describes your study habits, attitudes, and skills. Remember this is a survey of what you currently do. Check it in accordance with the following key: Column 1. Rarely or never true in my case. Column 2. Sometimes true in my case. Column 3. Often or always true in my case. * Adapted from C. Gilbert Wrenn Assisted in the original edition by R.B. McKeown and in revision by Wilbur J. Humber. * Permission to use material requested...
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...STUDY—HABITS INVENTORY ------------------------------------------------------------------------------------------------------------ Name: _____________________________________Date: _____________________ Classification: _______________________________Age: _____________________ Probable College Major: _________________________________________________ ------------------------------------------------------------------------------------------------------------ DIRECTIONS The following is a list of statements of habits and attitudes, which may affect use of study time and consequent success in schoolwork and study. Keeping in mind that the purpose of this inventory is to find out about your own study habits, attitudes, and skills, consider each statement and then indicate how it applies to you. Please answer all questions. After each statement, you will find columns 1, 2, 3. Place a check mark in the column which you feel best describes your study habits, attitudes, and skills. Remember this is a survey of what you currently do. Check it in accordance with the following key: Column 1. Rarely or never true in my case. Column 2. Sometimes true in my case. Column 3. Often or always true in my case. * Adapted from C. Gilbert Wrenn Assisted in the original edition by R.B. McKeown and in revision by Wilbur J. Humber. * Permission to use material requested...
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...Unit 3 Case Study 5454 unread replies.5454 replies. Bellow you will find a clinical case study. The case study starts with a description of a patients’ medical history, followed by discussion question/s. First, you have to analyze the medical history of the patient. As you read the patient’s information: * Highlight any risk factors that might exist, existing medical conditions, present signs and symptoms or complains that the patient is suffering from. * Analyze the results of any diagnostic tests that were performed. Diagnostic tests include, physical exams, blood test, radiologic tests (x-ray, CT scans, etc.), and other functional tests. * Relate the medical treatment used to the underlying pathology. * Propose clinical management plan for the patient’s condition, and possible prognosis. You are encouraged to discuss the cases with other students and in groups, however, each student should submit the analysis of the case study in their own words through discussions. Students should submit their case study through the “Discussion” link AND the “Turnitin Dropbox” link for that case study available on the course’s main page. If you fail to submit your case study through both links your case study will not be graded. Turnitin is an automated system which instructors can use to quickly and easily compare each student's assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission.Accordingly, you...
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...STUDY—HABITS INVENTORY ------------------------------------------------------------------------------------------------------------ Name: _____________________________________Date: _____________________ Classification: _______________________________Age: _____________________ Probable College Major: _________________________________________________ ------------------------------------------------------------------------------------------------------------ DIRECTIONS The following is a list of statements of habits and attitudes, which may affect use of study time and consequent success in schoolwork and study. Keeping in mind that the purpose of this inventory is to find out about your own study habits, attitudes, and skills, consider each statement and then indicate how it applies to you. Please answer all questions. After each statement, you will find columns 1, 2, 3. Place a check mark in the column which you feel best describes your study habits, attitudes, and skills. Remember this is a survey of what you currently do. Check it in accordance with the following key: Column 1. Rarely or never true in my case. Column 2. Sometimes true in my case. Column 3. Often or always true in my case. * Adapted from C. Gilbert Wrenn Assisted in the original edition by R.B. McKeown and in revision by Wilbur J. Humber. * Permission to use material requested May 2005. STANFORD UNIVERSITY PRESS, Publisher 1. I worry so much about doing well on tests...
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...SAT and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Introduction This is the only official guide to the 33 College-Level Examination Program® (CLEP®) exams. CLEP exams are administered on computers at test centers across the country. This Guide has been written mainly for adults who are making plans to enroll in college, but it contains information of interest to others as well. College-bound high school students, current college students, military personnel, professionals seeking certification and persons of all ages who have learned or wish to learn college-level material outside the college classroom will find the Guide helpful as they strive to accomplish their goals. CLEP is based on the premise that some individuals enrolling in college have already learned part of what is taught in college courses through job training, independent reading and study, noncredit adult courses and advanced high school courses. Often, their jobs and life experiences have enhanced and reinforced their learning. CLEP provides these individuals with the opportunity to demonstrate their...
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...LEARNING STRATEGIES AND STUDY SKILLS IN A DIAGNOSTIC-READING AND CORRECTION PROGRAM How many times have you heard students make the following statements. * “ I spent all night studying but I did poorly on my exams.” * “I reread the chapter ten times but I still don’t understand it.” * “I reread the chapter about fifteen times and I don’t even remember what I read.” * “I always listen to music when I study.” * “ I don’t need to study.” * “I don’t know how to study.” * Many students do poorly in school because they have never learned how to study. * Children should be helped to acquire good study habits as soon as possible before they develop either poor study habits or erroneous about studying. * WHAT ARE SOME GOOD STUDY PROCEDURES? The key in good study procedures are: 1. Building good habits. 2. Devise a system that works for individual students. 3. Keep at it. 4. Maintain a certain degree of tension. 5. Concentrate. Building Good Study Habits * There are 3 steps in building a good study habits: 1. Determine when to study. 2. Determine where to study. 3. Determine the amount of time to spend in studying. 1. Determine when to study * Some students study only just before an announced test. Some may even study up until all hours and cram. * Cramming does not bring sustained learning. * To be a good student, the student must plan his/her study time and spread it out over a period of time. 2. Determine...
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...Question 1 1.1 Discuss the differences between the following: a) Psychological Testing b) Psychometrics c) Psychological Assessment a) Psychological testing Psychological tests are basically an objective and standardized measure of a sample of behaviour; it can be referred to as a measuring instrument or procedure that was developed to measure variables related to the field of psychology. They set out three apparent characteristics: 1. It is a random sample test of for behaviour. 2. The random sample is obtained under standardized conditions 3. There are set rules for the marking of the instruments or obtaining of quantitative information of the random sample test. b) Psychometrics It is defined as a systematic and scientific way in which psychological measures are developed and the technical measurement standards required of measures. It is designed to show someone’s personality, mental ability, opinions, etc. c) Psychological assessment Psychological assessment is a process orientated activity aimed at gathering a wide array of information by using assessment measures and information from many other sources such as interviews, the information is then evaluated and integrated to make a conclusion or a decision. 1.2 Research participants want to know what anonymity and confidentiality are, explain. The data that is collected should be private, an individual has the right to privacy which means he has the right to decide how much he wants to...
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...Language Learning & Technology Vol.11, No.1, February 2007, pp. 67-86 External links valid at time of publication ARE THEY WATCHING? TEST-TAKER VIEWING BEHAVIOR DURING AN L2 VIDEO LISTENING TEST Paginated PDF Version Elvis Wagner Teachers College, Columbia University ABSTRACT The accessibility of video technology has made it possible to utilize both the auditory and visual channels to present listening texts in the second language (L2) classroom and on L2 listening tests. However, there has been little research investigating the extent to which L2 listeners actually watch the video monitor when presented with a listening video text. The current study investigated test-taker behavior on an L2 video listening test. Thirty-six test-takers were videotaped while taking a listening test composed of six separate video texts, and the amount of time test-takers made eye contact with the video monitor was computed. An analysis of the data indicated that the group of participants oriented to the video monitor 69% of the time while the video text was played. In addition, the study yielded valuable information concerning the consistency of the test-takers’ viewing behavior. INTRODUCTION Traditionally, the aural input for second language (L2) listening tasks has been delivered by a teacher reading aloud a text for the students. Later, as audio technology developed, a text was recorded on audiotape and played for students. However, with the advent and dissemination...
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...Sail, MS College of Pharmacy, University of Houston Submitted February 3, 2006; accepted April 14, 2006; published October 15, 2006. Objective. The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N 5 198) enrolled at the University of Houston participated in the study. Results. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students’ progress in their experiential...
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...and Promotion Dept., Corporate Centre, Tulsiani Chambers, 1st Floor, ( West Wing), 212, Free Press Journal Marg, Nariman Point - Mumbai 400 021. INTRODUCTION This Booklet gives you detailed information about the objective type Competitive examination for recruitment of Probationary Officers in State Bank of India. This post was advertised in the Employment News/Rozgar Samachar issue dated 9-15 February, 2013 and on the Bank’s website www.statebankofindia.com and www.sbi.co.in. The terms and conditions, period of probation, emoluments etc. were given in the advertisement. You should ensure that you are eligible in respect of age, educational qualification, nationality as stipulated in the advertisement. Details of tests are given ahead in the booklet. 1. 2. 3. GENERAL INSTRUCTIONS Particulars to be Noted : Please note carefully your Roll Number, Registration Number, date, time and venue for the examination given in the call letter. Punctuality in Attendance : Candidates should be present at the examination hall at the time given in the call letter. Candidates arriving late will not be permitted to enter the Examination Hall. Call letter to be Surrendered : Affix firmly a copy of your recent passport size photograph in the space provided for it in the call letter and bring it with you alongwith photo identity proof in original and a photocopy when you come to the venue for the examination. You will not be permitted to appear for the examination if you come without the photo...
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...User Profiling based Adaptive Test Generation Assessment in E – Learning System Manan Jadhav Department of Computer Technology, VJTI Mumbai, India manan.jadhav@gmail.com Shagufta Rizwan Department of Master of Computer Application, VJTI Mumbai, India shaguftarjpt673@gmail.com Aditi Nehete Department of Computer Technology, VJTI Mumbai, India aditinehete@gmail.com Abstract — In this paper, we describe a User profiling based ELearning System with Adaptive Test Generation and Assessment. This system uses rule-based Intelligence Technique and implicit User Profiling to judge the proficiency level of the student and generates tests for them accordingly. More specifically it’s a Test Generation, Assessment and Remedial System where the student can give a test after he has completed studying a particular concept where the difficulty level of the test will be decided by the expert system engine. After the completion of the test, the system helps the student in improving the proficiency of the concept either if it is expected by the concept or if he faces difficulty in understanding the concept. Based on the type of errors made in the test, the Test Remedial System will help the student to improve in that domain of understanding of the concept. Every phase transition is rule-based which considers the user’s profile and the concept importance to make sure that he does well where it is required. Preliminary Experimental Implementations show that with User Profiling we can reduce the amount...
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...materials, intended for use as a refresher or as a free introductory research methods course. Topics are organized into five main sections, with subsections (in parentheses): * Introduction (INTRO)–a brief overview of educational research methods (3) * Quantitative Methods (QUANT)–descriptive and inferential statistics (5) * Qualitative Methods (QUAL)–descriptive and thematic analysis (2) * Mixed Methods (MIXED)–integrated, synthesis, and multi-method approaches (1) * Research Writing (WRITING)–literature review and research report guides (5) Most subsection contains a non-technical description of the topic, a how-to interpret guide, a how-to set-up and analyze guide using free online calculators or Excel, and a wording results guide. All materials are available for general use, following the Creative Commons License. Introduction (INTRO)–a brief overview of educational research methods 1. What is Educational Research? (uploaded 7.17.09) 2. Writing Research Questions (uploaded 7.20.09) 3. Experimental Design (uploaded 7.20.09) ------------------------------------------------- Experimental Design The basic idea of experimental design involves formulating a question and hypothesis, testing the question, and analyzing data. Though the research designs available to educational researchers vary considerably, the experimental design provides a basic model for comparison as we learn new designs and techniques for conducting research. Note: This review...
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...How To PASS The CPSM Exams Dr. Randall M. Mauldin USMC (ret), CPSM®, PMP® How To Pass The CPSM Certification Exams Disclaimers / Legal Information All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, without the prior written permission of the author/publisher, except in the case of brief quotations for the purpose of writing critical articles or reviews. Notice of Liability The author and publisher have made every effort to ensure the accuracy of the information herein. However, the information contained in this book is presented without warranty, either express or implied. Trademark Notice Rather than indicating every occurrence of a trademarked name as such, this book uses the names only in an editorial fashion and to the benefit of the trademark owner with no intention of infringement of the trademark. ISM’s consent to allow usage of the CPSM® logo is not an endorsement by ISM of this program, its content or its instruction. Copyright Information ©2011 Jack Quinn Solutions, LLC CPSMTraining.com 2 How To Pass The CPSM Certification Exams By: Dr. Randall Mauldin – www.cpsmtraining.com How To Pass The CPSM Certification Exams Table of Contents Introduction ................................................................................................................ 6 Chapter One: CPSM and Associated Benefits ..............................................
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...Guide to Admissions 2016-2017 CONTENTS S.No. Particulars Page No. 1. General Information 1 – 34 2. Faculty of Agricultural Sciences 35 3. Faculty of Arts 38 4. Faculty of Commerce 47 5. Faculty of Engineering & Technology 50 6. Faculty of Law 60 7. Faculty of Life Sciences 61 8. Faculty of Management Studies & Research 66 9. Faculty of Medicine 68 10. Faculty of Science 71 11. Faculty of Social Sciences 77 12. Faculty of Theology 88 13. Faculty of Unani Medicine 90 14. Centre of Professional Courses 92 15. Interdisciplinary Biotechnology Unit 94 16. Faculty of International Studies 95 17. Senior Secondary Schools 97 18. K.A. Nizami Centre for Quranic Studies 100 19. Community College 101 20. Part Time Courses 104 21. Bridge Course, Centre for Promotion of Educational and Cultural Advancement of Muslims of India 118 S.No. Particulars 22. Appendix – I 23. Page No. Appendix – II(A) 24. 25. 26. (Summary of Courses of study (with their Application Form Details & Test Fee) (Undertaking for Non-upgradation of the course / branch/main subject/ stream/ specialization already allotted) 120 128 Appendix – II(B) (Undertaking for submission of required original documents at the time of completion of admission formalities) 129 Appendix – II(C) ...
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