...Departmental Course Syllabus MAT 102 Intermediate Algebra 3 credit hours 3 contact hours (3 lecture hours) Catalog Description This course includes the study of linear systems and applications; quadratic expressions, equations, functions and graphs; and rational and radical expressions and functions. Prerequisite MAT 101 or MAT 152 (C or higher) or appropriate placement score What will I learn? At the end of this course, you should be able to: 1. Simplify an algebraic expression involving exponents, radicals, or fractions. 2. Solve equations and formulas of first and second degree, and first-degree inequalities, for an indicated unknown or variable. 3. Graph a linear function and identify its slope and intercepts. 4. Graph a quadratic function and identify its vertex and intercepts. Textbook and Required Materials The custom edition of Elementary and Intermediate Algebra, 4th edition by Tom Carson and Bill Jordan packaged with access to MyLabsPlus, available in the TTC Bookstore and a TI-83 or TI-84 calculator MyLabsPlus Departmental Homework Policy Students must complete each section of homework within a unit in MyLabsPlus with a score of 90% or better (on each section, NOT a unit average) in order to receive a grade for the unit exam. Homework mastery must be completed before the unit exam is given and by the deadline stated by your instructor. Each section of homework is open for the entire unit, and each individual...
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...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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...Syllabus Manhattan GMAT Complete Course Contents Do a page a week → Page(s) Bird's Eye View......................................................................... 2 Do This Homework..................................................... 3 - 11 Try Easier Quant............................................ 12 - 20 Only do as needed or → wanted (and if you have time) Try Easier Verbal............................................ 21 - 29 Try Harder Quant............................................. 30 - 36 Try Harder Verbal............................................ 37 - 42 Try More IR.................................................... 43 Try More Essay............................................. 44 Page 1 of 44 Bird's Eye View of Class Attended In Class Quant Verbal Topics & Methods Sentence Correction Critical Reasoning Reading Comprehension Other IR / Essay Preparing for the GMAT Session 1 □ DS Methods & Computation Methods 2 □ FDPs 3 □ Algebra 1 4 □ Algebra 2 5 □ Word Probs 1 6 □ Word Probs 2 7 □ Geometry 8 □ Num Props 1 9 □ Num Props 2 Subj-Verb Parallelism Pronouns Arg. Structure Assumption Modifiers Verbs Evaluate Comparisons Str/Weaken Idioms etc. Evidence Short Long IR Basics Essay Review Assess Gameplan Build "Do This" Checklist At Home Quant FoM Odds After Session 1 2 3 4 5 6 x 7 x 8 x 9 x x x □ □ □ □ □ □ □ x x x x □ □ □ □ □ □ □ □ □ x x □ □ □ □ □ □ □ □ □ x x □ □...
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...Send to Friend | Print | ? Contact Us | EES Retention Policy | The Elsevier Editorial System (EES) Retention Policy outlines how long files are retained in EES. This applies to submissions for which a final disposition has been set, and incomplete submissions which have not been touched by the author for a given number of days. The following retention policy is in place in EES for all journals: 1. Article information (the submission metadata, including Reviewer Attachments) will be stored indefinitely in EES. 2. Source files for accepted articles will be removed from EES three months after the paper has been finalised in the system (accepted and sent to production). These are basically all the files uploaded by the author (or the editor) e.g. manuscripts, figures, tables, companion files etc. 3. Submission PDFs (PDFs created by EES) will be kept for one year, after which they will be deleted. 4. Source files for rejected and withdrawn manuscripts will be deleted three months after the manuscript reaches the appropriate final disposition status (the end of the peer review lifecycle). 5. Submissions that are removed by the Author or the Editor at the beginning of the editorial process will be deleted immediately. 6. Incomplete Submissions: Author will receive an alert after 60 days of inactivity. After 90 days of inactivity, the PDF and source files will be deleted. When an incomplete submission remains inactive after 60 days, the following alert is sent...
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...Quality & Quantity (2006) 40:661–674 DOI 10.1007/s11135-005-2072-7 © Springer 2006 Research Note Factors Related to the Academic Performance of Students in the Statistics Course in Psychology ` ´ JOAN GUARDIA∗ , MONTSERRAT FREIXA, MARIBEL PERO, JAUME TURBANY, ANTONIO COSCULLUELA, MAITE BARRIOS ` and XAVIER RIFA Dept. de Metodologia de les Ci` ncies del Comportament, Facultat de Psicologia, Divisi´ de e o Ci` ncies de la Salut (IV), Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 e Barcelona, Spain Abstract. Many studies have examined the factors that influence academic performance in primary and secondary education as well as at university, with the purpose of enhancing learning at these stages and reducing drop-out rates. It is within this research framework that we want to emphasise the deficient performance of students enrolled on the statistics course in the Faculty of Psychology at the University of Barcelona. Consequently, this paper attempts to determine the factors that affect student performance in this subject by undertaking an analysis of a structural equation model and determining its stability over time. In order to accomplish our objective, we worked with two samples of students enrolled statistics classes. The first group comprised 211 students enrolled in the academic year 2000– 2001, while the second comprised 287 students enrolled in the academic year 2001–2002. By administering a questionnaire, we obtained information concerning...
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...Quality & Quantity (2006) 40:661–674 DOI 10.1007/s11135-005-2072-7 © Springer 2006 Research Note Factors Related to the Academic Performance of Students in the Statistics Course in Psychology ` ´ JOAN GUARDIA∗ , MONTSERRAT FREIXA, MARIBEL PERO, JAUME TURBANY, ANTONIO COSCULLUELA, MAITE BARRIOS ` and XAVIER RIFA Dept. de Metodologia de les Ci` ncies del Comportament, Facultat de Psicologia, Divisi´ de e o Ci` ncies de la Salut (IV), Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 e Barcelona, Spain Abstract. Many studies have examined the factors that influence academic performance in primary and secondary education as well as at university, with the purpose of enhancing learning at these stages and reducing drop-out rates. It is within this research framework that we want to emphasise the deficient performance of students enrolled on the statistics course in the Faculty of Psychology at the University of Barcelona. Consequently, this paper attempts to determine the factors that affect student performance in this subject by undertaking an analysis of a structural equation model and determining its stability over time. In order to accomplish our objective, we worked with two samples of students enrolled statistics classes. The first group comprised 211 students enrolled in the academic year 2000– 2001, while the second comprised 287 students enrolled in the academic year 2001–2002. By administering a questionnaire, we obtained information concerning...
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...[pic] ACCOUNTING 26:010:652 Advanced Topics in Management Accounting Fall 2009 Instructor: Dr. Michael Alles Office: 1WP 928 Office Hours: F 9:00-10:00 or by appointment Email: alles@business.rutgers.edu Phone: (973) 353 5352 COURSE OBJECTIVES In recent years my colleagues and I have noticed that when we are recruiting we come across newly minted PhD students who are usually highly technically proficient in terms of being able to run regressions, do statistical testing, solve analytic models or whatever, but they often fail to demonstrate that they have thoroughly thought about their papers—in other words, when you push them about the implicit and explicit assumptions and implications of their research models, it appears that they haven’t really given these matters much thought at all.[1] Too often they fall back on saying that they are doing what they are doing because that is the way it is done in the prior literature, which is more of an excuse than a answer. (Of course, once a researcher reaches a certain age, they all feel that youngsters aren’t as good as they were in the good old days!) Therefore, in this class we shall go beyond simply studying research in managerial accounting. For many of you, this is your first introduction to accounting research and to PhD level class. Hence, in these classes we shall also learn how to solve business problems systematically and to understand what it means to have thoroughly “thought through” a paper. We...
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...Ethical Context Spring 2015 Course Syllabus Course Instructors: Name: | Karen Wensley | Office Location: | HH383J | Telephone: | (shared office) | Email: | kwensley@uwaterloo.ca | Office Hours: | Monday 12:00 – 1:00 or 3:00 – 3:30, Thursday 9:30 – 10:00 or 2:00 – 3:00 or by appointment, email | Name: | Krista Fiolleau | Office Location: | HH 383K | Telephone: | X38166 | Email: | k2fiolle@uwaterloo.ca | Office Hours: | Wednesdays, 9 AM to 11 AM, by appointment, or email | Name: | Darren Charters | Office Location: | HH 3153 | Telephone: | 519-888-4567 extension 32570 | Email: | dcharters@uwaterloo.ca | Office Hours: | Wednesdays, 2:00pm – 4:00pm, by appointment, or email | Course Description: AFM 311 focuses on developing the qualities and transferable skills necessary for integration, continuous learning, and professional development. The course is oriented around the ethical and moral issues faced by accounting and finance professionals. Students are expected to have taken AFM 211 before taking AFM 311. As well, AFM 431 (a precursor course to this one) as well as PHIL 215/ARBUS 202 are anti-requisites to this course. If a student has taken one of those courses and hasn’t already spoken to Professor Charters (or someone else in the SAF) about this he/she should speak to the professor as soon as possible so an appropriate determination of how to proceed can occur. More can be said about the course than the calendar description included...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...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) * Chpt 10: Acid-base Titrations, Chpt 11: EDTA Titrations (g, h) Course Description: Principles of gravimetric, volumetric, electrolytic, and other methods of analysis. Prerequisites and Co-requisites * One year of general chemistry + lab or equivalent (CHEM 211, 212R, 211L, 212LR * One year of college algebra or equivalent. (MATH 120) * Simultaneously...
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...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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...reading and studying focusing on print and online materials ISBN 1-256-09222-3 Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. c h a p t e r 7 hanh never had trouble keeping up with her high school reading assignments, but after four weeks of college she is already snowed under. With midterms coming in two weeks, she stays awake at night thinking about how much she has to learn. It seems as if all the reading she has done this term—particularly what she has read on the computer—has gone in one side of her brain and out the other, so she feels she has to start at the beginning. She has the sense that the way she is reading may be a problem, but it worked for her in the past, so why change now? In this chapter . . . you explore answers to the following questions: HOW can SQ3R help you own what you read? p. 190 WHAT improves reading comprehension? p. 200 HOW do you customize a text with highlighting and notes? p. 205 HOW can you read online materials effectively? p. 208 ISBN 1-256-09222-3 © Shutterstock Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Habit for Success ask questions Questions are the backbone of learning. They help...
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...BPP LEARNING MEDIA PUBLICATIONS CATALOGUE JANUARY-JUNE 2014 Multimedia learning materials from the experts Publications Catalogue | January – June 2014 bpp.com/learningmedia Part of the Apollo Global Education Network. All information is correct at time of print. For our latest prices and full terms and conditions please visit bpp.com/learningmedia Our materials are used by students and learning providers in over 188 countries At the heart of our business is a dedicated team of over 120 skilled and innovative individuals We sell to 51 countries in Europe Our most popular qualification is ACCA, we sell our products in 168 countries We provide a wider range of CIMA exam material than any other publisher We sell to more than 350 institutions in the UK We sell to 37 countries in the Americas We sell our CIMA materials in 108 countries We sell to 52 countries in Asia We sell to 44 countries in Africa Our FIA products are sold in 145 countries Our global distributor network includes over 80 distributors present in every continent Welcome to BPP Learning Media At BPP Learning Media, we seek to inspire, enthuse and guide people from all walks of life on every step of their educational journey. We have a passion for imparting knowledge and improving lives through education. The fact you are reading our publications catalogue tells us you share that passion. Together, we can work to improve life and career aspirations across the world. The trusted...
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...SUMMER INTERNSHIP PROGRAM PROJECT REPORT PROJECT TITLE: DEVELOPMENT OF BUSINESS STRATEGIES AND MEASURING THE EFFECTIVENESS OF DIRECT MARKETING ALONG WITH STUDENT’S PREFRENCES FOR ENTRANCE EXAM PREPARATION AT EduMENTOR COMPANY NAME: EduMENTOR EDUCATIONAL SERVICES UNDER GUIDANCE OF Prof.Dr.Y Malini Reddy SUBMITTED BY: NAME: Eshita Miglani ENROLLMENT ID: 09BSHYD0272 CONTACT NO.: 09910436436 EMAIL ID: eshitamiglani@yahoo.co.in ABSTRACT The project focuses on the various business operations that an organization, relating to the field of educational services undertakes, that help them build an identity for themselves in the niche marketing that they are catering to. In presence of immense competition, the major part of the study comprises of the detailed study of areas that not only improve and develop the product of the company but also help them reach a wider target audience. The business model of Edumentor has immense growth potential in the future, keeping in mind the recessionary periods. Hence, a study on organizational development of Edumentor and its various operations is the most prudent thing to do. In all, the study will encompass all functional areas of the organization. The project has been broken down into various phases for better understanding and segregation of work and operations undertaken ACKNOWLEDGEMENT The project I had undertaken required a lot of information gathering and guidance which has been provided by various...
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...CHAPTER I INTRODUCTION Background of the Study In any educational system there are three primary aspects of the learning-teaching process which are geared towards its end goal- that of growth and progress in knowledge, skills, abilities and attitudes of the students. First, educational goals are established either implicitly or explicitly. Secondly, learning experiences are designed to carry out the attainment of the goals. Finally, an evaluation is conducted to determine the extent to which the objectives have been established. This evaluation aspect has become the focus of study in the educational field. Evaluation involves the summing-up processes in which value judgments play a large part, as in grading and promoting students. Most educators considered that a school’s main business is promoting growth towards desirable and societal objectives; fewer agree on who should judge the desirability of these objectives. However, since all schools focus on student progress as the ultimate criterion, it is important to evaluate the status and gains of students expertly. If our evaluation procedures are poor, then the quality of the information on which we make judgments can not be adequate. Measurement and evaluation are indispensable to the growth of scientific education. They encompass judgments made by teachers and administrators. An important phase of this educational process involves the construction, administration, and scoring of tests. Before it is possible...
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