Check out these excerpts from BenchPrep's 2014 MCAT Playbook. The Playbook includes: synopsis of test sections and topics * get the lowdown on the new MCAT 2015 test format * check out dozens of real practice questions * review detailed answers and explanations * get the MCAT Test Day Do’s and Don’ts * find out who designs and writes the MCAT * get tips on how to adjust to the huge med school workload.
Join Next Step Test Preparation's national curriculum director as he reviews what it will take to succeed on the revised 2015 MCAT exam.
Dr. Anthony Lafond MD/PhD has taught the MCAT for over a decade and scored 42 on the exam himself.
Join us for a webinar introducing the MCAT study process. You'll learn:
- The right time to start studying
- How to plan your pre-med curriculum for MCAT success
- How the MCAT is changing in 2015 (and how that matters to you)
Next Step provides one-on-one MCAT prep programs with a 35+ scoring MCAT tutor. Learn more: http://nextsteptestprep.com/tests/mcat-tutor/
Presented by Scrub Ninjas® NCLEX-RN Review Game
www.scrubninjas.com
10 NCLEX Practice Questions on Management of Care for your NCLEX-RN/PN Review.
Scrub Ninjas® NCLEX-RN/PN Review APP
NCLEX RN Exam Review, the first ever NCLEX video game! Conquer your nursing boards by playing an action-packed ninja video game designed to make learning fun. Our content tailor-made for the NCLEX (A full range of high yield questions like the actual exam) based on the content guidelines from the NCSBN.
Awaken the mind with the Scrub Ninjas® and arm yourself with epic surgical infused ninja weapons, and traditional Japanese masks. Created for the visual learner, this stimulating game will help you retain high yield content and facts while as you strengthen your nursing skills. A perfect NCLEX study tool for all of you students on the go! Maximize and master your exams with friends and classmates. We wish you success future nurses of America, game on!
AVAILABLE ON
iTunes: http://bit.ly/NCLEXRNitunesFULL
Google Play: http://bit.ly/NCLEXANDROID
This PowerPoint is one small part of the Atoms and Periodic Table of the Elements unit from www.sciencepowerpoint.com. This unit consists of a five part 2000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 15 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus: -Atoms (Atomic Force Microscopes), Rutherford's Gold Foil Experiment, Cathode Tube, Atoms, Fundamental Particles, The Nucleus, Isotopes, AMU, Size of Atoms and Particles, Quarks, Recipe of the Universe, Atomic Theory, Atomic Symbols, #'s, Valence Electrons, Octet Rule, SPONCH Atoms, Molecules, Hydrocarbons (Structure), Alcohols (Structure), Proteins (Structure), Periodic Table of the Elements, Organization of Periodic Table, Transition Metals, Electron Negativity, Non-Metals, Metals, Metalloids, Atomic Bonds, Ionic Bonds, Covalent Bonds, Metallic Bonds, Ionization, and much more.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks
Solutions Manual for Discrete Event System Simulation 5th Edition by BanksLanaMcdaniel
Full download : https://downloadlink.org/p/solutions-manual-for-discrete-event-system-simulation-5th-edition-by-banks/
Solutions Manual for Discrete Event System Simulation 5th Edition by Banks
Join Next Step Test Preparation's national curriculum director as he reviews what it will take to succeed on the revised 2015 MCAT exam.
Dr. Anthony Lafond MD/PhD has taught the MCAT for over a decade and scored 42 on the exam himself.
Join us for a webinar introducing the MCAT study process. You'll learn:
- The right time to start studying
- How to plan your pre-med curriculum for MCAT success
- How the MCAT is changing in 2015 (and how that matters to you)
Next Step provides one-on-one MCAT prep programs with a 35+ scoring MCAT tutor. Learn more: http://nextsteptestprep.com/tests/mcat-tutor/
Presented by Scrub Ninjas® NCLEX-RN Review Game
www.scrubninjas.com
10 NCLEX Practice Questions on Management of Care for your NCLEX-RN/PN Review.
Scrub Ninjas® NCLEX-RN/PN Review APP
NCLEX RN Exam Review, the first ever NCLEX video game! Conquer your nursing boards by playing an action-packed ninja video game designed to make learning fun. Our content tailor-made for the NCLEX (A full range of high yield questions like the actual exam) based on the content guidelines from the NCSBN.
Awaken the mind with the Scrub Ninjas® and arm yourself with epic surgical infused ninja weapons, and traditional Japanese masks. Created for the visual learner, this stimulating game will help you retain high yield content and facts while as you strengthen your nursing skills. A perfect NCLEX study tool for all of you students on the go! Maximize and master your exams with friends and classmates. We wish you success future nurses of America, game on!
AVAILABLE ON
iTunes: http://bit.ly/NCLEXRNitunesFULL
Google Play: http://bit.ly/NCLEXANDROID
This PowerPoint is one small part of the Atoms and Periodic Table of the Elements unit from www.sciencepowerpoint.com. This unit consists of a five part 2000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 15 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus: -Atoms (Atomic Force Microscopes), Rutherford's Gold Foil Experiment, Cathode Tube, Atoms, Fundamental Particles, The Nucleus, Isotopes, AMU, Size of Atoms and Particles, Quarks, Recipe of the Universe, Atomic Theory, Atomic Symbols, #'s, Valence Electrons, Octet Rule, SPONCH Atoms, Molecules, Hydrocarbons (Structure), Alcohols (Structure), Proteins (Structure), Periodic Table of the Elements, Organization of Periodic Table, Transition Metals, Electron Negativity, Non-Metals, Metals, Metalloids, Atomic Bonds, Ionic Bonds, Covalent Bonds, Metallic Bonds, Ionization, and much more.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks
Solutions Manual for Discrete Event System Simulation 5th Edition by BanksLanaMcdaniel
Full download : https://downloadlink.org/p/solutions-manual-for-discrete-event-system-simulation-5th-edition-by-banks/
Solutions Manual for Discrete Event System Simulation 5th Edition by Banks
Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approa...cilass.slideshare
Presentation by Dr Diane Rossiter, Dr Catherine Biggs and Dr Robert Petrulis (University of Sheffield, Department of Chemical and Process Engineering and CILASS) at the Engineering Education Conference 2008, Loughborough, entitled: 'Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering'
Use of online quizzes to support inquiry-based learning in chemical engineeringcilass.slideshare
Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Lecture 1-Introduction to labour market skills (1).pptxShorooqSuleiman1
Introduction to labor market skills in Biology like : Define evidence-based medicine (EBM).
Explain the reasons for practicing EBM.
List the steps for practicing EBM.
Formulate background and foreground questions to be answered by EBM.
Detail the levels of scientific evidence in health care.
Use resources for EBM: pre-appraised evidence (Up-to-date, DynaMed, etc…) or search engines (PubMed, Medline, Google, Google Scholar).
Describe how science and practice of health care is moving forward from basic research to practice (translational science).
Define IT and IoT.
Identify the criteria needed to use IoT in health care.
Describe how technology, basic science and research has changed the job market.
Describe how technology, basic science and research has changed the job market.
Define “Big Data” and how it is collected.
Recognize the advantages and disadvantages of large data collection.
Identify the uses of IoT in medical education.
Describe the uses of IoT in virtual lab and surgical simulation.
Organochlorine Pesticides in Fruits & Vegetables v2zq
Organochlorine Pesticides in Fruits & Vegetables - Resources for Healthy Children www.scribd.com/doc/254613619 - For more information, Please see Organic Edible Schoolyards & Gardening with Children www.scribd.com/doc/254613963 - Gardening with Volcanic Rock Dust www.scribd.com/doc/254613846 - Double Food Production from your School Garden with Organic Tech www.scribd.com/doc/254613765 - Free School Gardening Art Posters www.scribd.com/doc/254613694 - Increase Food Production with Companion Planting in your School Garden www.scribd.com/doc/254609890 - Healthy Foods Dramatically Improves Student Academic Success www.scribd.com/doc/254613619 - City Chickens for your Organic School Garden www.scribd.com/doc/254613553 - Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica www.scribd.com/doc/254613494 - Simple Square Foot Gardening for Schools - Teacher Guide www.scribd.com/doc/254613410 - Free Organic Gardening Publications www.scribd.com/doc/254609890 ~ pesticideresearch.com
Hey Carzetta, You did a beautiful job on your char.docxhanneloremccaffery
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
It is crucial for students appearing for CA CPT to have access to excellent academic
resources. It helps them to augment their exam preparation. Once the learning phase is
over, and the students are done absorbing concepts from the study material, it is time
to revise and practice till perfection knocks at your door.
This is a professional development workshop on setting a semester examination paper. While some in-house policies make this presentation local, most of its contents are globally relevant--any university and colleges can apply its contents.
Checkout CSIR NET Complete Exam Guide and get all your doubts clear along with all the necessary information regarding exam pattern, Syllabus and preparation.
Assignment Title Conducting Primary ResearchDeveloping the ab.docxssuser562afc1
Assignment Title: Conducting Primary Research
Developing the ability to conduct primary research can be an invaluable asset to add to your business tool belt. In this assignment, you will engage in developing the following professional competencies related to marketing research:
Analyze qualitative data in decision making.
Marketing researchers conduct primary research to gain human perspective on the problem or opportunity being studied, or to identify problems or opportunities for study.
Directions for completing this assignment:
In this assignment, you will analyze the Student Computer Lab (Click Here) case study. To effectively meet the requirements of this assignment, analyze the qualitative data derived from the primary research found in the case study scenario.
To successfully complete this assignment, write a 2-3 page critical essay covering the following topics:
1. Determine overall student satisfaction with the computer lab.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for the student computer lab.
4. What do you see as the benefits and limitations of the focus group findings? Do you think the task force plan for utilizing the focus groups is appropriate?
5. What changes would you make to improve the problems or to capitalize on the opportunities identified in the primary research? Collect and describe student recommendations for improvements.
Directions for Submitting this Assignment:
Review the grading rubric below before beginning this activity. For additional help with your writing and APA citation, please visit the Kaplan University Writing Center. Compose your Assignment as a Microsoft® Word® document and save it as (Example: TAlex-MT355 Assignment-Unit5.docx). Submit your file by selecting the Unit 5: Assignment Dropbox by the end of Unit 5.
Case Scenario
Student Computer Lab
A major university served over 2,000 undergraduate and graduate students majoring in business administration. The large number of students enrolled in the Business School coupled with increasing use of computer technol- ogy by faculty and students created overwhelming demands on the Business School’s computer center. In order to respond, the Business School decided to upgrade its computer facilities.
Rod Stevenson, director of the Student Computer Center (SCC), opened a new computer lab in the fall of 2007. The new lab offered specialized software required by student courses and the latest technology in hardware and software.
Computer Lab Project
After operating for six months, Stevenson recognized some potential problems with the new computer lab. Although the number of computers had doubled, student suggestions and complaints indicated that the demand for computers at times exceeded the available resources. To address this problem, Stevenson established a task force to investigate the ...
JEE Main, the Joint Entrance Examination, conducted online is a new platform for all Engineering aspirants across India. This exam is the open door to IIT's, NIT's, CFTI's and all private Engineering college in India.
Group 1
20
Investigation of a Tutoring Program
Prepared for Mr. Troy Place
By
IME316
November 30, 2012
Table of Contents
List of Illustrations...........................................................................................................................3
Executive Summary.........................................................................................................................4
Introduction......................................................................................................................................5
Purpose................................................................................................................................5
Procedure.............................................................................................................................5
Limitations...........................................................................................................................6
Report Format......................................................................................................................7
Discussion Section...........................................................................................................................7
Determining the Demographics of R
espondents.................................................................7
Generalizing the Demand
and Supply for a Tutoring Program...........................................8Analyzing Majors
vs. Demand and Supply.........................................................................9
Analyzing Class Standing
vs. Demand and Supply..........................................................12
Analyzing Respondent
GPA vs. Demand and Supply......................................................14
Considering Wages
and Costs of a Tutoring Program......................................................15
Identifying Tutoring
Service Locations, Times, and Duration..........................................16
Conclusions....................................................................................................................................17
Recommendations..........................................................................................................................19
Appendix A: Tutoring Program Questionnaire.............................................................................21
List of Illustrations
Table 1: Respondents’ Majors at CEAS.........................................................................................
8
Table 2: Respondents’ Majors vs. Demand..................................................................................10
Table 3: Respondents’ Majors vs. Supply....................................................................................11
Figure 1:
Respondents’ Class Standings vs. Demand....................................................................12
Figure 2: Respondents’ C ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approa...cilass.slideshare
Presentation by Dr Diane Rossiter, Dr Catherine Biggs and Dr Robert Petrulis (University of Sheffield, Department of Chemical and Process Engineering and CILASS) at the Engineering Education Conference 2008, Loughborough, entitled: 'Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering'
Use of online quizzes to support inquiry-based learning in chemical engineeringcilass.slideshare
Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Lecture 1-Introduction to labour market skills (1).pptxShorooqSuleiman1
Introduction to labor market skills in Biology like : Define evidence-based medicine (EBM).
Explain the reasons for practicing EBM.
List the steps for practicing EBM.
Formulate background and foreground questions to be answered by EBM.
Detail the levels of scientific evidence in health care.
Use resources for EBM: pre-appraised evidence (Up-to-date, DynaMed, etc…) or search engines (PubMed, Medline, Google, Google Scholar).
Describe how science and practice of health care is moving forward from basic research to practice (translational science).
Define IT and IoT.
Identify the criteria needed to use IoT in health care.
Describe how technology, basic science and research has changed the job market.
Describe how technology, basic science and research has changed the job market.
Define “Big Data” and how it is collected.
Recognize the advantages and disadvantages of large data collection.
Identify the uses of IoT in medical education.
Describe the uses of IoT in virtual lab and surgical simulation.
Organochlorine Pesticides in Fruits & Vegetables v2zq
Organochlorine Pesticides in Fruits & Vegetables - Resources for Healthy Children www.scribd.com/doc/254613619 - For more information, Please see Organic Edible Schoolyards & Gardening with Children www.scribd.com/doc/254613963 - Gardening with Volcanic Rock Dust www.scribd.com/doc/254613846 - Double Food Production from your School Garden with Organic Tech www.scribd.com/doc/254613765 - Free School Gardening Art Posters www.scribd.com/doc/254613694 - Increase Food Production with Companion Planting in your School Garden www.scribd.com/doc/254609890 - Healthy Foods Dramatically Improves Student Academic Success www.scribd.com/doc/254613619 - City Chickens for your Organic School Garden www.scribd.com/doc/254613553 - Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica www.scribd.com/doc/254613494 - Simple Square Foot Gardening for Schools - Teacher Guide www.scribd.com/doc/254613410 - Free Organic Gardening Publications www.scribd.com/doc/254609890 ~ pesticideresearch.com
Hey Carzetta, You did a beautiful job on your char.docxhanneloremccaffery
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
It is crucial for students appearing for CA CPT to have access to excellent academic
resources. It helps them to augment their exam preparation. Once the learning phase is
over, and the students are done absorbing concepts from the study material, it is time
to revise and practice till perfection knocks at your door.
This is a professional development workshop on setting a semester examination paper. While some in-house policies make this presentation local, most of its contents are globally relevant--any university and colleges can apply its contents.
Checkout CSIR NET Complete Exam Guide and get all your doubts clear along with all the necessary information regarding exam pattern, Syllabus and preparation.
Assignment Title Conducting Primary ResearchDeveloping the ab.docxssuser562afc1
Assignment Title: Conducting Primary Research
Developing the ability to conduct primary research can be an invaluable asset to add to your business tool belt. In this assignment, you will engage in developing the following professional competencies related to marketing research:
Analyze qualitative data in decision making.
Marketing researchers conduct primary research to gain human perspective on the problem or opportunity being studied, or to identify problems or opportunities for study.
Directions for completing this assignment:
In this assignment, you will analyze the Student Computer Lab (Click Here) case study. To effectively meet the requirements of this assignment, analyze the qualitative data derived from the primary research found in the case study scenario.
To successfully complete this assignment, write a 2-3 page critical essay covering the following topics:
1. Determine overall student satisfaction with the computer lab.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for the student computer lab.
4. What do you see as the benefits and limitations of the focus group findings? Do you think the task force plan for utilizing the focus groups is appropriate?
5. What changes would you make to improve the problems or to capitalize on the opportunities identified in the primary research? Collect and describe student recommendations for improvements.
Directions for Submitting this Assignment:
Review the grading rubric below before beginning this activity. For additional help with your writing and APA citation, please visit the Kaplan University Writing Center. Compose your Assignment as a Microsoft® Word® document and save it as (Example: TAlex-MT355 Assignment-Unit5.docx). Submit your file by selecting the Unit 5: Assignment Dropbox by the end of Unit 5.
Case Scenario
Student Computer Lab
A major university served over 2,000 undergraduate and graduate students majoring in business administration. The large number of students enrolled in the Business School coupled with increasing use of computer technol- ogy by faculty and students created overwhelming demands on the Business School’s computer center. In order to respond, the Business School decided to upgrade its computer facilities.
Rod Stevenson, director of the Student Computer Center (SCC), opened a new computer lab in the fall of 2007. The new lab offered specialized software required by student courses and the latest technology in hardware and software.
Computer Lab Project
After operating for six months, Stevenson recognized some potential problems with the new computer lab. Although the number of computers had doubled, student suggestions and complaints indicated that the demand for computers at times exceeded the available resources. To address this problem, Stevenson established a task force to investigate the ...
JEE Main, the Joint Entrance Examination, conducted online is a new platform for all Engineering aspirants across India. This exam is the open door to IIT's, NIT's, CFTI's and all private Engineering college in India.
Group 1
20
Investigation of a Tutoring Program
Prepared for Mr. Troy Place
By
IME316
November 30, 2012
Table of Contents
List of Illustrations...........................................................................................................................3
Executive Summary.........................................................................................................................4
Introduction......................................................................................................................................5
Purpose................................................................................................................................5
Procedure.............................................................................................................................5
Limitations...........................................................................................................................6
Report Format......................................................................................................................7
Discussion Section...........................................................................................................................7
Determining the Demographics of R
espondents.................................................................7
Generalizing the Demand
and Supply for a Tutoring Program...........................................8Analyzing Majors
vs. Demand and Supply.........................................................................9
Analyzing Class Standing
vs. Demand and Supply..........................................................12
Analyzing Respondent
GPA vs. Demand and Supply......................................................14
Considering Wages
and Costs of a Tutoring Program......................................................15
Identifying Tutoring
Service Locations, Times, and Duration..........................................16
Conclusions....................................................................................................................................17
Recommendations..........................................................................................................................19
Appendix A: Tutoring Program Questionnaire.............................................................................21
List of Illustrations
Table 1: Respondents’ Majors at CEAS.........................................................................................
8
Table 2: Respondents’ Majors vs. Demand..................................................................................10
Table 3: Respondents’ Majors vs. Supply....................................................................................11
Figure 1:
Respondents’ Class Standings vs. Demand....................................................................12
Figure 2: Respondents’ C ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Model Attribute Check Company Auto PropertyCeline George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. The MCAT is likely the single-most
important factor in your future
medical
career. So rise to the occasion with
, the world’s most advanced
test prep study
tool. Study
thousands of questions, review detailed
explanations, and peruse review material
by top-tier publishers. Follow a study guide
to track your progress, and sync what
you’ve done over the web, your
iPad, or Android
iPhone,
! Leave the heavy
books behind, start studying
instantaneously, and the rest is history.
3. MCAT2015
Between Spring 2014
and January 2015
The MCAT will look a lot different in 2015. Early in 2012, the Association of
American Medical Collegs (AAMC) decided to make radical changes to the
MCAT, aiming to make the test more multidisciplinary and with more real-world
applicability. The MCAT2015 will likely be even more difficult, and will have
different sections from the MCATs of the past.
When will you be
ready to test?
Spring 2015 or later
Current MCAT
MCAT 2015
last test date is Jan. 13, 2015
first test date in early 2015
Structure
3 sections
4 sections
Molecular, Cellular
and Organismal
Foundations of
Living Systems
Verbal
Reasoning
Psychological,
Social, and and
Biological Foundations of Behavior
Physical, Chemical
and Biochemical
Foundations of
Living Systems
Biological
Sciences
Physical
Sciences
Critical Analysis
and Reasoning
Skills
Length
About 5 hours
About 7 hours
Time
Questions
Section
Time
Questions
Section
70 min.
52 questions
Physical Sciences
95 min.
67 questions
Molecular, Cellular, & Organismal
70 min.
52 questions
Biological Sciences
95 min.
67 questions
Physical, Chemical, & Biochemical
60 min.
60 questions
Verbal Reasoning
95 min.
67 questions
Psychological, Social, & Biological
90 min.
60 questions
Critical Analysis and Reasoning
74 W 56 Ba
37 Rb 22 Ti
11 Na 4 Be 1 H 3 Li
73 Ta 41 Nb 12 Mg
Questions generally confined
to specific disciplines
General Scope
Aims to be more multidisciplinary,
with real-world applicability
Which Test Will I Take?
New Verbal Section
New topics include
Depending on whether your med school
accepts MCAT scores from 2 or 3 years back,
you may be able to start med school with an
old MCAT score as late as the 2019 schoolyear.
No passages on technology
or natural science
MORE questions on
biochemistry, psychology,
and sociology.
2015
2016
2017
2018
For up-to-date information about the MCAT2015, check out https://www.aamc.org/students/applying/mcat/mcat2015/
2019
2020
http://benchprep.com
4. Table of Contents
5
Ch. 1: MCAT 101
Overview of the MCAT • MCAT Length and
Format • About the Computerized MCAT •
55
Ch. 5: MCAT Test Prep Resources
Overview of MCAT Resources • MCAT Resource
Breakdown • Group Classes and In-Person
Sections of the MCAT • What’s on the MCAT?
Tutoring • MCAT Prep Books • MCAT Book Re-
• Who Designs the MCAT? • How is the MCAT
views: The Top 5• Free Online MCAT Resources
Scored? • What’s the Trial Section? • Where and
• Online Self-Based Learning Programs
When Should I Take the MCAT? • How Much
Does It Cost? • What’s a Good MCAT Score? •
The New MCAT 2015 Format Infographic
20
65
Ch. 6: MCAT Test Day
Know Your Test: Time Structure of the MCAT •
7 Ways to Manage Stress Before the Big Test •
Ch. 2: The Physical & Biological
Sciences Sections
MCAT Test Day Tips • 7 Reasons Why Staying
Overview of the Physical and Biological Scienc-
Test • 5 Things to Bring on MCAT Test Day •
es Sections • Format of the Science Sections •
MCAT Test Day Do’s and Don’ts
Relaxed Will Help You Score Well on the Big
Topics Overview: Math on the MCAT • Topics
Overview: Phyiscal and Biological Sciences
Sections • Types of Passage-Based Questions •
Practice Questions • A Note on the Content of
75
Science Sections
36
Ch. 7: Applying to Med School /
Med School Survival Kit
MCAT Scores Q&A • The Ideal Med School
Application • After the MCAT: Enjoying the
In-Between Days • Med School Survival Kit •
Ch. 3: The Verbal
Reasoning Section
Adjusting to the Med School Workload • Not
Overview of the MCAT Verbal Section • Format
Anymore • Getting Enough Sleep • Dealing with
of the MCAT Verbal • Types of Questions • Pre-
Gross Anatomy
paring for the MCAT Verbal Section • Test-Taking
Tips for Verbal Reasoning • Practice Questions
45
Ch. 4: MCAT Study
Strategies & Tips
Being the Smartest Person in the Classroom
86
Ch. 8: Solutions & Explanations
to Sample Questions
Correct Answers • Detailed Explanations for Every Answer Choice • Most-Common Incorrect
Getting Started on MCAT Preparation • Making
Answers • Average Time Spent on Each Ques-
Study Plans • 6 Strategies for Answering MCAT
tion • Graphs and Charts
Questions • Questions, Questions, Questions!
The Importance of Q&A for MCAT Prep • Which
Extra Courses Should I Consider Taking?
142
Ch. 9: Conclusion
Introduction to BenchPrep’s MCAT Test Prep
Program • BenchPrep Games, Flashcards,
Adaptive Nature and Other Features • How
BenchPrep Can Improve Your MCAT Score •
Special $50 Off BenchPrep Promo Code
BenchPrep | MCAT Playbook 2014 | 4
5. Chapter 1
MCAT 101
Overview of the MCAT
MCAT Length and Format
About the Computerized MCAT
Sections of the MCAT
What’s on the MCAT?
Who Designs the MCAT?
How is the MCAT Scored?
What’s the Trial Section?
Where and When Should I Take the MCAT?
How Much Does It Cost?
What’s a Good MCAT Score?
The New MCAT 2015 Format Infographic
6. Format of the MCAT Test
Computer Tutorial (optional)
70 minutes
PHYSICAL SCIENCES
multiple-choice
questions
52
7 passages with 4-7 questions each,
plus 13 stand-alone questions
Break - 10 min
60 minutes
VERBAL REASONING
multiple-choice
questions
40
7 passages with
5-7 questions each
Break - 10 min
70 minutes
BIOLOGICAL SCIENCES
multiple-choice 7 passages with 4-7 questions each,
plus 13 stand-alone questions
questions
52
Break - 10 min
TOTAL
TRIAL SECTION
45 minutes
32 questions
176
245
questions
(4hrs. 5min.)
minutes
Survey - no test content
http://benchprep.com
7. Chapter 2 – The Physical and Biological Sciences Sections
Sample Physical Science Passage
For detailed solutions and analysis of BenchPrep users’ performance on these questions, refer to Ch. 8
Q.01
Read the following and the question.
Information regarding the amounts of substances that actually react to form the
products are of extreme help. Analyzing reactions and having the balanced equations help chemists to determine the correct and optimum proportions of reactants
to be used. There are various other factors besides the amount of reactants, which
determine the efficiency of reactions.
Experiment 1
2 Al + Fe2O3
2 Fe + Al2O3
Student 1 used 40.5 g of aluminum and 80 g of Fe2O3 for Reaction I. A second
student conducted the same reaction with a different amount for one of the reactants. The second student used 40.5 g of aluminum, and 90 grams of Fe2O3. A
third student also conducted the same reaction with 54 g of aluminum and the
same amount of Fe2O3 used by the first student.
Experiment 2
Reaction II involved the production of Al2O3 from aluminum hydroxide This was
done by heating aluminum hydroxide.
2 Al(OH)3 (s)
Al2O3 (s) + product x
Experiment3
Fe2O3(s) + 3CO(g)
heat
2Fe(s) + 3CO2(g)
What is the most likely identity of product x?
A.
B.
C.
D.
aluminum
water
hydrogen
oxygen
BenchPrep | MCAT Playbook 2014 | 28
8. BenchPrep
Presents
YES
When Should I Take The MCAT?
Are you feeling
ready for the test?
TOP MED SCHOOLS
NO
Have you started studying?
Download
the BenchPrep app
& start studying
NOT
YET
Harvard
John Hopkins
University of Pennsylvania
Stanford
University of Chicago
WashU
Yale
Columbia (NY)
Duke
University of California
San Francisco
Facts to Consider
Are you ready now?
YES
THE
MCAT
Magic Score
Time to take the test.
The MCAT is about
When do you want to apply
to med school?
with 3
30
5 hrs. long,
ten minute
optional breaks
The MCAT costs $275
Fall
Summer
Spring
25.2
Winter
The average
MCAT score
Coursework required
3
Take by
March
3
8
6
Take by
June
6
Take by
August
Biology , Chemistry ,
Physics , Organic Chemistry
8
10
Take by
October
Sources
http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-medical-schools/research-rankings
https://www.aamc.org/students/applying/amcas/
In 2015, the MCAT
will undergo a
major revamp.
10
2013
You can expect your results
about 4 weeks after you
take the MCAT
9. Chapter 4 – MCAT Study Strategies and Tips
Which Extra Courses Should I Consider Taking?
A question that often arises among pre-med students is whether they should take
more advanced science courses beyond the core requirements when preparing for
the MCAT, and if so, which ones and when? There is no right answer to this question,
and it depends on your own course schedule
Since most universities offer quite a few potential additions to your academic record, it’s important to have an idea of what they are and why you should consider
taking them.
1. Biochemistry: Biochemistry is, as it sounds, a combination of biology and
chemistry, concerned with the biochemical reactions / metabolism taking
place constantly within the body. Even though this subject has wide impact
and applicability in medicine, the real reason to take it in college is so that
you’ll have seen and experienced it prior to encountering it in medical school.
Biochemistry can be intimidating at first, so having some proficiency in the
language can be invaluable when first acclimating to your new environment.
2. Anatomy and/or Physiology: These are two of the core courses in medical
school, and arguably the two most important basic science courses in terms
of clinical medicine. While you’ll go nowhere near as in-depth in either area,
just having seen the material before will make your life easier when you encounter the real deal. And perhaps even more importantly, you’ll be that
much more well versed in these knowledge bases as you proceed towards
doctorhood.
3. Microbiology: This extra knowledge will help out in med school when you
have to memorize all those small critters. Plus you’ll be amazed to learn
what’s really going on all around us on a smaller scale.
4. Other Science Options: Lots of other elective course could help out out
in med school, and potentially on the MCAT: Genetics, Physical Chemistry
(“P-Chem”), Comparative Physiology, Particle/Quantum Physics, Calculus
BenchPrep | MCAT Playbook 2014 | 53
10. Chapter 6 – MCAT Test Day
5 Things to Bring on MCAT Test Day
On test day, you want to be as comfortable as possible. Unfortunately, strict test
proctors have a tendency to make test-takers really uncomfortable. Make sure you
come to the test center prepared, and knowing what to expect. Here’s what to take
with you:
Comfortable clothes
You’re not going to want to be shivering
or sweating when trying to remember physics properties. Make sure you
bring some layers of long-sleeved
clothes. Testing centers are often chilly.
Photo ID
A driver’s license or
passport should do the trick in the
US. Made sure your ID matches the
name on your registration exactly!
Directions to
the testing center
If you have a smartphone, put
the address in the night before.
Sometimes MCAT testing centers don’t really look like much
on the outside. So it might
even be smart just past beforehand just so you know exactly
where the testing center is,
and where you’ll need to park.
You’ll need to be at the testing
center 30 minutes prior to your
appointment time.
A positive attitude!
A snack and a drink
You’ll have three optional
10-minute breaks during
the test, to use the restroom, drink something, and eat a snack.
Some testing centers will allow you to access
your locker (where’s you’ll store your personal
belongings) and others will not. Either way,
you’ll be able to have access to your snack
and drink.
You have already learned
most of what you need
to learn to do well on the
MCAT. You’ve practiced and
studied for countless hours. You’ve
got the vocab of Shakespeare and the
science acumen of Galileo. So all thats
left for you to do is go in there knowing you're going to knock it out of the
park, and do it!
BenchPrep | MCAT Playbook 2014 | 72
11. As you navigate your MCAT
prep work, know this:
entering medical school
and making your way
can be a very uncertain
and emotional time.
12. Chapter 7 – Applying to Med School / Med School Survival Kit
The Ideal Med School Application
Unfortunately, no one can offer you the perfect recipe for an application to medical
school, because it will be reviewed by human beings, all of who have their own sensibilities and preferences. But there are definitely some things you’ll want to include
or do, and certain things that you’ll want to avoid. Below are a few pointers on how
to help your application stand out from the crowd, in a positive and memorable way.
1. Market Yourself: Some of getting into medical school, particularly amidst stiff
competition, involves marketing yourself, as if you were applying and interviewing for a job. Doing so in the most flattering and impressive way possible
is important. Whether it’s in writing your letter or essay, or during the interview, find a creative and gentle way to accomplish this. Perhaps offer that
you always knew you liked science/medicine because you enjoyed learning
and acing your classes, and your all-star MCAT score just made you that
much more certain that it was for you. You get the idea.
2. Personal Statement: After grades and MCAT scores, the personal statement
—and any supplementary essays— is the next most important consideration
for committee members. It not only distinguishes you in a very personal way,
but it is something concrete that can be reviewed and analyzed, and appreciated. With this in mind, strive to make your essay(s) as sincere and heartfelt as
possible. Make it your own and make it distinct, because they can tell when
someone is just phoning it in. You don’t have to be a fantastic writer in order
to make a great impression.
3. Other Stuff: Another fine line you may have to toe is figuring out how much
extra stuff should be included in your application. Most college students
have several extracurriculars that they should proudly highlight on their application, and in general, you should try to pack in as many relevant activities
and organizations as possible. The only problem is when someone crams so
much information (or lots of irrelevant info) into the “space provided” that it
ends up diluting the substance of what’s listed there. Even though in this case
BenchPrep | MCAT Playbook 2014 | 79