Australian University Ranking Choose A Right One For You

Are you fascinated with the fancy of studying in abroad? Majority of the students all over the world dreamed of achieving a higher degree from the foreign university. However, USA and UK are their prior choices, nowadays Australian universities are getting popularity with their efficient courses and facilities. The decision of studying abroad requires a lot of time and consideration. This is one decision which cannot be taken over night. It requires a lot of research and thinking because one blunder can ruin your whole career. Your entire career rests on this one decision. Therefore, before choosing a right abroad university, it is better to have information about the university rankings and courses.

Learning in an Australian university is nowadays a big craze. Studying in Australia can launch your career in best way. If you are planning to get admitted in an Australian university and expose your knowledge in the world, here you will get the top Australian University ranking to choose right one for you from.

1.Australian National University

2.The University Of Sydney

3.University Of Melbourne

4.University of Queensland

5.Charles Darwin university

6.University Of western Australia

7.bond university

8.Curtin university

9.Macquarie University

10.Victoria university

11.The university Of Sydney

12.Monash University

13.University Of New South Wales

14.Charles Strut University

Australia is achieving popularity and emerging as new destinations to study abroad and giving many opportunities and inviting more amore students. As compared to other abroad universities, Australian universities are offering potential courses in reasonable tuition fees. So, every year flocks of students are migrating towards Australia for achieving higher degree from a reputed university. The international acclamation of Australian universities and their international standard quality of teaching and accessibility of research activities, has a great contribution in the popularity of
Australian Universities among foreign students for example my uni.

Australian government also made available scholarships for international students and apply for financial aid for the needy students. So, the students can fulfil their dreams of higher education on foreign shores. You can visit a university at university open days, to gather the information you want. If you are looking for any Australian university to get admitted, The University Ratings are the unique system where you will get right information about Australian universities. You can get more information about it at uniaustralia.com.au. Visit them today.

Atlanta Celtics Basketball

The Atlanta Celtics organization is a non-profit spring and summer youth basketball program that works to develop life changing skills in talented student athletes. For more than 20 years their mission has been to help guide children as they learn to make good decisions on and off the basketball court. The program encourages the kids to work hard to be the best they can be today, and to become strong leaders and productive citizens in the future.

The Celtics organization believes the team concept is an essential part of the programs plan. Players learn to work together as a team, showing good sportsmanship and being unselfish on offense. All players on the team are utilized, and the basic fundamentals of the game are emphasized. The style of play is aggressive, and players must be in good physical condition. The Atlanta Celtics teams compete against top teams in Georgia and the Southeast.

In addition to their work on the basketball court, Celtics players are expected to achieve academic success as well. Special tutoring is provided to players who need extra help with their studies. The Celtics partner with Academic Assistance Program, Inc. (AAP) to provide this service for those families. Every child that plays basketball in the Celtics program is encouraged to attend college to further their education. Many players in the program have gone on to receive scholarships to top rated colleges and universities. Celtics players have played college basketball at University of Georgia, Georgia Tech, Auburn University, LSU, Virginia Tech, Alabama, University of Florida, and Florida State. Several of the programs alumni have had careers in the NBA.

Students as young as the 3rd grade may try out for the Celtics. There are teams for youth ages 7-19 years of age, in elementary, middle, and secondary school. The organization averages between 20-26 teams per season. Tryouts are held in January. Some of the teams may play in the very competitive Amateur Athletics Union (AAU) and the Youth Basketball of America (YBOA) tournaments, which are held 2 to 3 weekends each month during the season. These organizations sponsor regional and state tournaments, and winning teams may qualify for the national tournament that is held each summer.

The Atlanta Lady Celtics girls division, for female athletes in high school, is a subsidiary of the Atlanta Celtics. The teams are members of the adidas Grassroots Girls Basketball organization and play in affiliated adidas tournaments. In 2011 90% of the graduating girls accepted scholarships to play basketball at the college level, in such schools as Georgia Southern, Mercer, and the Air Force Academy.

Arts Program Helps You Hone In On An Area Of Interest

The Arts program at Centennial College offers students a solid foundation in the areas of humanities, social and communities studies.

One of the biggest mistakes people make when deciding on a post-secondary education program is to enter an offering they arent completely sure about and wasting their hard-earned dollars only to drop out. To get a solid foundation for those with an interest in social arts such as humanities, social and communities studies Centennial College offers its General Arts and Science Arts program.

Designed as an educational stepping-stone to more specific and advanced arts programs, this offering will benefit students who are interested in pursing an education in specialized programs such as Child Studies, Communication Arts, Community Services or Hospitality and Tourism Administration; those who dont possess the academic admission credentials needed to enter a university program; anyone who wonders if college or university is the right choice for him or her; those who would like to apply to a university arts degree program; and those who are undecided in their career goals and wish to explore various opportunities.

In order to apply to this arts program, students are required to have completed at minimum an Ontario Secondary School Diploma (OSSD) or equivalent, or mature student status (19 years of age)? Additionally they must have completed the English Grade 12 (C or U) or equivalent, or skills assessment. It is important to note that possession of minimum admission requirements does not guarantee admission to program.

The arts program takes two semesters to complete but students are essentially able to determine the length of the program (from one to four semesters) based on future goals. During their time in the offering, students cover a variety of subjects in the humanities and social sciences, and obtain communications and learning skills. Some specific courses in the Arts program include: Pathways to Academic Success (provides an opportunity for learners to explore career directions and other post secondary education options related to their personal identities, traits and interests. Learners explore and enhance their self-management and academic competencies necessary for success in their academic and personal life); Human Genomics: An Ethical View (to some extent, the course enhances technical knowledge of genetics but the primary focus of the course is on the social and moral implications of the genetic revolution); Logical Self-Defense (teaches students to distinguish types of language, such as descriptive, explanation, and argument, to see how arguments are used to persuade and convince); and more.

After a year of in the Arts program with at least a 3.0 GPA, students may proceed directly into the first year of a university arts program. The Arts program even has articulated programs with selected universities, institutes and professional associations. These schools include: Athabasca University, Griffith University, Ryerson University and York University.

Are Urea Fuel Cells The Solution To Traffic Polution

In 1992, NBC News reported that a 37 year old earthquake victim in Egypt had been found alive beneath a pile of rubble and that he had survived by drinking his own urine. This is the kind of story that tends to turn people’s stomachs as most imagine that urine is highly toxic, or at best unhealthy, when actually it isn’t at all. It’s purely a means for the body to extract substances that it does not need at a particular time. Sometimes, in circumstances when access to water is denied, urine can save lives.

Other Uses for Urine
Apparently, urine has other uses besides that of being a life saver in catastrophic situations. Ninety-five percent of it consists of water with another two and a half percent being urea and the remainder a mixture of various substances including enzymes, minerals, salts and hormones [1]. It also contains phosphorus which is essential to food production. Phosphorus is therefore the subject of great concern currently as stocks of this chemical are in decline worldwide.

The enzymes in urine can be of great use to medicine. This is because enzymes act as catalysts; that is to say they produce chemical reactions. This is why they are essential to metabolism within the human body as without them the speed of metabolism would be too slow for the host organism to remain alive [2]. Urea is also called carbamide and is an organic chemical compound which is produced when the body metabolises protein. It is found in many species besides humans and can also be produced artificially with the aid of various other inorganic compounds [3].

Urine used for Hydrogen Production
Researchers from Ohio University’s Russ College of Engineering have discovered a way in which urea can be processed into hydrogen for use in hydrogen fuel cells. They have developed a urea wastewater electrolyzer which can directly convert urine into hydrogen [4]. This is important because hydorgen is a very clean energy source and increasingly is being seriously considered as a viable replacement for oil and petrol in motor vehicles.

At present most of the hydrogen available for use in such a manner has to be obtained from reforming natural gas. However, small amounts can be generated using water electrolysis in order to separate the oxygen from the hydrogen in the water so it can then be utilised. A fuel cell is essentially a device which uses electrolysis by electrochemically converting hydrogen and oxygen into water, thus producing electricity as a by-product. The way in which a fuel cell differs from an ordinary battery is that unlike the battery, which has the various chemicals required for the conversion stored inside it, the fuel cell is fed by a constant stream of chemicals flowing through it.In the vast majority of the fuel cells currently in use, the chemicals concerned are hydrogen and oxygen [5].

In the same way as a battery, a fuel cell has two electrodes called an anode and a cathode. In the fuel cell the hydrogen passes over the anode where it is forced through a platinum-coated catalyst which converts the hydrogen into protons and electrons. These flow out of the cell in different directions; the protons pass through an electrolyte but the electrons flow through an electrolytic membrane to the cathode where they are combined with oxygen to produce water [6]. It is the action of the splitting of the proton from the electron that produces the electricity and therefore generates the heat.

As a result the byproducts are electricity (and therefore heat) and water [7]. The most popular kind of fuel cell, and the type that has most potential as a renewable energy device, is the polymer exchange membrane fuel cell (PEMFC). The membrane in such a cell is a thin plastic membrane which is permeable to protons when saturated but does not admit electrons. Since each fuel cell produces only a small amount of voltage the cells have to be stacked together into a single functioning unit when used to provide power for homes and vehicles [8].

The device developed by Ohio University operates through the electrolysis of urine in an alkali medium to extract the urea. In this design, a low-cost gel is used in contrast to the normal potassium hydroxide. In removing the urea, hydrogen and ammonia are produced. Another way in which the urea fuel cell differs from a normal fuel cell is that in this instance a nickel catalyst is used instead of the normal platinum which has been shown to be ineffective when electrolyzing urea.

The new technology is so far the only way in which hydrogen can be produced directly from urea; it has widespread potential being ideal for use as an isolated unit capable of producing energy from human excreta. This would be of great benefit in isolated communities such as military garrisons which currently spend over $7 millon on energy. Another benefit in such circumstances would be a drastic reduction in the amount of human sewage, the processing of which is currently responsible for the release of several million tonnes of greenhouse gases.

Further Research
Further research on urea-fuelled systems is being carried out at Heriot-Watt University by Dr Shanwen Tao and his assistant Dr Rong Lan [9]. The two scientists have developed a prototype Carbamide Power System which operates using urea-fuel cells and the project has attracted a 130,000 grant from the Engineering and Physical Sciences Research Council to aid development. Dr Tao’s colleague, Dr Robert Goodfellow said in an article for the BBC News website that the technology “converts the urea within urine directly into water, carbon dioxide, nitrogen and, more importantly, electricity.” Unlike the research conducted at Ohio, Dr Tao’s fuel cell research therefore constitutes a one-step process in which the electrolysis directly converts the urea into electricity.

Normal hydrogen fuel cells contain an ionic-conducting membrane that separates the hydrogen from oxygen. However, the big issue with fuel cells is cost – hydrogen is a highly flammable gas and is therefore difficult to store and transport cheaply. The gas may be stored within a medium, for example light chemicals such as ammonia, methane and methanol etc [10]. This explains the enthusiasm for research on urea as an alternative to conventional hydrogen.

A urea system would eliminate the requirement to transport hydrogen and would therefore be much cheaper. Given that hydrogen may be stored in ammonia, it can also be used to produce cheap ammonia fertilisers, the carbon dioxide currently used for this process being obtained by carbon sequestration from the atmosphere. Urea fuel cells will therefore assist in the stabilisation and reduction of greenhouse gases as well being able to fuel the transport of the future. One such fertiliser is Ad-blue, a urea solution developed by the European AdBlue-urea-SCR project and it is this that is the target fuel for the new urea fuel cells.

The new urea fuel cell, being developed by Strathclyde University, according to Commercialisation Manager Gillian Fleming is dual functioning as it is also able to be used with hydrogen if necessary. The university’s aim is to have an 80-100 cm fuel cell available for testing by May 2011. Additional benefits arise once the urea has been removed from urine, since the remaining liquid could be purified into drinking water. “So in theory you could be drinking your own waste product” said Dr Goodfellow [11].

Sally Magnusson, the well-known BBC Anchorwoman and presenter of Songs of Praise, has recently written a book about urine and its potential uses called The Life of Pee The Story of How Pee Got Everywhere. She expects that the adoption of the new technology is not going to be as simple as it might sound, largely down to attitudes towards bodily wastes among the general public. Recently appearing on STV’s programme, The Hour, she said that the general conception of anything to do with pee was as a sort of ‘grubby vice’.

“It’s because we don’t like bodily wastes” she told the programme’s presenters, “we have this sort of squeamish-ness about the whole thing.” Yet she suddenly got interested in the subject and discovered that there are a great many stories about urine and what it has done for us within the context of our social history over thousands of years. “Within living memory, in this country” she says, “in Britain, there were horses and carts going round people’s houses, especially in the wool-producing areas and there were people handing out buckets of urine to be taken away to fool the cloth.”[12]

According to Sally around a quarter of the energy produced by Britain’s largest coal-fired power station is used for treating urine, removing the nitrogen before the stuff goes into rivers where it could kill off fish by over-fertilising aquatic life. In Denmark there is a company that is helping to solve the problem caused by large amounts of pig urine from farms by using it to manufacture plastics and various products including lipstick. Urea also has a number of medicinal purposes, for example soldiers used to use it to treat wounds and fishermen apply it to cuts. This is because urea has got very strong antiseptic properties.

“Nasa uses it to create drinking water for astronauts” Sally says, revealing another property of urine that could be of interest to aid agencies working in drought-stricken areas of the world.
So, it seems that the future is bright, but more amber-yellow than orange.

Architecture Courses And Colleges In India

Architecture may be defined as the art and science of designing and creating buildings and structures. It involves planning, designing and constructing of spaces in such a way that they reflect functional, social and aesthetic considerations. Coordination of material, technology, light and shadow as well as project planning, cost estimating and construction administration is very important.

Architectural works are given huge importance as they are instrumental in identifying historical civilizations. The trends in architecture have always been evolving ever since its concept came into existence from Classical to Medieval to Renaissance to Industrial to Modern to Post Modern.

The job of an architect is to plan, design and review the formation of structures by creative organization of components with regard to mass, space, volume, texture, form, etc. Other pragmatic elements like that of construction limitations, use of technology, economic factors, functionality and practicality of the project are also to be considered along with an artistic approach.

There have been many job opportunities coming up in the architecture sector and thus, this article introduces you to some of the important colleges in India offering courses in this field. All the architecture colleges should be approved by Council of Architecture, a body that regulates the education and practice of profession of Architects throughout India. It governs the standards of education imparted across 108 architectural institutes and colleges across India.

Architecture courses offered in India are:

B. Arch – Bachelor of Architecture
This is an undergraduate programme of 5 years that includes both practical and theoretical training.

Architecture colleges in Delhi are:

School of Planning and Architecture
Vastu Kala Academy, School of Architecture and Interior Designing
Faculty of Architecture and Ekistics, Jamia Millia Islamia
T V B School of Habitat Studies
Sushant School of Arts and Architecture, Gurgaon
These colleges offer Bachelor of Architecture (B. Arch) courses, an undergraduate degree to the students which is also regulated by COA. Kerala, Tamil Nadu and Maharashtra especially have plenty of architectural colleges as compared to rest of the Indian states.

M. Arch Masters in Architecture
One may opt for any of the post graduate degrees namely,
M. Arch (Masters in Architecture),
M. Planning (Masters in Planning),
M. Des (Masters in Design),
M. Tech (Masters in Technology), or
M.U.R.P. (Master of Urban and Regional Planning).
The duration of all the post graduate courses is 2 years.

Colleges offering M. Arch in India:

IIT Roorkee
– M. Arch
– M.U.R.P.

School of Planning and Architecture, New Delhi
– M. Arch (Architectural Conservation, Industrial Design, Urban Design)
– M. Planning (Environment Planning, Housing, Transport Planning, Regional Planning, Urban Planning)
– Master Program in Building Engineering and Management
– Masters Program in Landscape Architecture.

IIT Kharagpur
– Master in City Planning
– M.S in Architecture and Regional Planning.

Jadavpur University, Kolkata.
– M. Arch

Guru Ramdas School Planning, GNDU, Amritsar.
– M. Tech (Urban Planning, Regional Planning, Housing)

R.V College of Engineering, Bangalore.
– M. Arch (Urban Planning).

Aayojan School of Architecture, Jaipur.
– M. Arch (Urban Planning, Landscape Architecture)

CPMD, IISc Bangalore
– M.Des (Produc Design and Engineering)

Industrial Design Centre, IIT Bombay
– M. Des (Industrial Design, Interaction Design, Visual communication, Animation)
IDDC, IIT Delhi
-M.Des (Industrial Design)

Design Program, IIT Kanpur
-M.Des (Industrial Design)

Ph. D Doctorate in Architecture
The duration of this course is 3 years and confers Doctorate on the student. Such courses ask for post graduation in architecture or some other allied subjects along with relevant work experience.

There are not many institutes in India offering Ph. D in Architecture except one in Hyderabad, Institute of Post Graduate Studies and Research.

The scope of architecture in India is growing and is expected to boost up in the coming years,

Apply Scholarships Programs For Singapore Colleges, Universities

Singapore Campus
Scholarships are identified as Merit, Need-Based, Student Specific and Career Specific. Students applying for scholarships at high school, colleges or university scholarships are given preference as per student Academics if the students are in merit scoring high or scholarship program based on their financial background. Specific Minority scholarships or international students specific scholarships are granted when qualified by Gender, Race and Religion. Profession in demand in Singapore or career specific Scholarships are awarded by High school, college or university to students pursuing education in demandable professions such as Nursing- (Nursing Scholarships).
List of Scholarships in Singapore
1.ASEAN SCHOLARSHIPS FOR Secondary, Pre-university and Graduate Scholarships.
2.Micron Scholarship program
3.APEC Scholarship
4.Nanyang Fellow Scholarship
5.Business and MBA scholarships
6.International Scholarships program for students by SIM University which are not limited too
Beyond these scholarships programs Singapore Government, ie Ministry Of education provides Teaching awards applicants by training in 2 teaching subjects.
APEC Scholarships eligible nations
Australia, Brunei Darussalam, Canada, Chile, China, Chinese Taipei ,People’s Republic of China, Hong Kong, Indonesia, Japan, Republic of Korea, Malaysia, Mexico, New Zealand, Papua New Guinea, Peru, Philippines, Russia, Thailand and United States of America.
ASEAN Pre-University Scholarships
The Ministry of Education offers ASEAN Scholarships for nationals of Brunei, Cambodia, Indonesia, Lao P.D.R., Malaysia, Myanmar, Thailand, Philippines and Vietnam.
ASEAN Secondary Scholarships
Brunei, Cambodia, Indonesia, Malaysia, Myanmar Philippines, Thailand, Vietnam
ASEAN Graduate Scholarship
The ASEAN Graduate Scholarship is offered to the bright students making institutions proud.
A one-time book allowance of S$500.00.
A monthly stipend of S$1, 350.00.
ASEAN (Association of South East Asia Nations) are eligible to apply for this scholarship.
SCCCFB Scholarship
Merit based scholarships open Singapore nationals or Permanent residents for MBA COURSE. Chinese language is additional advantage.
Donated Scholarships
Cash reward of S$3000 is awarded to ONLY NUS undergraduates who hold outstanding merit academics.
Article Source: http://www.singaporecampus.com/

AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO

ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.

 

INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.

HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.

DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200

Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material

VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.

REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.

Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.

 

Ambedkar University Opens Doors To Ug Students

Dr. B.R Ambedkar University of Delhi (AUD), Dwarka Sector-9, which until now was offering only Post Graduate programmes, has launched its under graduate courses from this academic year. Since the university is being funded by the Delhi state government, 85 per cent of the seats are reserved for candidates from the capital. The university is a good alternative for students who couldnt make it to DU due to high cut-offs.

A large number of students this year couldnt make it to DU, despite scoring good percentages, due to shortage of seats. So, keeping this situation in mind we have started these under graduate from this session. The AUD is fully dedicated to liberal arts, humanities and social science streams. For now, however, the university is offering only three major courses economics, psychology and history along with BA in social sciences and humanities and a dual major course. But more subjects will join this list soon. While drafting the syllabus of the under graduate programmes, the AUD authorities took care of various components.

For any university, under graduate courses are of great importance. Thats why special care was taken will drafting the undergraduate programmes syllabus. Each 3-year degree course is divided into six semesters. To keep track of students performances on a continuous basis, Ambedkar University of Delhi have adopted the semester system.

The students can also exercise course correction option wherein at the end of second semester, they can decide whether they want to go in for an honours course or not. The University are advising students not to take a hasty decision about the type of degree programme they want to pursue. The students should first understand the types of courses and their syllabi. They can also change the course at the end of second semester.

The undergraduate programme will also help students in getting a job. Once the students reach the third year, University will ask them to choose between career courses and courses of special interest. The former like vocational courses will help them in getting jobs whereas special interest courses like film appreciation, dance/ music/ literature appreciation, will help them in understanding the subject better. The AUD has also introduced a four- year long dual major degree programme wherein a student can get two major degrees in one go.

All You Should Find Out About College Finance

Its hard to be successful anywhere without a university or college education in the contemporary environment. This is especially the case in this world involving business. A big concern that a lot of young individuals have regarding proceeding to college or university is the fees. They worry that they would struggle to pay for these and will need to drop out. It is not a secret that college tuition fees are usually scarily costly, everyone knows this. However, the lifetime cost for someone who does not obtain a good education – job probability and so on – is much above any price. College or university graduated pupils tend to be almost always chosen above non-graduates. College student educational loans are usually the first thing someone thinks of when confronted with advanced schooling expenses. Student loans may undoubtedly make it easy for someone to be able to attend college, but can include long lasting consequences on life that should be taken into account.

Another option to keep in mind while taking into consideration the cost associated with the college education is actually scholarships. Like grants, scholarships dont have to be paid back. Presently there are thousands of firms throughout the America give scholarships to pupils with excellent marks. Its possible for less academic or perhaps sporty college students to have college scholarships nowadays. Not too long ago it wasnt well worth utilizing unless of course you had been the grade-A college student or a fantastic player. Its advantageous for students to look online for all the college scholarships that exist before settling on those she would like to apply for. College scholarships are generally such a good option than financial loans that you need to explore these options fully.

If you cant get yourself a federal grant or perhaps a scholarship, then youll probably have to go straight down the loan route. Student education loans are fantastic in the fact that there isn’t any repayment needed till right after graduating, that can aid college or university students in concentrating on time at college rather than the worry of paying back student education loans right away. Not all loan companies are heartless. A few offer college students a bit of support to lure them in taking out financing using them, and this could come in very useful. Incentives usually consist of a discount from the ultimate interest rate.

You could take it easy about funding the university or college training, as there are grants, free college funding as well as loans accessible. The actually crucial factor is to discover which choice is actually best to your scenario. You may want to consider finding a grant, a financial loan and also a scholarship to fund you. You will need a college or university degree or perhaps diploma certification in case you want to be anywhere in company right now. The time you would spend in seeking financing is going to be well worth it. Over their lives, students make thousands and thousands of dollars more than non-graduates.

All About Series 66 Exam

People who are already working in the finance industry or people who are looking to get in, will consider the Series 66 exam very closely. The benefit is that it is a combined license. Passing the Series 66 is the equivalent of passing the Series 65 and 63. The Series 63 is a state law exam. The 65 is the RIA exam.

The 66 exam is more of a rules test than the Series 65. It is comprised of 100 multiple choice questions. A grade of 71% is considered passing. If the examination is failed, you must wait 30 days before you can sit for the Series 66 again.

The topics covered include:

Registration and Licensing for Agents

Securities Registration

Business Practices

Securities Evaluation

Rules and Regulations

The NASD authorized this exam some years ago so that Series 7 representatives could become investment advisors without having to sit for the Series 65. The 65 is a larger exam and it covers a wider array of securities concepts. Since someone who already has the Series 7 license does not need to re-learn much of the basic covered in the 65, the NASD allows those people to take the combined test.

Do I need to have a Series 7 before I take the Series 66?

No. You can take the Series 66 first. However, the license can not be registered and effective without a Series 7. Most will take the Series 7 first, because of that fact, but it is not a requirement to sit for one before the other.

Do I need to be sponsored by a broker dealer to take the Series 66?

No. The exam can be self registered by filling out the U-10 form. The U-10 is a simple 3-4 page form that allows a person to register for the exam as an independent to the NASD. Once passed, the license must be placed at a brokerage firm or other regulatory authority within 2 years, or the license will expire.

I am looking to break into the investment and finance industry, does this license help?

Absolutely. It is a major plus to your resume to add any SEC/NASD license certifications. Putting on your resume “Registered Investment Advisor” adds a lot to an inexperienced persons written credentials. Passing the Series 65 exam will license you as an RIA as well.

Do I have to take the Series 65 if I pass the Series 66?

No. You can take either test to become an RIA (Registered Investment Advisor).

All in all, the Series 66 test is not a hard exam. It is usually passed by using a home study course that includes text books and a CD Rom test program. Since the exam is mostly rules based questions, most students find that reading the books once and then practicing the sample test questions is the best way to prepare. You want to be at a point where the practice final exams are in the 80% scoring range. This allows you some margin for error when you sit for the real exam.

Adding certifications and licenses like the Series 66 can give a boost to your resume above other candidates looking to fill the same job as you. It’s also great education for CPA’s, financial website publishers or any other professional dealing with customers in a finance related area.