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TEAS - Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6 - Dump Information

Vendor : Admission-Tests
Exam Code : TEAS
Exam Name : Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6
Questions and Answers : 483 Q & A
Updated On : February 15, 2019
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TEAS Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6

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TEAS exam Dumps Source : Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6

Test Code : TEAS
Test Name : Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6
Vendor Name : Admission-Tests
Q&A : 483 Real Questions

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Friday, February 8, 2019

guest Blogger post 6 - Louis Schulze: "do not Even consider About using dietary supplements" half four

In my closing put up, I argued that banning all external sources of gaining knowledge of, so-referred to as “supplements,” undermines college students’ critical use of self-regulated researching and decreases students’ perceived autonomy guide.  This, in turn, weakens getting to know.  This time round, i'll focus on how blanket bans on external sources deprive students of one of the strongest tools in a learner’s arsenal:  “The testing impact.”

prison schooling as an entire seems to deal with testing as a tool strictly for use in formative and summative evaluation.  If we need students to “see where they're at” all the way through the semester, we use checking out.  If we want to supply college students a grade, we use testing.  So conceived, checking out serves best to investigate and never plenty else; it serves to consider learning and never to create knowledge, per se.  In 2006, Roediger & Karpicke stated that despite the fact this view is patently incorrect, it having said that pervades many areas of education.

however rankings of experiences exhibit that testing is among the superior methods to construct, have an understanding of, and retain abilities.  considering that way back to 1909, students have confirmed the prevalence of testing over “restudying,” and empirical inquiry into this phenomenon has flourished within the last 15 years.  as an example, in 2007, McDaniel and colleagues found that both brief reply and diverse option quizzes significantly greater researching to a stronger degree than further reading, despite the fact that the quizzes didn't directly goal the exact material demonstrated on the closing assessment. 

in addition, in a 2010 look at, Buttler concluded that the checking out effect more suitable performance even on subsequent checks where “switch” changed into vital.  In different phrases, the evaluation test required students to apply their discovered competencies to unfamiliar contexts.  This finding is hence specially crucial to the study of legislation, the place college students need to be trained to analogize the information of 1 case to a new truth pattern.    

possibly the skeptic could say:  “best.  checking out is researching.  however, legislation professors will not have the time to write, grade, and give remarks on so many tests.”  somewhat true, however i'm not advocating for a regime through which legislations professors deliver the checking out.  The theme of my scholarship is that we may still empower college students to train themselves and never let college students outsource the accountability of researching to us.  (i would even argue that self-checking out is more greatest given its integral attachment to metacognition and self-regulated researching.)  fortunately, it just so occurs that the checking out effect is a more robust researching tool than re-examine however self-supplied and notwithstanding it lacks remarks.  In different phrases, although college provision of the trying out is a good option and enhances the testing impact, professors need not be concerned in the procedure always. 

That brings us to the topic of banning backyard sources of gaining knowledge of.  If we need to heed the wide empirical evidence of the superiority of the trying out effect, however we're unable to deliver students with the fundamental supplies, blanket bans on outdoor substances necessarily deprive students of the trying out impact.  college students are then left with the sole recourse of re-studying notes and descriptions, which all obtainable facts suggests is a significantly less advantageous getting to know system.  we're therefore actively undermining student discovering and sending a normative message about how future look at (comparable to bar examination preparation) may still be performed. 

because of all this, I imply that school point students in the course of first-rate self-checking out resources while steering them far from sources that lack excellent.  I will absorb the difficulty of useful resource quality in my next publish so that they can also talk about counterarguments to my declare that college should still now not enact blanket bans on backyard sources of learning.  

https://lawprofessors.typepad.com/academic_support/2019/02/visitor-blogger-publish-6-louis-schulze-dont-even-think-about-using-supplements-part-4.html

visitor Column | Permalink


MSU receives $1.5M to foretell hurt accumulation in polymeric adhesives | killexams.com Real Questions and Pass4sure dumps

lightweight substances are standard for boosting the gasoline financial system of contemporary vehicles while holding security and efficiency. a ten-% reduction in car weight can enhance gas financial system with the aid of 6 to 8 %.

Roozbeh Dargazany, assistant professor of civil engineering at Michigan State institution, will use $1.5 million to aid in the weight-reduction effort through constructing a one-of-a-variety database to superior take into account one of the most challenges – the corrosion of polymeric adhesives, the “glue” for lightweight materials.

“The auto trade is concentrated on replacing forged iron and conventional steel accessories with composites, electrification and miniaturization as main steps towards decreasing weight of cars,” Dargazany said. “Polymeric adhesives also play a big position.”

Reliability of adhesives in corrosive environments is chiefly important within the design of electronics, electro-mechanical modules and structural accessories. Polymer adhesives include such things as epoxy, polyurethane or UV acrylates.

past analysis used physical experiments to more desirable remember the brief-time period reliability of those adhesives however understanding the lengthy-term reliability continues to be an important problem, Dargazany observed.

His team will predict the service lifetime of degrading adhesives through developing computational application to describe hurt accumulation.

He says the research is extraordinarily primary in electronics considering the fact that the equipment of daily life are more and more made with the aid of substances held collectively by way of polymer adhesives.

“Most electronics, including your cell, desktop or even your car CPU, may additionally cease functioning as a result of unexpected corrosion-induced failure of adhesives used in their electrical or structural add-ons,” Dargazany said. “in many programs, early disasters can have primary penalties.”

Dargazany is taking part with experts from Bosch Germany and Bosch U.S. to construct the database concentrated on corrosion and reliability analysis of adhesive joints.

The team has proposed a new hybrid modeling method that may help engineers monitor the growing older of specialised adhesives as they're exposed to corrosion due to water, heat and sunlight.

Dargazany noted the accompanied corrosion is an indication of continuous degradation at the atomic and molecular ranges. In modeling degradation it’s important to keep in mind how different factors comparable to UV, temperature or moisture exchange the expense of deterioration at the micro-scale.

“In excessive circumstances, adding these components to fatigue loading can cut back the provider-lifetime of the samples from a long time to days,” he pointed out. “Our statistics-driven method will enable fashions of diverse corrosion and fatigue mechanisms to be built-in into one platform. We hope to foretell the service lifetime of degrading adhesives to begin solving this challenge.”

Emad Poshtan from Bosch’s Division of automotive Electronics pointed out, “corrosion of polymeric adhesives in joints is a risk to electronics and structural components of vehicles. harm accumulates from heat, oxidation, radiation, moisture and other sources. mixed with revolutionary getting older and fatigue it becomes a reliability challenge.”

Endurica President William Mars stated that one of the most key challenges in “automobile lightweighting”, principally for polymeric adhesive interfaces, is achieving satisfactory durability.

“The potential to precisely check and simulate the efficiency of such adhesive interfaces below realistic situations will force many new opportunities for these substances in stressful applications,” Mars noted. 

Dargazany’s analysis is supported by way of a 2018 power efficiency and Renewable power Award from the U.S. branch of power, Robert Bosch LLC and Endurica.


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Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6

Pass 4 sure TEAS dumps | Killexams.com TEAS real questions | [HOSTED-SITE]

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Government has developed various mechanisms for monitoring of quality of education | killexams.com real questions and Pass4sure dumps

New Delhi: Central Government has developed the following mechanism for the monitoring of quality of education in Government schools:

(1) A web portal called ShaGun(from the words Shaala and Gunvatta) which has two parts i.e., one is a Repository of good practices, photographs, videos, studies, newspaper articles etc on elementary education, State /UT wise has been developed. Its purpose is to showcase success stories and also to provide a platform for all stakeholders to learn from each other, and instill a positive competitive spirit among all the States and UTs.

The second part is the online monitoring module of Shagun which measures state-level performance and progress against key educational indicators which enables the Government of India and the State and UT Departments of education to conduct real-time assessments which normal paper-based monitoring mechanisms did not allow. Through Shagun, the data collection and reporting processes have been simplified; resulting in a totally transparent and efficient system.

In addition, an online Project Monitoring System (PMS) has been developed to monitor physical and financial progress of implementation of various components under Samagra Shiksha including appraisal of Annual Plans and issuing of sanctions etc.

(2) In order to increase focus on quality of elementary education, the Central rules to the RTE Act, 2009 have been amended on 20th February, 2017 to include reference on class-wise, subject-wise Learning Outcomes. The Learning Outcomes for each class in Languages (Hindi, English and Urdu), Mathematics, Environmental Studies, Science and Social Science up to the elementary stage have, accordingly, been finalized and shared with all States and UTs. Learning

Outcomes have been translated in different languages and serve as a benchmark for student’s capabilities to be achieved in each subject & class.

(3) National Achievement Surveys are carried out by National Council for Educational Research and Training (NCERT) to assess learning achievement of children in Classes – III, V, VIII, and X. The National Achievement Survey (NAS) 2017 was held on 13th November for assessing the competencies of children at the grade levels III, V and VIII covering 22 lakh students from 1.10 lakh schools in all 36 states and UTs. NAS (2017) was administered with districts as the unit of reporting in different subject areas such as languages, mathematics, EVS/Science and Social Sciences in the Government and Government aided schools. The competency based test was based on the Learning Outcomes which were recently incorporated in the Central Rules for RTE Act by the Government of India.

The National Achievement Survey for students of Class X was similarly, held on 5th February 2018, with a district level sampling framework covering nearly 15.5 lakh students using multiple test booklets in Mathematics, Modern Indian Languages, English, Sciences and Social Sciences. NAS district report cards have been shared with the States and UTs to help in identifying gaps at the district level. Subsequently, a framework of intervention has been developed and shared with States to improve the quality of learning in the schools.

(4) Government of India has decided to participate in the Programme for International Students Assessment (PISA) to be conducted by the Organization for Economic Cooperation and Development (OECD) in 2021. PISA is a competency based assessment which unlike content-based assessment, measures the extent to which students have acquired key competencies that are essential for full participation in modern societies. Learnings from participation in PISA help to introduce competency based examination reforms in the school system and help move away from rote learning. The CBSE and NCERT are part of the process and activities leading to the actual test.

(5) Shaala Siddhi is a School Standards and Evaluation Framework, developed by the National Institute of Educational Planning and Administration (NIEPA), which enables the schools to self evaluate based on seven key domains.

(6) The NCERT has developed a framework for Performance Indicators for Elementary School Teachers (PINDICS) and shared with the states. PINDICS is a framework for assessing teacher performance and providing constructive feedback for further improvement.

Further, Central Government has taken the following initiatives for improving quality of education:

(i) Section 23(2) of the RTE Act has been amended to extend the period for training of untrained in-service elementary teachers to 31st March, 2019. As per above amendment, all untrained in-service teachers working in Government, Government aided, and Private un-aided schools should acquire minimum qualification as laid down by an academic authority, authorized by the Central Government, by 31st March, 2019. The National Institute of Open Schooling (NIOS) has been entrusted to conduct this training through ODL (Open Distance Learning) mode. The online D.El.Ed. course has started from 3rd October, 2017. More than 13 Lakh teachers have joined these courses.

(ii) The Department of School Education and Literacy has launched an Integrated Scheme for School Education-Samagra Shiksha, subsuming three erstwhile Centrally Sponsored Schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE). With effect from 1st April, 2018. The new integrated scheme envisages school education as a continuum from pre-school to senior secondary level and aims to ensure inclusive and equitable quality education at all levels. The main objectives of the scheme are to provide quality education, enhancing learning outcomes of students, bridging social and gender gaps in school education, ensuring requisite infrastructure in schools, support to states in the implementation of RTE Act, 2009 and strengthening of teacher education institutions.

(iii) The Government has also launched Rashtriya Aavishkar Abhiyan (RAA) programme on 09.07.2015, to motivate and engage children of the age group from 6-18 years in Science, Mathematics and Technology through observation, experimentation, inference drawing, model building, etc. both through inside and outside classroom activities. The Central Government, supports States and UTs on early grade reading, writing & comprehension, and early Mathematics programmes through a sub-programme namely ‘Padhe Bharat Badhe Bharat’ (PBBB) in foundational years of schooling.

(iv) e­ PATHSHALA: a single point repository of e ­resources containing NCERT textbooks and various other learning resources has been developed for showcasing and disseminating all educational resources including textbooks, audio, video, periodicals, and a variety of other print and non-­print materials.

(v) MHRD, has launched a Massive Open Online Courses (MOOCs) platform popularly known as SWAYAM (Study Webs of Active learning for Young Aspiring Minds) on 9th July, 2017. The portal is offering various online courses for school education and higher education. NCERT has been developing course modules for Massive Open and Online Course (MOOCs) for school education system in 12 subject areas (Accountancy, business studies, biology, chemistry, economic, history, geography, mathematics, physics, political science, psychology and sociology) for classes IX-XII. Twelve (12) courses and twenty one (21) courses have been completed in the first cycle and second cycle (completed on 30 Nov. 2018) on SWAYAM platform (https://swayam.gov.in/) respectively. Nearly 22,000 students and 30,000 students were registered in the first cycle and second cycle respectively.

(vi) A programme for utilization of satellite communication technologies for transmission of educational e-contents through 32 National Channels i.e. SWAYAM PRABHA DTH-TV has been launched. Central Institute of Educational Technology (CIET)-NCERT is the national coordinator for one DTH TV channel i.e., Kishore Manch (#31) and has started feeding a 24×7 educational TV channel w.e.f. 09 July, 2018. Besides, NIOS is running 5 channels for teachers, for Secondary and Sr. Secondary levels and for sign language.

(vii) Performance Grading Index (PGI) – In order to objectively evaluate the performance of the school education system in the States/UTs, MHRD has designed a 70 indicators based matrix to grade the States/UTs. The indicators have been chosen after detailed stakeholder consultation and the information on these indicators is drawn from the inputs provided by the respective States/UTs. This grading system will assist the States and UTs to identify the gap and design appropriate interventions to bridge them.

(viii) Unified District Information System for Education Plus (UDISE +) – Timely and accurate data is the basis of sound and effective planning and decision making. Towards this end, the establishment of a well-functioning and sustainable Educational Management Information System is of utmost importance today. Therefore from 2018-19, it has been decided to launch the UDISE+ application, so that it becomes an effective tool for decision making. The entire system will be online and will gradually move towards collecting real time data.

(ix) In order to provide supplementary learning material for students and for upgrading the skills of teachers, MHRD has developed a dedicated Digital Infrastructure for Knowledge Sharing (DIKSHA) platform. The high quality e-learning material both for students and teachers are being uploaded by Ministry and States/UTs on this portal. This is expected to substantially augment the knowledge base of the students and technical skills of teachers at no additional cost.

This information was given by the Minister of State (HRD), Dr. Satya Pal Singh today in a written reply to a Rajya Sabha question.


The Boys at the Back | killexams.com real questions and Pass4sure dumps

Photo Credit Ben Javens

Boys score as well as or better than girls on most standardized tests, yet they are far less likely to get good grades, take advanced classes or attend college. Why? A study coming out this week in The Journal of Human Resources gives an important answer. Teachers of classes as early as kindergarten factor good behavior into grades — and girls, as a rule, comport themselves far better than boys.

The study’s authors analyzed data from more than 5,800 students from kindergarten through fifth grade and found that boys across all racial groups and in all major subject areas received lower grades than their test scores would have predicted.

The scholars attributed this “misalignment” to differences in “noncognitive skills”: attentiveness, persistence, eagerness to learn, the ability to sit still and work independently. As most parents know, girls tend to develop these skills earlier and more naturally than boys.

No previous study, to my knowledge, has demonstrated that the well-known gender gap in school grades begins so early and is almost entirely attributable to differences in behavior. The researchers found that teachers rated boys as less proficient even when the boys did just as well as the girls on tests of reading, math and science. (The teachers did not know the test scores in advance.) If the teachers had not accounted for classroom behavior, the boys’ grades, like the girls’, would have matched their test scores.

That boys struggle with school is hardly news. Think of Shakespeare’s “whining schoolboy with his satchel and shining morning face, creeping like snail unwillingly to school.” Over all, it’s likely that girls have long behaved better than boys at school (and earned better grades as a result), but their early academic success was not enough to overcome significant subsequent disadvantages: families’ favoring sons over daughters in allocating scarce resources for schooling; cultural norms that de-emphasized girls’ education, particularly past high school; an industrial economy that did not require a college degree to earn a living wage; and persistent discrimination toward women in the workplace.

Those disadvantages have lessened since about the 1970s. Parents, especially those of education and means, began to value their daughters’ human capital as much as their sons’. Universities that had been dominated by affluent white men embraced meritocratic values and diversity of gender, race and class. The shift from a labor-intensive, manufacturing-reliant economy to a knowledge-based service economy significantly increased the relative value of college and postgraduate degrees. And while workplace inequities persisted, changing attitudes, legislation and litigation began to level the occupational playing field.

As these shifts were occurring, girls began their advance in education. In 1985, boys and girls took Advanced Placement exams at nearly the same rate. Around 1990, girls moved ahead of boys, and have never looked back. Women now account for roughly 60 percent of associate’s, bachelor’s and master’s degrees and have begun to outpace men in obtaining Ph.D.’s.

There are some who say, well, too bad for the boys. If they are inattentive, obstreperous and distracting to their teachers and peers, that’s their problem. After all, the ability to regulate one’s impulses, delay gratification, sit still and pay close attention are the cornerstones of success in school and in the work force. It’s long past time for women to claim their rightful share of the economic rewards that redound to those who do well in school.

Photo Credit Ben Javens

As one critic told me recently, the classroom is no more rigged against boys than workplaces are rigged against lazy and unfocused workers. But unproductive workers are adults — not 5-year-olds. If boys are restless and unfocused, why not look for ways to help them do better? As a nation, can we afford not to?

A few decades ago, when we realized that girls languished behind boys in math and science, we mounted a concerted effort to give them more support, with significant success. Shouldn’t we do the same for boys?

When I made this argument in my book “The War Against Boys,” almost no one was talking about boys’ academic, social and vocational problems. Now, 12 years later, the press, books and academic journals are teeming with such accounts. Witness the crop of books in recent years: Leonard Sax’s “Boys Adrift,” Liza Mundy’s “The Richer Sex,” Hanna Rosin’s “The End of Men.”

For a revised version of the book, due out this summer, I’ve changed the subtitle — to “How Misguided Policies Are Harming Our Young Men” from “How Misguided Feminism Is Harming Our Young Men” — and moved away from criticizing feminism; instead I emphasized boy-averse trends like the decline of recess, zero-tolerance disciplinary policies, the tendency to criminalize minor juvenile misconduct and the turn away from single-sex schooling. As our schools have become more feelings-centered, risk-averse, collaboration-oriented and sedentary, they have moved further and further from boys’ characteristic sensibilities. Concerns about boys arose during a time of tech bubble prosperity; now, more than a decade later, there are major policy reasons — besides the stale “culture wars” of the 1990s — to focus on boys’ schooling.

One is the heightened attention to school achievement as the cornerstone of lifelong success. Grades determine entry into advanced classes, enrichment programs and honor societies. They open — or close — doors to higher education. “If grade disparities emerge this early on, it’s not surprising that by the time these children are ready to go to college, girls will be better positioned,” says Christopher M. Cornwell, an economist at the University of Georgia and an author of the new study, along with his colleague David B. Mustard and Jessica Van Parys of Columbia University.

A second reason is globalization. Richard Whitmire, an education writer, and William Brozo, a literacy expert, write that “the global economic race we read so much about — the marathon to produce the most educated work force, and therefore the most prosperous nation — really comes down to a calculation: whichever nation solves these ‘boy troubles’ wins the race.” That’s probably an overstatement, but we do know that the large-scale entry of women into the work force paid large economic dividends. It stands to reason that raising male academic achievement is essential to raising labor productivity and, ultimately, living standards.

A third reason: improving the performance of black, Latino and lower-income kids requires particular attention to boys. Black women are nearly twice as likely to earn a college degree as black men. At some historically black colleges, the gap is astounding: Fisk is now 64 female; Howard, 67 percent; Clark Atlanta, 75 percent. The economist Andrew M. Sum and his colleagues at the Center for Labor Market Studies at Northeastern University examined the Boston Public Schools and found that for the graduating class of 2007, there were 191 black girls for every 100 boys going on to attend a four-year college or university. Among Hispanics, the ratio was 175 girls for every 100 boys; among whites, 153 for every 100.

Young men from middle-class or more comfortable backgrounds aren’t lagging quite as far behind, but the gender gap exists there, too. Judith Kleinfeld, a psychology professor at the University of Alaska, Fairbanks, analyzed the reading skills of white males from college-educated families. She showed that at the end of high school, 23 percent of the these boys scored “below basic,” compared with 7 percent of their female counterparts. “This means that almost one in four boys who have college-educated parents cannot read a newspaper with understanding,” she wrote.

WHAT might we do to help boys improve? For one thing, we can follow the example of the British, the Canadians and the Australians. They have openly addressed the problem of male underachievement. They are not indulging boys’ tendency to be inattentive. Instead, they are experimenting with programs to help them become more organized, focused and engaged. These include more boy-friendly reading assignments (science fiction, fantasy, sports, espionage, battles); more recess (where boys can engage in rough-and-tumble as a respite from classroom routine); campaigns to encourage male literacy; more single-sex classes; and more male teachers (and female teachers interested in the pedagogical challenges boys pose).

These efforts should start early, but even high school isn’t too late. Consider Aviation High School in New York City. A faded orange brick building with green aluminum trim, it fits comfortably with its gritty neighbors — a steelyard, a tool-supply outlet and a 24-hour gas station and convenience store — in Long Island City, Queens.

On a visit to Aviation I observed a classroom of 14- and 15-year-olds focused on constructing miniaturized, electrically wired airplane wings from mostly raw materials. In another class, students worked in teams — with a student foreman and crew chief — to take apart and then rebuild a small jet engine in just 20 days. In addition to pursuing a standard high school curriculum, Aviation students spend half of the day in hands-on classes on airframes, hydraulics and electrical systems. They put up with demanding English and history classes because unless they do well in them, they cannot spend their afternoons tinkering with the engine of a Cessna 411.

The school’s 2,200 pupils — mostly students of color, from low-income households — have a 95 percent attendance rate and a 90 percent graduation rate, with 80 percent going on to college. The school is coed; although girls make up only 16 percent of the student population, they appear to be flourishing. The New York City Department of Education has repeatedly awarded Aviation an “A” on its annual school progress reports. U.S. News & World Report has cited it as one of the best high schools in the nation.

“The school is all about structure,” an assistant principal, Ralph Santiago, told me. The faculty emphasizes organization, precision, workmanship and attention to detail. The students are kept so busy and are so fascinated with what they are doing that they have neither the time nor the desire for antics.

Not everyone of either sex is interested in airplanes. But vocational high schools with serious academic requirements are an important part of the solution to male disengagement from school.

I can sympathize with those who roll their eyes at the relatively recent alarm over boys’ achievement. Where was the indignation when men dominated higher education, decade after decade? Isn’t it time for women and girls to enjoy the advantages? The impulse is understandable but misguided. I became a feminist in the 1970s because I did not appreciate male chauvinism. I still don’t. But the proper corrective to chauvinism is not to reverse it and practice it against males, but rather basic fairness. And fairness today requires us to address the serious educational deficits of boys and young men. The rise of women, however long overdue, does not require the fall of men.

Christina Hoff Sommers is a resident scholar at the American Enterprise Institute and the author of “The War Against Boys.”

A version of this article appears in print on 02/03/2013, on page SR1 of the NewYork edition with the headline: The Boys at the Back.



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Admission-Tests TEAS Exam (Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6) Detailed Information



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