Impact Of Cooperative Grouping On Low Achieving Sixth...

Impact of Cooperative Grouping on Low-Achieving Sixth Grade Math Students Stacy Rogers Arkansas Tech University Impact of Cooperative Grouping on Low Achieving Sixth Grade Math Students Chapter 1 Middle school math teachers, as well as all grade-level math teachers, are constantly searching for ways to help their students achieve mathematic success. Students come to classrooms from all backgrounds and each student has a completely different learning style - differentiated instruction is crucial in every classroom. Teachers are continuously implementing various teaching methods, along with traditional classroom instruction, to help their math students succeed. Peer tutoring, small group discussion, and one-on-one tutoring during lunch hours and before and after school times, are all methods that have all been utilized. These methods have been proven to be successful in assisting students in understanding the concepts and, consequently, helping raise unit test scores. However, teachers also want to see if students can do more on their own. They want their students to dig deeper and be able to improve their problem-solving skills; in doing this, students can take ownership of the learning of these math concepts and hopefully retain the concepts. After a group of sixth grade teachers gathered to discuss concerns regarding student performance, the idea of using cooperative grouping to teach their lessons was approached and discussed. The outcome of that conversationShow MoreRelatedManagement Course: Mba−10 General Management215330 Words   |  862 PagesMcGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux Read More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesWindows is a registered trademark of the Microsoft Corporation used herein under license. Macintosh and Power Macintosh are registered trademarks of Apple Computer, Inc. Used herein under license. 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Art Analysis Egyptian Art - 917 Words

Anna Lam Professor Hayburn Western Civ. Art Analysis 2 March 2016 Art Analysis Paper Egyptian art has always been extremely interesting and Egyptian art has influenced a lot of other societies in the past. They have created the three pyramids, the sphinx, Pharaoh sculptures, and so much more. The one piece that is very intriguing was the Akhenaten, Nefertiti, and Daughters stone. Akhenaten changes the states religion to Aten which is the Sun God, he even changed his name to Akhenaten which means â€Å"He who is profitable to the Aten†. He makes his wife and himself the only representatives of Aten. He upsets the people of Egypt because they do not have access to the Sun God but Akhenaten and his wife do. (Cole, Symes, Goffin, Stacey, 33.) During the reign of Akhenaten, art has changed a lot. In the previous years, art has been completely different. Art had less body movement and details. Marsha Hill wrote in her article on the Met Museum Page: â€Å"Likewise, artistic changes were afoot before the reign of Amenhotep IV / Akhenaten. For example, Theban tombs of Dynasty 18 had begun to redefine artistic norms, exploring the possibilities of line and color for suggesting movement and atmospherics or employing more natural views of parts of the body.† –Marsha Hill The period that Akhenaten ruled was the Armarna Period. He built buildings with Aten on them and instead of using the traditional stone used for architecture, he used much smaller sets of stones. (Spence, 2011) Art was much moreShow MoreRelatedAncient Egyptian Art : A Visual Analysis Of Bastet And The Menat Of Taharqo1267 Words   |  6 Pages Cats in Ancient Egyptian Art: A Visual Analysis of Bastet and the Menat of Taharqo: the King Being Nursed by the Lion-Headed Goddess Bastet The ancient Egyptians are known for their fondness for animals, and the cat was a favorite household companion. Cats were common in ancient Egyptian art that depicted domestic scenes since they were greatly appreciated as killers of rodents, snakes, scorpions, ect. Typically homes with cats had less sickness, and fewer deaths. But beyond these roles, cats wereRead MoreFormal and Ekphrasis Analysis Of The palette of King Narme Essay835 Words   |  4 Pages The palette of King Narmer: Formal Analysis The Palette of King Narmer is a very small, flat 64 centimeters tall, shield shape palette that is believed to be used for holy ceremonies. Sculpt from smooth leveled siltstone. The siltstone is a soft yet dim color of gray. Small in scale, the palette is created with numerous intriguingly beautifully detailed carvings, and illustrations that fully decorate both sides. 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The two art forms that will be analyzed in this excerpt are The Tomb of Seti I, and pyramid texts such as The Cannibal Hymn. Egyptian Art and Religious InfluencesRead MoreAnalysis Of The Tomb Painting Queen Nefertari And Isis981 Words   |  4 PagesAnalysis of the tomb painting Queen Nefertari and Isis, by an unknown artist. Pigment painting on tomb walls. Queen and Goddess In this formal analysis, the subject is the wall painting Queen Nefertari and Isis, located in Nefertaris’ tomb. The painting shows the ancient Egyptian Goddess Isis â€Å"leading† the Queen by the hand. Nefertari lived around 1300-1255 BC and was the first and exclusively claimed wife of the Egyptian pharaoh Ramses II. 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In the beginning I struggled with writing these essays, but as the course wentRead MoreThe Artifacts And The Mummy Of King Tutankhamen s Tomb1498 Words   |  6 Pagesbook Egyptomania by Bob Brier which explained what sort of cultural impacts the discovery had on the tomb, the society craze towards it, and the industrial response set by corporations. A secondary source is the novel Tutankhamen: The Search For An Egyptian King by Joyce Tyldesley which analyzes all aspects on the discovery of King Tut including his life, his death, and his autopsy. Summary of Evidence The year is 1922, and Howard Carter has just uncovered a small tomb leading into what he later discoveredRead MoreThe Egyptian Book Of The Dead Essay1716 Words   |  7 PagesThe Egyptian Book of the Dead was used primarily from the establishment of the New Kingdom in 1550 BCE to 50 BCE. It consisted of the collection of texts and spells designed to assist the deceased in their journey to the next world. The book of the dead was part of a custom of memorial texts that consisted of the past Coffin Texts and the Pyramid Texts that were decorated on objects. Spells were drained from the past works and other Egyptian history courting to Third Intermediate Period (Budge, 2012:21)

American Education Free Essays

string(160) " But the frenzy hasn’t produced much, After untold billions of dollars and lofty reform packages too numerous to list, very little has been accomplished\." American Education is provided mainly by the government, with control and funding coming from three levels: federal, state, and local. At the primary and secondary school levels, curricula, funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts. School districts can be (but are not always) coextensive with counties or municipalities. We will write a custom essay sample on American Education or any similar topic only for you Order Now Educational standards and standardized testing decisions are usually made by the states through acts of the state legislature and governor, and decisions of the state departments of education. Education of the learning disabled, blind, deaf, and emotionally disturbed is structured to adhere as closely as possible to the same experience received by normal students. Blind and deaf students usually have separate classes in which they spend most of their day, but may sit in on normal classes with guides or interpreters. The learning disabled often attend for the same amount of time as other students; however, they also usually spend most of their day in separate classrooms, commonly known as special education or special ed; here they often receive extra instruction or perform easier work. The goal of these programs, however, is to try and bring everyone up to the same standard and provide equal opportunity to those students who are challenged. Some students are identified early on as having dyslexia or being significantly slower learners than other students. The federal government supports the standards developed in the Individuals with Disabilities Education Improvement Act of 2004. The law mandates that schools must accommodate students with disabilities as defined by the act, and specifies methods for funding the sometimes large costs of providing them with the necessary facilities. Larger districts are often able to provide more adequate and quality care for those with special needs. It was noted that the country has a low literacy rate as compared with other developed countries, with a reading literacy rate at 86-98% of the population over age 15, while ranking below average in science and mathematics understanding. The poor performance has pushed public and private efforts such as the No Child Left Behind Act. In addition, the ratio of college-educated adults entering the workforce to general population (33%) is slightly below the mean of other developed countries (35%) and rate of participation of the labor force in continuing education is high. Under the No Child Left Behind Act, all American states must test students in public schools statewide to ensure that they are achieving the desired level of minimum education, such as on the Regents Examinations in New York or the Pennsylvania System of School Assessment (PSSA); students being educated at home or in private schools are not included. The Act also requires that students and schools show â€Å"adequate yearly progress. † This means they must show some improvement each year. Although these tests may have revealed the results of student learning, they may have little value to help strengthen the students’ academic weakness. For example, in most states, the results of the testing would not be known until six months later. At that time, the students have been promoted to the next grade or entering a new school. The students are not given a chance to review the questions and their own answers but their percentile of the test results as compare to their own peers. There are several undesirable phenomena seen in the administration of the testing. In Illinois, for example, the state government delegates the printing and distribution of the test questions and booklets to private companies . There are questions about the security of the tests through this management. In 2006, some school districts did not receive the test questions until after other school districts had finished the tests weeks later. During high school, students, usually in their junior (That is, third) year (11th grade), may take one or more standardized tests depending on their postsecondary education preferences and their local graduation requirements. In theory, these tests evaluate the overall level of knowledge and learning aptitude of the students. The SAT and ACT are the most common standardized tests that students take when applying to college. A student may take the SAT, ACT, or both depending upon the college the student plans to apply to for admission. Most competitive schools also require two or three SAT Subject Tests, (formerly known as SAT IIs), which are shorter exams that focus strictly on a particular subject matter. However, all these tests serve little to no purpose for students who do not move on to postsecondary education, so they can usually be skipped without affecting one’s ability to graduate However, many conservatives believe that American public education is in poor shape today because of cultural and social trends, most beginning in the 1960s, which destroyed classroom discipline, the moral basis for education, and a national consensus on what students should learn. There is some truth in this proposition, but ultimately it fails to explain why American students do not possess the communication and computational skills they need today to succeed in college or in the working world. By any standard, California students are observed to be not performing up to their full abilities. While some within the public school system claim that poor performance is due to inadequate government spending on education, more in-depth research demonstrates that such is not the case. The Pacific Research Institute’s California Index of Leading Education Indicators compiles data on the performance of students in California’s public education system. The findings in the Index reveal that poor student performance is the result not of too few taxpayer dollars, but of poor policy decisions by government education officials. Reform blockers of the American political system advantages those who prefer the status quo, which is why so little has changed in American education Twenty years ago â€Å"A Nation at Risk† set off alarms about the quality of America’s schools, and ever since our country has been caught up in a frenzy of education reform. But the frenzy hasn’t produced much, After untold billions of dollars and lofty reform packages too numerous to list, very little has been accomplished. You read "American Education" in category "Papers" Why such disappointing results? Many factors are no doubt responsible, but much of the answer rests with the politics of education. The problem is that, with rare exceptions, reforms that make it through the political process tend to be those that are acceptable to establish. Terry M. Moe , Mar 22, 2003 Further more he stated that â€Å"the teachers unions have more influence over the public schools than any other group in American society. They influence schools from the bottom up, through collective bargaining activities that shape virtually every aspect of school organization. And they influence schools from the top down, through political activities that shape government policy. They are the 800-pound gorillas of public education. Yet the American public is largely unaware of how influential they are–and how much they impede efforts to improve public schools. The problem is not that the unions are somehow bad or ill-intentioned. They aren’t. The problem is that when they simply do what all organizations do–pursue their own interests–they are inevitably led to do things that are not in the best interests of children. To appreciate why this is so, consider the parallel to business firms. No one claims that these organizations are in business to promote the public interest. They are in business to make money, and this is the fundamental interest that drives their behavior†. Terry M. Moe | Jan 22, 2005. The Wall Street Journal, Jan. 13 On the National Assessment of Educational Progress (NAEP) math test (last administered in 1996), 54 percent of California fourth graders scored below a basic ability level. The average test score of those taking the fourth-grade math surpassed only the average scores of students in Louisiana and Mississippi. While the 1994 NAEP reading test, the average test score of California fourth graders ranked at the very bottom of all states, tied for last with Louisiana. Not only did 59 percent of all California fourth graders score â€Å"below basic,† an even more appalling 71 percent of African American fourth graders and 81 percent of Hispanic fourth graders scored below basic. Interesting performance indicator is the Scholastic Assessment Test (SAT) scores of public versus private high school students. From 1987 to 1995, the average verbal score of public high school SAT takers in California dropped from 421 to 412 (with a low of 408) in 1994, while public school SAT math scores stayed constant at 485. Over that same time period, however, the average verbal score of parochial high school SAT takers increased from 432 to 442, while parochial school math scores increased from 464 to 484. Similarly, both the average verbal and math scores of independent private school SAT takers increased during that period. (See Figure 1. ) The public and private school systems seem to be headed in opposite directions, which is why school vouchers are becoming a more attractive option. The rhetoric of school reform often ignores the crucial role of individual decisions (by students, by parents, by business owners, by educators) in determining educational outcomes. You can lead a horse to water, the old adage goes, but you can’t make him drink. It’s a folksy way of imparting an important individualist truth. Providing students opportunities at school does not guarantee success if students watch television rather than do their homework – and parents let them. By assuming that any set of reform ideas can magically create a well-educated citizenry, we oversell the role of policy-making. Education requires initiative, a trait notoriously difficult to create or impose. American business leaders began to see a decentralized, â€Å"patchwork† education system as a liability in international competition. U. S. manufacturers, especially, saw the rise of Germany as a significant economic threat and sought to imitate that country’s new system of state-run trade schools. In 1905, the National Association of Manufacturers editorialized that â€Å"the nation that wins success in competition with other nations must train its youths in the arts of production and distribution. † German education, it concluded, was â€Å"at once the admiration and fear of all countries. † American business, together with the growing labor movement, pressed Congress to dramatically expand federal spending on education, especially for vocational instruction. Also, business and education leaders began to apply new principles of industrial organization to education, such as top-down organization and a â€Å"factory-floor† model in which administrators, teachers, and students all had a place in producing a standardized â€Å"final product. † These leaders created professional bureaucracies to devise and implement policy. Perhaps the most important boosters of America’s new public education system were what we might today call â€Å"cultural conservatives. † The turn of the century, after all, was a time of tremendous immigration. As more and more immigrants arrived in America, bringing with them a plethora of languages, cultural traditions, and religious beliefs, American political leaders foresaw the potential dangers of Balkanization. The public education system, once designed primarily to impart skills and knowledge, took on a far more political and social role. It was to provide a common culture and a means of inculcating new Americans with democratic values. Public schools, in other words, were to be a high-pressure â€Å"melting pot† to help America avoid the dismal fate of other multi-national polities. American political leaders were all too familiar with the Balkan Wars of the early 1900s, and were intent on avoiding a similar fate. Educators today lack the tools for dealing with unruly children thanks to two supreme court decisions of the late 1960’s and 1970’s. The bureaucratic lament that curriculums need to be revised, salaries should be raised, money should be poured into the system, teachers are not qualified, teachers salaries should be tied to students’ performances, are not the reasons for students not learning. Rather it is a lack of discipline in the classroom. One decision declared that schools do not have ‘absolute authority’ over their students and the other that a school had violated students’ ‘free speech’ by suspending them for not adhering to the school’s dress code. To compound the situation students have learned quickly that if a school official does something they do not like they can sue or just threaten to sue with sometimes very telling results. More importantly, the ever-present threat of lawsuits transforms a teacher from an active, authority figure into a fearful, hapless, down-trodden passive public servant. Discipline is key to learning and acquiring skills to be prepared for the rigorous task of facing the world. It certainly was in place and largely effective before the tumultuous ’60’s came along and â€Å"discipline† became sinister in connotation. Today classroom disruption is no longer of the mundane sort – feet on the desk, loud talking, noise-making and fighting. Schools are now dealing with sex offenders, pistol packing students, cursing, students and/or parents fighting with teachers and litigation, all of which undermine the teaching profession. When discipline goes out of the window, the pillars of civility get pushed aside. The universal moral values of self-control, self- respect, and respect for others and for property cease to exist. The door is flung wide open for all types of self-serving stress. Counselors, psychologists, psychoanalysts, television commentators, lawyers and many charlatans too, first on the scene of every school tragedy, screaming the blindingly obvious, blaming one parent, two parents, dysfunctional and functional, poor and not so poor families for the troubles of society’s young, and creating more chaos than calm in the lives of the young. The Solution There was a time when schools were counted always for stability, discipline, knowledge, caring and shaping the minds of young people. In addition, schools forged cohesive societies with very clear-shared values that conferred a sense of worth on all. That sense of worth could be revisited by a restoration of discipline; by teachers and parents working together, to make educating children their number one priority in life; by a system that instills character and spirituality and equips each student with cultural skills. The quest for social improvement and for making societies better rests with the future generation and if students are to have a sense of social responsibility and desire to live up to social obligations, then they must be armed with a real education premised on discipline. The alternative is not to be savoured. References Judy Gelbrich, OSU . 1999 – School of Education. Section II – American Education Part 1. Colonial America Patricia Caton (562) Technical Contact: webmaster@calstate. edu 951- 4807 Peter Sacks, Standardized Minds: The High Price of America’s Testing Culture How to cite American Education, Papers

Dhofar Fertilizers Company Ammonia Plant Feasiability Report

Question: Describe about the Report for Dhofar Fertilizers Company Ammonia Plant Feasiability Report. Answer: Introduction The demand for ammonia is on increase in Al Batinah North Governorate, since is a crucial input contributing to approximately 55% of productivity of crop, with expanding agricultural production, improvement in technology and growing awareness among farmers Fertilizer is a key ingredient in ensuring the food security of the country as it increase the production and productivity of soil Description Of The Dhofar Fertilizer Company Dhofar Fertilizer Company is located in the east side of Sohar capital city of Al Batinah North Governorate, is investing on on anew ammonia plant that will be installed in the area next to it, in order to manufacture Nitrogenous fertilizers Market Consideration The domestic food grain production is set at 120 million tonnes from 2016 2018, which can be achieved since the farming practices has been improved, expansion of irrigation, availability of better seed and extensive and balance use of fertilizers in the whole country of Al Batinah North Governorate Management Team The company comprises of the shareholders, with the government holding a great share, the C.E.O is Dr. Ahmed, production manager Mr Mohammed Al Farsi, technical staff and casual workers Technical Specification And Production Plan The fertilizer ammonia plant area is projected to cover will 3 hectares of the piece of land adjacent to the Dhofar company The production unit is estimated to be about 50,000 units since the raw materials are more available The Dhofar company executive has already acquired registration permit and the CCP has also been carried out, and environmental conservation authority has issued a licence Marketing Plan Ammonia plant cost data Description of cost area Item at 2000 tonnes/day million Scale experiment n Cost factor 1.5n Item at 684.9 tonnes/day a) Equipment item Furniture heaters 6.64 0.8 1.328 8.80 Package plant 1.06 0.65 1.355 2.45 Heat exchanger 5.90 0.55 1.302 6.69 Compressor and fans 3.12 0.85 1.355 4.24 Pumps 1.09 0.8 1.383 1.48 Turbines 2.34 0.6 1.328 2.12 Tanks 0.15 0.75 1.302 1.18 Vessels and column 5.20 0.65 1.302 6.77 Miscellaneous item 0.36 0.6 1.275 0.44 Total cost of equipment 25.86 0.69 1.322 34.19 b) Bulk items Electrics 2.39 0.8 1.328 3.03 Instrumentation 5.15 0.7 1.275 6.44 Piping 6.35 0.6 1.328 8.50 Structural steel 1.68 0.55 1.302 2.32 Insulation and painting 0.38 0.65 1.302 0.56 Catalyst and chemicals 0.95 1.0 1.500 1.28 Total cost bulk item 16.79 0.68 1.323 22.13 Total equipment 25.86 0.69 1.322 34.19 Total bulk item 16.79 0.69 1.323 23.13 Civil work 2.21 0.65 1.302 2.88 Construction 11.59 0.65 1.302 15.09 Engineering and procurement 6.90 0.5 1.225 8.45 Total cost 63.35 0.66 1.307 83.74 Examination Of Critical Risks And Problems Ammonia is a corrosive substance and the main toxic effects restricted to the direct contact with ammonia which include eyes, skin, respiratory tract, digestive tract Proper measures of wearing proper clothes covering every part of your body, goggles to protect eyes, nose, ears and mouth muffs to protect respiratory tract, digestive tracts and ears. Financial And Economic Plan Fixed capital investment Total equipment from the table = 34.19 million Total bulk item from the table = 23.13 million Civil works = 2.88 million Construction = 15.09 million Engineering and procurement = 8.45 million Fixed capital investment = 34.19 million + 23.13 million + 2.88 million + 15.09 million + 8.45 million = 83.7 million Working capital investment = current assets - current liability Balance sheet for plant Assets Liabilities Cash 30 million Account profitable 15 million Marketable securities 3 million Accrued experts 10 million Account receivable 15 million Notes payable 2 million inventory 20 million Current term debt 5 million 68 million 32 million Working capital = 68 million - 32 million = 36 million Total capital investment = total liabilities total equity current liabilities = excess Fixed capital = 84 million Current liabilities = 32 million Current assets = 68 million Working capital = 36 million Total capital = 84 million + 32 million+ 68 million + 36 million = 120 million Direct labour = construction + civil works = 2.88 + 15.09 = 17.97 million Direct material = total equipment+ total bulk item = 34.19 + 23.13 = 57.32 million Overhead = engineering and procurement = 8.45 million Product cost per unit tonne = total direct material + total direct labour + total manufacturing overhead cost = [17.97 + 57.32 + 8.45]/250000 tonnes per year = 83.74 million/250000 = 334.96 million per unit tonnes [current original values]/original value * 100 = [83.74 - 63.35]/63.35 * 100 = 32.19% Evaluation And Conclusion The plant is targeting to help to a great advance meet the demand of nitrogenous fertilizers and will increase the productivity of crops and finally the food shortage is expected to reduce to a higher level on every family in Al Batinah North governorate