Suchergebnisse

Describes the Political Science Department's assessment activities for the academic year 2007-2008 ; The Political Science Department's annual assessment report to the College for the Office of Academic Assessment. The report details the department's direct assessment model called Progressive Direct Assessment (PDA) and the activities related to this model.

Describes the Political Science Department's assessment activities for the academic year 2012-2013. ; The Political Science Department's annual assessment report to the College for the Office of Academic Assessment. The Political Science department continued to collect evidence of student learning in our undergraduate program using a direct assessment method called Progressive Direct Assessment (PDA). Three SLOs were assessed-critical thinking, political decision making, and political analytical skills. In addition to collecting evidence in 2012-13, the assessment committee made progress on assessment planning. Also, the assessment committee developed a plan to assess the six undergraduate programs SLOs using the updated methodology in three years.

Describes the Political Science Department's assessment activities for the academic year 2011-2012 ; The Political Science Department's annual assessment report to the College for the Office of Academic Assessment. The Department continued assessing gateway and capstone courses. With these courses, it assessed departmental SLOs and tracked students as they progressed through the major. The department received copies of final exams or papers from seven courses from the Fall 2011 and the Spring 2012 semesters. A random sample of fifteen works per course was chosen. The results were synthesized into charts that show the percentages of works meeting the ???unsatisfactory,??? ???elementary,??? ???developing,??? ???proficient,??? and ???exemplary??? designations. In 2011-2012, the department also continued its participation in the Simplifying Assessment Across the University Pilot Program.

Describes the Political Science Department's assessment activities for the academic year 2009-2010. ; The Political Science Department's annual assessment report to the College for the Office of Academic Assessment. The report details assessment focused on the critical thinking SLO and an examination of the extent to which their students are developing analytical skills as they progress through the major. As part of this, the report details the department's activities in revising their SLOs to ensure that they are still relevant to the individual classes. The report also deals with the department's participation in the Simplifying Assessment Across the University Pilot Program which asks departments to assess signature assignments from gateway and capstone courses.

Describes the Department of Political Science's assessment activities for academic year 2014-2015 ; The Political Science Department 2014-15 annual assessment report to the College of Social and Behavioral Sciences for the Office of Academic Assessment. The department applied results of past assessments and analysis ("closed the loop") to curriculum review and revision, as well as collected final writing assignments from ten upper-division classes for future assessment of program SLO #2 (Develop a Global Perspective). The EAS was used to collect student work, but response rates were "low" (33%) due to "technical difficulties many students experienced when trying to submit their papers" and the voluntary nature of the assignment. Program modifications and new course proposals were discussed to address identified student weakness in critical thinking and substantive knowledge in the Major, and preparations for future revision of both graduate and undergraduate program SLO's (to be continued in 2015-16) were begun.

Describes the Political Science Department's Bachelor of Arts (B.A.) assessment activities for the academic year 2013-2014. ; The Political Science (B.A.) annual assessment report to the College for the Office of Academic Assessment. The department directly assessed SLOs 1 and 3 (communication and active citizenship) through a random cross-sectional sampling of 15 student essays from five courses over the year, evaluated by a committee of five faculty members. The department also undertook to ???close the loop??? on prior assessment findings by drafting a proposal to update its undergraduate program through the restructuring of its course sequencing and the addition of a new Introduction to Political Science offering, which would serve as a gateway course. Assessment of SLO 1 reveals improvement in written communication between non-capstone and capstone (proseminar) courses; but assessment of SLO 3 (active citizenship: a content knowledge category) shows no improvement in the capstone courses???a finding that is consistent with past assessment results revealing similar weakness in other SLO content areas, and which supports the decision to modify the structure of the program. Lower scores in content knowledge in the senior capstone courses, when compared to student performance in the non-senior seminars, are especially noted, along with a plan to complete the undergraduate program revision in AY 2014-15.

Educational policy implementation in Nigeria have been hit in the main by incidences of poor availability of physical facilities/infrastructures. This paper examines public policy implementation and availability of facilities/infrastructures in primary and junior secondary schools in Rivers State between 2008 – 2018. The paper is guided by the single proposition that, there is no significant difference in universal basic education policy implementation and the availability of facilities/infrastructures in schools in Rivers State. The paper is anchored on the Programme Evaluation Theory as its analytical framework. A sample of 600 schools was purposively derived from a population of 1,332 of both primary and secondary schools in the state. This was evenly distributed to the 3 senatorial districts in the state. Data for the paper was generated via questionnaire distributed to the 600 principals and head teachers of the selected schools, and via secondary sources such as books, UBE policy documents, etc. Generated data was analyzed using Gross Enrolment Ratio Growth Rate, Teacher/Pupil Ratio, T-test and Diagrammatic Representation. As part of its findings, the paper revealed that, the situation of education in the state is not in consonant with the objectives of the Universal Basic Education (UBE) policy. Also, that the state government's stance for free compulsory basic education is only but an elusive agenda. As such the paper recommends that; the state government should devise more inclusive strategies that will ultimately seek to enforce the free education for every child within the UBE age. This can be done by adopting the "parent-teacher team" of monitors and enforcers of this policy

After expanding steadily for centuries, science is reaching its limits to growth. We can no longer afford the ever increasing cost of exploring ever wider research opportunities. In the competition for resources, science is becoming much more tightly organised. A radical, pervasive and permanent structural change is taking place. It already affects the whole research system, from everyday laboratory life to national budgets. The scientific enterprise cannot avoid fundamental change, but excessive managerial insistence on accountability, evaluation, 'priority setting', etc. can be very inhospitable to expertise, innovation, criticism and creativity. Can the research system be reshaped without losing many features that have made science so productive? This trenchant analysis of a deep-rooted historical process does not assume any technical knowledge of the natural sciences, their history, philosophy, sociology or politics. It is addressed to everybody who is concerned about the future of science and its place in society

Introduction : space, history and the governing of air pollution -- Historical geographies of science and government : exploring the apparatuses of atmospheric knowledge production -- Science, sight and the optics of air government -- Governing air conduct : exhibition, examination and the cultivation of the atmospheric self -- Instrumentation and the sites of atmospheric monitoring -- A national census of the air : spatial science, calculation and the geo-coding of the atmosphere -- Automating the air : atmospheric simulations and digital beings -- Environmental governmentalities and the ecological coding of the British atmosphere -- Conclusion : learning like a state in an age of atmospheric change.

The combative metaphor of 'science wars' has taken on a predominant position within the collective conscious, from being featured on the programs of scientific meetings to being splashed across the pages of leading national magazines and newspapers. Some in the scientific community perceive their profession to be under siege by members of the academic left, radical environmentalists, religious fundamentalists, eco-feminists, and others. This book, based on in-depth interviews with sixty members of groups with alleged 'anti-science' attitudes, examines how pervasive and uniform these critiques are.

We are going through such a state now in our national finances where many of the so-called principles of economics on which our Government has operated are proven fallacious, and the result is that the United States is in danger of losing one of her most cherished and valuable elements of national power.