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First-semester female college students (N = 118) completed surveys to estimate the prevalence of sexual hookups and event-level assessments to clarify the behavioral characteristics of their most recent hookup. Hookups involving oral, vaginal, or anal sex were reported by 51% before college, 36% during their first semester, and 60% by the end of their first semester. Event-level analyses reveal...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
We report the results of an investigation into physics students’ understanding of vector addition, magnitude, and direction for problems presented in graphical form. A seven-item quiz, including free-response problems, was administered in all introductory general physics courses during the 2000/2001 academic year at Iowa State. Responses were obtained from 2031 students during the first week of...
Proof. First, check that f is one-to-one, so that f−1 exists. Given two points in the domain of f , x = t, we want to show f(x) = f(t). From x = t, there are two cases: x < t or x > t. If x < t, then f(x) < f(t) because f is increasing, and similarly if t < x, then f(t) < f(x). In either case, f(x) = f(t). Second, suppose, toward a contradiction, that f−1(x) is not increasing. This means the fo...
Mid-semester student feedback is a teaching assessment technique designed to elicit formative feedback from students during the semester, when it can be acted on to improve the course and students’ learning. Gathering student feedback at mid-semester is optimal for an instructor to get the pulse of the course––to find out what students are thinking about the instructor, the course material, and...
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