![]() ![]() With CadTools you can create your own surface models based on objects in the drawing or import triangles from DWG (other civil software). CadTools (ToolBox) is a software developed for Civil Engineers using AutoCAD or ZWCAD. You can create profiles and cross-sections of multiple surfaces, calculate volumes and plot contours. For evaluating students’ learning, the priority is constructing questions that cover topic discussed.M圜ADtools is a Gold Partner product that offers approximately 70 utilities for SOLIDWORKS and SOLIDWORKS PDM.ĬadTools is developed for Civil Engineers using AutoCAD. For the evaluating students’ learning, the top priority is mastery of the subject matter. Their top priority need for classroom management is ending the class on time. However, there are areas common to almost all colleges. The study concludes that the colleges vary in their needs for professional development. The results of this study showed one-thirds of the teacher-respondents as new to the teaching profession while 69% have more than three years of teaching experience. Calculated means and frequency-percentage distribution describes the prioritization of in-service needs while weighted means determine the performance of the college faculty as appraised by the students. Sixty-three percent of the 113 teachers completed a survey instrument. to teaching and learning of the college faculty (n=71) of La Salle University to guide the administrators and faculty in crafting enrichment activities. The purpose of this descriptive study was to determine the professional development needs and priorities pertaining. For the faculty to perform their roles and fulfill their responsibilities, Colleges must first show that they understand what the faculty needs and values most. The quality of instruction depends on a large extent of the capability, the strength, and the excellence of the faculty. We conclude that it is time to assess IT knowledge and IT skill requirements necessary for accounting students and develop a standard IT curriculum in accounting education. These findings imply that we may be doing a disservice to accounting students and the accounting profession by not having a set IT curriculum. We also find that there are significant differences in IT knowledge between the three universities in the study. These students are not proficient in requisite technologies even after completing most of their undergraduate course work. We find accounting students have a low level of self-perceived IT knowledge. These findings are analyzed in light of authoritative guidance on appropriate accounting technology topics and research on the current status of IT in accounting education. Because of this, we expect to find significant differences in IT knowledge between these three universities. Unlike other areas of accounting, there are no set standards for the IT curriculum for accounting. ![]() In recognition of the growing role of information technology (IT) in teaching accounting, we surveyed students at three Midwestern universities to determine their self-reported knowledge levels of 36 specific information technologies and difference in those IT knowledge levels between universities. If the government wishes to promote teacher ‘excellence’, the infrastructure for professional development will need to change so that teachers can acquire the knowledge and skills embodied in the teaching standards. We also found that almost 40% felt that their own level of professionalism fell far short of excellence, but that their professional growth was primarily hampered by external, contextual factors. Contrary to earlier studies, we found that the professional community of literature teachers hold widely shared ideas about what constitutes excellence in their profession. Because our standards will be used to evaluate the profession, we also wished to know to what extent teachers satisfy (or would like to satisfy) their own ideal, and which factors influence their professional development. ![]() We, therefore, looked for an alternative and canvassed teacher opinion about what makes an excellent literature teacher. It was prompted by the resistance on the part of many teachers to the one-size-fits-all teaching. This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. ![]()
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