Designing an effective web site requires more than just gathering relevant information and posting it on the web. Like a good paper or research presentation, a quality web project demands as much attention to the selection, organization, and presentation of material as to the underlying research itself. You should strive, above all, to be both clear and engaging in every aspect of site design. Without the first, you will quickly lose your audience. Without the second, you'll never catch their attention in the first place...

]]>BENEFITS OF BECOMING A G-TEC FRANCHISEE Being a part of G-TEC, the largest computer education network itself is a major Advantage for the franchisee. The company provides support in the following aspects: 1) ADVERTISEMENT & MARKETING Co-ordinate Advertisements in leading Channel and Newspapers. Supply of Display boards, Banners, Posters and other publicity materials at economical price from Admn. Office. 2) SCHEMES IN ASSOCIATION WITH LEADING COMPANIES. G-TEC is known for launching colorful schemes throughout the year which will attract students and will benefit the centres. 365 DAYS LIVE. 3) TECHNICAL SUPPORT & ASSISTANCE The Company is backed by a sound Technical team in supporting and assisting the franchisees for solving HARDWARE & SOFTWARE problems. 4) FACULTY TRAINING Training the faculties to handle Theory and lab sessions for Basic and Advanced courses like VB, TALLY, AUTOCAD, 3DSTUDIO, MULTIMEDIA TOPICS, ORACLE, C++, JAVA, C#.NET, E-COMMERCE etc… 5) LATEST COURSES The launching of latest courses and computer topics will be taken care by the Admn. Office according to the latest trends in IT industry. 6) COURSE MATERIALS High Quality course materials designed and prepared by GR& DC, will be supplied to the franchisees at a nominal cost. 7) PLACEMENT CELL Collective database of G-TEC students will be stored at the Admn. Office, for placing our students at various software firms across the country. The company has tie-ups with leading software firms. for details 8) EXAMINATION AND CERTIFICATION Examinations and Certification of the students will be controlled by the G-TEC Administrative Office.

]]>Computational & Applied Mathematics began to be published in 1981. This journal was conceived as the main scientific publication of SBMAC (Brazilian Society of Computational and Applied Mathematics). The objective of the journal is the publication of original research in Applied and Computational Mathematics, with interfaces in Physics, Engineering, Chemistry, Biology, Operations Research, Statistics, Social Sciences and Economy. The journal has the usual quality standards of scientific international journals and we aim high level of contributions in terms of originality, depth and relevance. CAM is currently reviewed in Mathematical Reviews and Institute of Scientific Information (Webofscience). Related subjects » - Computational Science & Engineering Impact Factor: 0.473 (2014) * Journal Citation Reports®, Thomson Reuters Abstracted/Indexed in Science Citation Index Expanded (SciSearch), Journal Citation Reports/Science Edition, SCOPUS, Zentralblatt Math, Google Scholar, EBSCO, CSA Environmental Sciences, Current Contents/Physical, Chemical and Earth Sciences, Mathematical Reviews, OCLC, SCImago, STMA-Z, Summon by ProQuest

]]>In 2012, a shocking 69 percent of American high-school graduates failed to meet college-readiness benchmarks in science. And in a 2010 paper about math and science achievement, the U.S. ranked last out of the eight countries studied (including England, South Korea, and Hungary). So not only are we unsuccessfully teaching basic knowledge to our kids, but many other nations have figured out how to do it better than us, too. There is no doubt about it: The way the U.S. teaches science simply doesn't work. The good news is that a new approach to education could turn these embarrassing statistics around. For the past two years, 26 state governments have collaborated with teachers to develop The Next Generation Science Standards for grades K–12. The standards reflect 20 years of research that show that people learn better through experiences than through memorization. Educators have known this for a while: A 2005 National Research Council report found that teaching is more successful when students are aware of how they learn. A report the council published two years later, written by a committee of 18 science-education experts, concluded that current science-instruction methods are outdated because they significantly underestimate children's ability to think in a sophisticated way. How will the implementation of these standards change the classroom? Students will memorize fewer facts; instead, they'll work to better understand key concepts by asking questions and designing experiments to find the answers. In other words, since scientists don't just sit around memorizing stuff, students shouldn't either. Here's an example of how the new approach will play out: Today, instructors might teach the phases of the moon by showing students photos and demonstrating with a model of Earth and the moon. Under the new standards, students would be shown pictures and then build their own models and discuss with classmates why the moon seems to change shape in the sky. They might get their models wrong at first, just like real scientists. But that's how people learn best. Since scientists don't just sit around memorizing stuff, students shouldn't either.The new standards will create some challenges—for instance, educators will need to adopt a more flexible teaching style. But the effort will be worth it. The standards will create better scientists and engineers, and—perhaps just as important—they'll benefit even students who pursue nonscientific careers. Everyone is a science consumer. We must constantly evaluate new information that affects our lives, whether it's the latest news story on a nutrition study or a report on the psychology behind gun violence. Citizens vote for ballot measures and legislators that influence scientific research and policy, too. Although all 26 states are required to consider the standards, only a handful (including Rhode Island and Kansas) have officially instituted them so far. Those that don't are doing a disservice to their students and, in the long term, hurting all of us. Every state in the union needs to get on board.

]]>20 Best Responsive Web Design Examples of 2012 | Blog | Social

]]>Research Question: The research question is the single most important part of the scientific method. Every part of your project is done to answer this question. The research question is sometimes formed as a statement and is called the "Problem" or "Problem Statement." Hypothesis : The hypothesis is an "educated guess, " formed as a statement, that you propose to be the answer to the research question. An educated guess is based on some prior knowledge. Experimental Design : Plan an experiment in which you can test your hypothesis. Variables: The experiment will contain an element or elements that do not change (called controlled variables or dependent variables) and elements that will change (called manipulated variables or independent variables). Control: The control is a particular sample that is treated the same as all the rest of the samples except that it is not exposed to manipulated variables. Observation: When you interact with your experiment, you are using your senses to observe. Does it have a smell, make a noise have color, etc.? Collect Data: As you observe your experiment, you will need to record the progress of your experiment. Data can be whatever you observe about your experiment that may or may not change during the time of the experimentation. Examples of data are values in pH, temperature, a measurement of growth, color, distance, etc. Journal: All scientists keep a record of their observations in some form of a journal. The journal will begin with the date and time the experimentor collects the data. Sometimes data will include environmental values such as humidity, temperature, etc. Entries must be written clearly and with detail of description so that another scientist can read the journal, simulate the conditions of the experiment, and repeat the experiment exactly. Data: The data are the values written down as the experiment progresses. Examples of data entry on measuring plant growth: Test Plant 16.2 mm 24.9 mm 15.9 mm 23.2 mm 37.2 mm Charts & Graphs: When at all possible, illustrations of data are advisable. They create a professional appearance and convey a great deal of information. Examples include: Bar Graph, Pie Chart, X & Y axis Graph, Histogram, etc. Materials: List all supplies and equipment. Example: 250 ml. glass beaker 1 straw 150 ml. Lime Water 10 g. Baking Soda Procedure: The procedure is a somewhat detailed, step - by - step description of how you conducted your experiment. Example: "After 1 minute, I stirred in the baking soda and timed the reaction to be 45 seconds." Results: The results is usually in the form of a statement that explains or interprets the data. You do not go into any detail or explanations here. You simply say in words what your data is telling you. Example: "Test Plant 3 showed little difference in growth rate as compared to the Control Plant." Conclusion : The conclusion is a summary of the research and the results of the experiment. This is where you answer your research question. You make a statement of whether your data supported your hypothesis or not. You may have data that supported part of your hypothesis and not another part. You may also have data that did not support your hypothesis at all. In this case, you may explain why the results were different. Application: The application is how the information or knowledge gained in the experiment can be used. It is not often included in science fair projects. Resources: One of the most important things for a student to do is recognize the people and resources used in developing and conducting the project. Name the people who offered knowledge or helped, and list the web sites, retail stores, magazines, books, computer programs, etc. that were used as sources of information or supplies. Copyright © 2007, Science Stuff, Inc. Science Stuff is a registered mark of Science Stuff, Inc.

]]>The student is expected to be familiar with the major topics (at the advanced undergraduate, beginning graduate level) in linear algebra, advanced calculus, introductory partial differential equations, and introductory complex variables. Exam topics may include (but are not limited to): Dimensional Analysis and Scaling: Buckingham Pi Theorem, characteristic scales, well-scaled problems. Perturbation Methods and Asymptotic Expansions: asymptotic sequences and series, regular perturbations, Poincare'-Lindstedt method, singular perturbations, boundary layer analysis, WKB approximations, asymptotic expansions of integrals. Calculus of Variations: first and second variations, Euler-Lagrange equations, first integrals, isoperimetric problems. Integral Equations and Green's Functions: Volterra and Fredholm integral equations, degenerate kernels, Green's functions, Fredholm Alternative. Partial Differential Equations: well-posed problems, maximum principles, energy argument (Lyapunov functions), orthogonal expansions, Fourier Transforms, heat kernel. Suggested Courses: MATH 41021 / 51021: Theory of Matrices MATH 42041 / 52041: Advanced Calculus MATH 42045 / 52045: Introduction to Partial Differential Equations MATH 42048 / 52048: Introduction to Complex Variables (for preliminary material) MATH 62041 / 72041: Methods of Applied Mathematics I (for core material) MATH 62042 / 72042: Methods of Applied Mathematics II (for core material) Suggested References: James P. Keener, Principles of Applied Mathematics: Transformation and Approximation, 2nd ed., Westview Press, 2000 C. Lin and L. A. Segel, Mathematics Applied to Deterministic Problems in the Natural Sciences, SIAM Classics, 1988

]]>The main emphasis of the applied course is on developing the ability of the students to start with a problem in non-mathematical form and transform it into mathematical language. This will enable them to bring mathematical insights and skills in devising a solution, and then interpreting this solution in real-world terms. Students accomplish this by exploring problems using symbolic, graphical, numerical, physical and verbal techniques in the context of finite or discrete real-world situations. Furthermore, students engage in mathematical thinking and modelling to examine and solve problems arising from a wide variety of disciplines including, but not limited to, economics, medicine, agriculture, marine science, law, transportation, engineering, banking, natural sciences, social sciences and computing. The syllabus is divided into two (2) Units. Each Unit comprises three (3) Modules. Unit 1: Statistical Analysis Module 1 Collecting and Describing Data Module 2 Managing Uncertainty Module 3 Analysing and Interpreting Data Unit 2: Mathematical Applications Discrete Mathematics Probability and Distributions

]]>Live instructor-led class online $495.00 American Graphics Institute AGI Training Philadelphia 101 West Elm Street, Conshohocken, PA 19428 American Graphics Institute AGI Training New York 21 W 46th St. New York, NY 10036 American Graphics Institute AGI Training Boston 120 Presidential Way Woburn, MA 01801 American Graphics Institute AGI Training Philadelphia 101 West Elm Street, Conshohocken, PA 19428 American Graphics Institute AGI Training New York 21 W 46th St. New York, NY 10036 American Graphics Institute AGI Training Boston 120 Presidential Way Woburn, MA 01801 American Graphics Institute AGI Training Philadelphia 101 West Elm Street, Conshohocken, PA 19428 American Graphics Institute AGI Training New York 21 W 46th St. New York, NY 10036 American Graphics Institute AGI Training Boston 120 Presidential Way Woburn, MA 01801 American Graphics Institute AGI Training Philadelphia 101 West Elm Street, Conshohocken, PA 19428 American Graphics Institute AGI Training New York 21 W 46th St. New York, NY 10036 American Graphics Institute AGI Training Boston 120 Presidential Way Woburn, MA 01801 American Graphics Institute AGI Training Philadelphia 101 West Elm Street, Conshohocken, PA 19428 American Graphics Institute AGI Training Boston 120 Presidential Way Woburn, MA 01801 American Graphics Institute

]]>Exposing children to computers helps them hone their skills. Elizabeth Stark, a former Internet and technology lecturer at Yale and Stanford, states that many schools do not prioritize computer education. As of 2013, less than 5 percent of American schools, for example, offer Advanced Placement Computer Studies, which is a decrease of over 45 percent from previous years. Computer education enhances technological progress, which is a major determinant of the future of the American economy, and can be an asset in improving students' overall learning ability. Improves Research Computer education improves students’ research skills by encouraging them to look for information on the Internet. It enables them to research various topics by seeking relevant books that could be digitally available online. The Internet also contains search options, which expose students to diverse ways of obtaining information. Thanks to the speedy nature of the Internet, students can research their desired topics within minutes. Influence Career Aspirations Incorporating computer education in schools can inspire students to undertake careers in technology and enhance their understanding of how computer technology impacts people’s daily lives. The knowledge acquired in elementary and high school may increase their interest in computer-related fields during their college education. Furthermore, computer education provides students with a grounding in computer-related software and activities, such as using office suite, programming languages and creating data sheets. Students can apply these skills to a range of occupations later in life. Enhanced Creativity Computer classes allow students to put their creativity to use. For example, classes can involve assembling and disassembling computer parts, which require students to think about and understand how parts function. Students can transfer their enhanced creativity to other activities in their lives, including memorizing scientific facts, historical information or mathematical formulas. Computer education also reduces the time needed to efficiently learn new material. Improved Performance Computer education may influence student performance by enabling them to become more involved with their school work. Computers can potentially enhance students mathematical thinking, and improve scores in problem solving and critical thinking tasks. Computer education also plays a major factor in students’ ability to score highly on their standardized assessment tests. Exposing 3- and 4-year-old children to computer education and supporting activities produces developmental gains such as abstraction, intelligence, nonverbal skills and long-term memory.

]]>