Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe

This study was particularly aimed at the examinations and the effect they have on schooling at the secondary school level in Zimbabwe. The views and opinions of teachers on the use of terminal examinations for certification and the influence they are seen to have on teachers' approach to the curriculum were examined. The literature has shown that there is widespread criticism of the justice and effects of terminal examinations. It is argued that they lead to an over-emphasis of that which is measured, knowledge and intellectual ability, at the expense of that kind of education progress which is almost impossible to measure in an end-of-the-course assessment. Three hundred and six secondary school teachers responded to a survey which asked for teachers' perceptions of examinations and the curriculum. The findings of this study indicated that teaching is structured towards examinations. Although teachers are trying to teach and develop reasoning skills and other activities, the pressure of examinations and the importance of doing well in them force teachers to restrict themselves to examination requirements.

The practical examination and how it correlates with the triple jump, tutorial, and written examination

This study explored the relationship between the practical examination and other course evaluation methods~ specifically, the triple jump, tutorial, and written examination. Studies correlating academic and clinical grades tended to indicate that they may not be highly correlated because each evaluation process contributes different kinds of information regarding student knowledge, skills, and attitudes. Six hypotheses were generated stating a positive relationship between the four evaluation methods. A correlation matrix was produced of the Pearson Product Moment correlation co-efficients on the four evaluation methods in the second and third year Occupational Therapy Technique and Clinical Problem Solving courses of the 1988 and 1989 graduates (n~45). The results showed that the highest correlations existed between the triple jump and the tutorial grades and the lowest correlations existed between the practical examination and written examination grades. Not all of the correlations~ however~ reached levels of significance. The correlations overall. though, were only low to moderate at best which indicates that the evaluation methods may be measuring different aspects of student learning. This conclusion supports the studies researched. The implications and significance of this study is that it will assist the faculty in defining what the various evaluation methods measure which will in turn promote more critical input into curriculum development for the remaining years of the program.

Development of a New Assessment System to Evaluate Students' English Communicative Capacities in China

The purpose of this study was to develop a new English assessment system to evaluate Chinese students' English communicative capacities. Since there is more interaction with people from English-speaking countries, Chinese people attach more importance to English oral skills, and a lot of Western English teaching methods were introduced into China to improve students' English communicative capacities. However, traditional paper-written examinations, like the English test of higher education entry examination, cannot evaluate it effectively. This study explored the perceptions of two Chinese English-language teachers and two Chinese students about English assessment system. A qualitative research method using telephone interviews was conducted in this study. The findings showed that the most possible ways to assess Chinese students' English communicative capacities were paper-written examination and person-machine conversations, although measures should be taken to improve these two models. On the other hand, the model of person-person conversation was the ideal assessment tool but was hard to achieve at the current stage.

Letter - E.C. Schmon to Arthur A. Schmon, 13 July 1917

The letter describes a party with family at the Pell Tree Inn where they had dinner and dancing. She also mentions that Arthur was made an instructor of topography and may soon do his examinations for second lieutenant.

University of Toronto exams

University of Toronto exams. These are in and envelope which is marked “Arts 1st year”. Included in this package are some text book pages [Latin] with the name Ham K. Woodruff written on them. The exams include: Anatomy, Arithmetic and Algebra, Medicine Chemistry, English, Euclid, French, Greek, Latin, Latin Grammar, Latin Prose (2 copies), Materia Medica and Therapeutics and Physiology for 1879. The exams for 1880 include Arithmetic and Algebra, Greek and Trigonometry. The 1881 Greek exam is also included. There is writing on some of the exams and some are worn and stained. The envelope is torn and stained and the textbook pages are slightly burned. This does not affect the text, 1879-1881.

The Ligand and Membrane-binding Behaviour of the Phosphatidylinositol Transfer Proteins (PITPa & PITPb)

Human Class I phosphatidylinositol transfer proteins (PITPs) exists in two forms: PITPα and PITPβ. PITPs are believed to be lipid transfer proteins based on their capacity to transfer either phosphatidylinositol (PI) or phosphatidylcholine (PC) between membrane compartments in vitro. In Drosophila, the PITP domain is found to be part of a multi-domain protein named retinal degeneration B (RdgBα). The PITP domain of RdgBα shares 40 % sequence identity with PITPα and has been shown to possess PI and PC binding and transfer activity. The detailed molecular mechanism of ligand transfer by the human PITPs and the Drosophila PITP domain remains to be fully established. Here, we investigated the membrane interactions of these proteins using dual polarization interferometry (DPI). DPI is a technique that measures protein binding affinity to a flat immobilized lipid bilayer. In addition, we also measured how quickly these proteins transfer their ligands to lipid vesicles using a fluorescence resonance energy transfer (FRET)-based assay. DPI investigations suggest that PITPβ had a two-fold higher affinity for membranes compared to PITPα. This was reflected by a four-fold faster ligand transfer rate for PITPβ in comparison to PITPα as determined by the FRET assay. Interestingly, DPI analysis also demonstrated that PI-bound human PITPs have lower membrane affinity compared to PC-bound PITPs. In addition, the FRET studies demonstrated the significance of membrane curvature in the ligand transfer rate of PITPs. The ligand transfer rate was higher when the accepting vesicles were highly curved. Furthermore, when the accepting vesicles contained phosphatidic acid (PA) which have smaller head groups, the transfer rate increased. In contrast, when the accepting vesicles contained phosphoinositides which have larger head groups, the transfer rate was diminished. However, PI, the favorite ligand of PITPs, or the presence of anionic lipids did not appear to influence the ligand transfer rate of PITPs. Both DPI and FRET examinations revealed that the PITP domain of RdgBα was able to bind to membranes. However, the RdgBα PITP domain appears to be a poor binder and transporter of PC.