This interactive flash tutorial will demonstrate how to log into WebCT at the University of Manitoba and take a multiple choice quiz.

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As a student aspiring to be a cellist, it is essential to conduct an in-depth research on works for cello. There are many famous composers such as J.S.Bach, J.Haydn, L.Beethoven, J.Brahms, A.Dvořák, C. Saint-Saëns, R. Schumann, S.Prokofiev, S.Rachmaninoff, D.Shostakovich and P.I. Tchaikovsky who wrote wonderful pieces for cello. In my opinion however students and musicians are putting more emphasis on improving their playing techniques and philosophy, but not on the main theme, structure, and theoretical aspect of the work. Therefore, I chose to study main theme and structure of the Variations on a Rococo Theme, Op.33, for cello by P.I. Tchaikovsky. / <p>Examens konsert i Vilunda kyrka 2014.05.31 Music av Beethoven,Chopin</p><p>och Britten. Bekhbat Tsagaanchuluun ,cello. Asuka Nakamura ,piano.</p><p>Bilaga: 1 CD.</p>

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While there is general agreement about its importance, the construct of educational readiness is nebulous with much debate about what constitutes readiness. Readiness has been found to be a multidimensional psychological construct from a psychometric perspective. However, there is a growing awareness that this psychometric focus is lopsided, and that readiness does not only reside in the child. Further, there is an accompanying appreciation that readiness research may need to focus more on the subjective experience of individuals within the context of their environment. This phenomenological study, using Bronfenbrenner's social-ecological model, explored how Antigua and Barbudan students experienced readiness as they prepared to take the 2017 Caribbean Secondary Education Certificate Exam (CSEC). In an interview, each of the 12 participants recounted their experience as they readied themselves for the CSEC. The data were analyzed through content and framework analysis. The results support findings in the literature that showed that readiness is a complex and iterative process. It is the result of the dynamic interplay of various inputs of a host of individuals functioning at different levels of the readiness system. These results can then provide a point of entry for both national dialogue and policy formulation culminating in the provision of comprehensive services to support students' readiness experiences. The ultimate hope is that readiness for the CSEC Exam will lead to actual success on the exams, which in turn will translate into improved life chances of Antigua and Barbudan students.

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High-stakes testing is used for the purposes of providing results that have important consequences such as certifications, licensing, or credentialing. The purpose of this study was to examine aspects of an exam recently written by flight paramedics for recertification and make recommendations for development of future exams. In 2008, an unexpectedly high failure led to revisions in the exam development process for flight paramedics. Using principles of classical test theory and generalizability theory, I examined the decision consistency and dependability of the examination and found the decision consistency for dichotomous items to be within acceptable limits, yet the dependability was low. Discrimination was strong at the cut-score. An in-depth look into the process used to set the exam, as well as the psychometric properties of the exam and the items have led to recommendations that will contribute to future development of dependable exams in the industry that result in more valid interpretations with respect to paramedic competence. / Thesis (Master, Education) -- Queen's University, 2012-09-06 22:41:41.552

Extensive evidence linking exercise with stress reduction has prompted many organisations to implement exercise stress management interventions in order to combat employee stress. These interventions however, have generally yielded low levels of effectiveness. Determining factors that can enhance the effectiveness of exercise stress management interventions is important for organisations implementing such interventions. The main purpose of the present study was to investigate the role that outcome expectancy has in the relationship between exercise and stress. Stress perceptions and exercise behaviours were assessed in 54 university students over the 4 weeks leading up to final examinations. Outcome expectancy was assessed once during this period. Heart rate was also assessed in 20 students on two occasions, including the exam. In contrast to the majority of research linking exercise with lower stress, individuals who exercised more than their own average during the study period had higher levels of exam stress over time, whilst variance in exercise levels from the group average was not significantly related to exam stress over time. Conversely, there was a significant difference in physiological exam stress (heart rate) between high and low exercise groups overtime for the overall heart rate average, but not the sleep or exam period heart rate averages. More specifically, it was found that the low exercise group had a stronger negative physiological reaction to the exam overall. No significant moderation effects of outcome expectancy on the relationship between exercise and stress were found. The results indicate that exercise is related to both self-reported and physiological indicators of stress, and that exercise at different levels (within-person and between-person) have differing effects on exam stress.

There is a significant issue in society today regarding the lack of knowledge about and positive regard attributed to women’s bodies, but more specifically female genitalia. This is detrimental to women in that it causes us to see ourselves in a negative light, or to overly sexualize certain aspects of ourselves, which may lead to severe psychological damage (American Psychological Association Task Force on the Sexualization of Girls, 2010). The 1970’s Women’s Health Movement presented a way for women to get to know their own bodies in a way that was private from society in order to make their own judgments free from the pressures and input of the larger public: vaginal self-examinations. This study proposed a modified exam, a genital self-exam, as a way to counteract the negative attitudes projected on women’s genitals by giving women a chance to examine and decide for themselves. Participants were encouraged to practice mindfulness, a mental state achieved through focusing one’s awareness on the present moment while calmly accepting one’s feelings, during the exam as accounts of the 1970’s vaginal exams suggest a mindfulness-like attitude was also adopted during exams. This was done by randomly assigning participants to either complete a self-exam or to not and then measuring genital self-image and satisfaction, sexual body esteem, and mindfulness. The results were largely non-significant, save a few interesting minor findings. However, there is evidence to suggest a biased sample; recommendations for further research in this area are suggested.