Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,

Learning and Development Evaluation differs from or relates to: validation, assessment and monitoring in the following ways. Evaluation in the process of learning and development is a process that is used to study the outcome of the learning process with the aim of informing the design of future learning processes. It can be termed as a comparison between the actual and real expectations from a learning process with the predicted outcome from

3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is

In turn, teachers and their leaders should take steps to increase the responsibility for managing their schools and assessing the performance of their peers. (1990) The work of Charles Kowalski entitled: "Caring for Teachers in Uncaring Schools" (2002) states that stress in teachers "can be more insidious than in other professions by its "fuzzy" nature: it arises from a vague system of rules and returns; it is often self-inflicted; and

Teaching Disaster and Emergency Management The whole world has turned into a place where people encounter experiences with diverse forms of disaster. Most of the disasters are usually extremely complicated and strike unexpectedly in any region causing massive damages and loss of lives. The complexities accompanying the catastrophes require the existence of well-trained personnel oftentimes ready to deal with disasters as they occur before causing irreparable harm to people and property.

This approach also is supported by volumes of empirical research and it is particularly well suited to effective learning in the physical sciences. Instead of focusing on narrative explanations of scientific concepts in the traditional educational approach, inquiry-based methodology utilizes practical materials designed to allow students to experiment and directly observe and experience the scientific concepts presented in each lesson (Huber & Moore, 2001). According to the available research, hands-on