IJTEEE

Open Access Journal of Scientific, Technology & Engineering Research


International Journal of Technology Enhancements and Emerging Engineering Research (ISSN 2347-4289)
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IJTEEE Volume 2 - Issue 1, January 2014 Edition - ISSN 2347-4289

All listed papers are published after full consent of respective author or co-author(s).
For any discussion on research subject or research matter, the reader should directly contact to undersigned authors.

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Md. Shahrior Alam, Dr. Syed Ishtiaq Ahmad.

ABSTRACT: This paper will show the environmental impact of a building from its construction phase to the end of its life i.e. demolition. Here mainly the emission of CO_2 is taken into consideration. As the global warming is most serious issue for environment, we are very much concern about the emission of CO_2 from different industries. However, emission from a building for its entire life cycle is seldom taken seriously. Since, there huge number of building in modem city like Dhaka, if possible any reduction in CO_2 emission will make a great contribution to reduce overall CO_2 emission and compare use of brick chips and stone chips. This thesis categorically estimates the CO_2 emission from various building plans for its entire life, which hopefully help us in guiding the reduction of CO_2 emission form a building. Two 6 storied residential building in Dhaka has been analyzed with stone and brick chips of same area of construction. The environmental impact for a 60 years life time has been calculated.

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Abebaw Belete

Abstract: This study is conducted in the primary schools of Debre Markos town. The attitudes of partner school teachers (mentors of college students) towards practicum course were examined. Similarly, the relation between the attitude of school teachers and evaluation of related factors of the teacher learning practicum were identified. A five point Likert type attitude scale was administered to the subject of the study. Mean of the respondents' score, percentages of the respondents who scored above and below mean to each categories, simple correlation and Chi square were used for data analysis. On the basis of the findings the attitude of partner school-teachers toward practicum and its instructional process are positive. Among the related factors of practicum course and its teaching process, teachers' knowledge and understanding of it was evaluated negatively (58.33 Percent). However, related factors of practicum course implementation such as assigned roles and responsibilities besides their teaching learning process, and the absence of incentives were evaluated negatively. All of the above related factors of practicum course and its instructional process taken in this study were found to have a direct positive relationship with the overall attitude to practicum course at the 0.05 better alpha level of significance of the base of Chi-square and simple correlation statistics

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Yazachew Alemu Tenaw

ABSTRACT: This study examines attitudes to school science classes amongst primary school students based on the assumption that these will influence their attitudes and choices later in life. 980 primary school students in grades 4-6(Debre Markos Town, Ethiopia)) were given a Likert-type questionnaire and asked to provide verbal explanations for their agreement/disagreement with each item. The items are divided into three "clusters," representing three central influences on student attitudes: "motivational factors", "locus of control" and "relevance of science." My results support the findings of previous research in elements such as students' enthusiasm for experiments, and reveal some interesting discrepancies in the way boys and girls assess the relevance of science they learn in school. While the questionnaire shows that most of the students saw discussion in science class as a source of interest, students' explanations and their answers to the open-ended questions also indicate that the most common model of a science lesson they see is readings from the textbook, accompanied by the teacher's explanations. Only about one half of the students claim to take an active part in classes, answering questions asked by the teacher in class, taking part in class discussions, and expressing their opinions. The teacher is perceived as a significant part of the learning process. The students' explanations indicate that they see the teacher as a primary source of information and authority.

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