## What is/are Cs Courses?

Cs Courses - Poor student motivation in the online lecture process encourages researchers to provide a treatment that results in better student motivation in basic physics courses.^{[1]}One of them is mathematical communication skills in learning mathematics courses.

^{[2]}Physics courses that focus on developing and assessing student competency through the use of standards have successfully been implemented in the past.

^{[3]}Based on these results, the authors suggest applying this description model within Learning Factories, online learning platforms, and offline robotics courses.

^{[4]}In this study, we showcase a design of an undergraduate Business Analytics track that integrates professional certifications from Amazon Web Services, Google, SAS, and Salesforce with core Business Analytics courses in an Information Systems undergraduate degree program.

^{[5]}These effects are evidence that the content of introductory economics courses, not just the messaging around the gender of economists.

^{[6]}Twenty-four (N = 25) first-year algebra-based college physics courses took part in this case study.

^{[7]}On the other hand, organizations like the European Society for Engineering Education (SEFI), the Mathematical Association of America (MAA), the American Mathematical Society (AMS), and the Society for Industrial and Applied Mathematics (SIAM) involved with the education of engineering professionals, for decades have regarded modeling as an essential skill to foster in students of engineering and related professions, and have called for including modeling in university mathematics courses.

^{[8]}9%), and SCS courses (75.

^{[9]}However, students who are prospective mathematics teachers have difficulty in constructing proof in mathematics courses.

^{[10]}It is hoped that this experimental setup can be used by teachers in STEM activities, especially for physics courses.

^{[11]}Statistical power is an important topic taught in most graduate-level and undergraduate-level mathematical statistics courses, but it is often difficult to understand conceptually.

^{[12]}Teaching mathematics courses online at universities is more difficult than other courses because of the abstraction and mathematical logic of these subjects.

^{[13]}Only later, in graduate school, some had an opportunity to take bioinformatics courses such as computational biology, systems biology, or statistical programming.

^{[14]}However, high-quality bioinformatics courses are often impeded by differences in computational environments, complicated software stacks, numerous dependencies, and versions of bioinformatics tools along with a lack of local computational infrastructure and expertise.

^{[15]}Furthermore, structured training programs and ethics courses in graduate programs are needed to enhance practitioners’ ethical knowledge.

^{[16]}This review seeks to address the overall trends of the existing studies, contribution of integrated model or strategy and media into flipped classroom approach, the advantages of flipping classroom for physics courses, and the challenges of these studies.

^{[17]}As the selectivity and rigor increases among Advanced Placement Physics courses, the enrollment distribution of student ethnicities increasingly diverge from the U.

^{[18]}The object of the research was students of civil engineering, unsera in engineering mathematics courses.

^{[19]}The FCI test was implemented twice as pre and post-tests for two introductory calculus-based physics courses offered at the Sultan Qaboos University (SQU) in Oman for students mainly from the Colleges of Sciences, Education and Agriculture and the students from the College of Enginerring in the Spring 2017 and Spring 2018 semesters.

^{[20]}We describe our experience in teaching two different levels of undergraduate business analytics courses during the coronavirus disease of 2019 (COVID-19) pandemic In particular, we focus on two challenges that arose during the shift to emergency remote teaching: 1) engaging students and 2) teaching students how to use software We discuss our efforts to mitigate the effects of these problems and highlight the differences in implementing our strategies in a general-education (i e , required for business majors) course versus an upper-level elective Finally, we discuss lessons learned and recommendations for other educators regardless of their teaching modality © 2021 by the Association for Information Systems.

^{[21]}It was physics teachers’ responsibility to teach applications of mathematics; therefore, physics courses were highly mathematics-intensive, making extensive use of mathematics from algebra to calculus in the formulation of scientific laws and the investigation of their consequences.

^{[22]}Unmotivated students, acting as passive consumers, wanting to pass the exam with the least possible effort, is a common problem in basic statistics courses in undergraduate engineering education.

^{[23]}The population in this study were Mechanical Engineering students in semester 4 of the 2020 academic year at the Muhammadiyah University of Tangerang who took Engineering Mathematics courses on the topic of Differential Equations.

^{[24]}Understanding the concept of randomness is fundamental for students in introductory statistics courses, but the notion of randomness is deceivingly complex, so it is often emphasized less than the mechanics of probability and inference.

^{[25]}The research was conducted on 30 students of IAIN Salatiga who program basic physics courses.

^{[26]}This study aims to see the role of virtual experiments during online learning in basic electronics courses and to describe students' conceptual understanding.

^{[27]}The primary purpose of this study was to examine whether students’ motivation-related perceptions of mathematics courses were related to their ratings of instruction while controlling for their academic major, type of math class, and expected grade in the class.

^{[28]}) over conventional null hypothesis significance testing (NHST) raises the question of appropriate material coverage in undergraduate statistics courses.

^{[29]}The American Sociological Association recommends that sociology majors engage in research beyond their research methods and statistics courses.

^{[30]}Basic econometrics courses are taught in economics, finance, business administration, and different departments of other faculties.

^{[31]}Digital books themselves are very suitable for complex and memorizing learning such as macroeconomics courses, the reason digital books are suitable for macroeconomic learning is that they can be carried anytime and anywhere.

^{[32]}The research subjects were students of technical engineering vocational education in one of the public universities in Indonesia who took Basic Electrical and Electronics courses, namely 25 students.

^{[33]}However, research on the instrument identification test of the difficulty of learning mathematics in students in basic mathematics courses is still very little especially with the approach of item response theory.

^{[34]}Students completing an industrial and organizational psychology minor are strongly encouraged to include basic economics courses among their social science electives.

^{[35]}to establish the dependence of hormonal resistance on the frequency of GCS courses for 12 months without taking into account the starting dosage of GCS.

^{[36]}The results of the assessment of Electronics courses with the application of the SCL-PjBL method for 131 students in the 2018/2019 school year obtained an average score of soft skills of 72% from a 40% rating or 28.

^{[37]}The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics.

^{[38]}Focused on the methods used in the same four types of economics courses surveyed since 1995, the authors find that the primary assessment method in introductory courses remains multiple-choice examinations, with their average weight in determining students’ grades increasing since 2010.

^{[39]}The purpose of this study was to investigate how students perceived their engagement in an experiential learning project with a focus on financial literacy within general education mathematics courses (skills, knowledge, attitudes, and behaviors).

^{[40]}The authors provide detailed guidance on conducting the activity in upper-level economics courses, based on their experiences while teaching labor economics, public economics, urban economics, health economics, and econometrics.

^{[41]}In order to support the learning process in statistics courses, and in order to make the courses more flexible, the author experimented with the use of Padlet in two different student groups taking an introductory course in statistics for economists.

^{[42]}In this study, a sample of 503 students in a five-year combined Bachelor's/Master's degree program at a Belgian university reported their statistics cognitive competence, utility value, and interest at the beginning of or prior to each of three progressively more advanced statistics courses.

^{[43]}The analytical descriptions of resonance in theoretical mechanics courses correspond to parallel connection.

^{[44]}The subjects in this study were students of the Physics Education Study Program taking Energy Physics courses.

^{[45]}The purpose of this study is to diagnose student concepts in environmental physics courses.

^{[46]}This study aims to describe the mastery of HOTS of prospective physics teachers in digital electronics courses after implementing game-based learning.

^{[47]}Graduate students often come to statistics courses with varying levels of motivation and previous academic preparation.

^{[48]}The paper reports on an approach to teaching mathematics courses by integrating significant multimedia technologies into the learning process.

^{[49]}Therefore, a large number of professional courses must be based on solid mathematical knowledge, which makes mathematics courses have an extremely important position in professional teaching.

^{[50]}

## randomized controlled trial

This paper reports on gender differences in responses to a randomized controlled trial that provided encouragement and information nudges to take subsequent economics courses and major in the subject for students enrolled in large introductory economics classes at a large elite public university.^{[1]}The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL.

^{[2]}Method The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education.

^{[3]}

## first year university

mathematics and statistics courses for first-year university students, in order “to provide a resource for faculty to tap into students’ interest in sports as a tool for learning mathematics and to battle the commonly held position that math (sic) is to be feared and disliked”.^{[1]}The study was conducted in 2019 and the sample included first-year university students from two groups from the General Mathematics courses at Universidad Nacional (UNA), Costa Rica.

^{[2]}In this article, we recount our teaching context and the realization of the gap between traditional teaching and grammar reference texts, and the instantiations of various forms of conditional language in authentic academic texts across first year university Political Science, Psychology, Physics and Economics courses.

^{[3]}

## observed home administration

Introduction and ObjectivesChildren with severe asthma receiving biologic injections, require 2–4 weekly hospital visits Omalizumab and mepolizumab are licensed for home use, however data on the safety of home administration in children is lacking In March 2020 due to Covid-19, services urgently needed to be redesigned to reduce footfall within the hospital and protect shielding patients and we trialled home administration MethodsFamilies suitable for home-administration were identified by the multidisciplinary team (MDT) If they accepted, they were then consented and attended hospital for a face to face, two-hour training session with the Clinical Nurse Specialist (CNS) Subsequent injections were supervised by video call with the CNS Spirometry, measured using a home spirometer (Nuvoair®), Asthma Control Test (ACT), Paediatric Asthma Quality of Life Questionnaire (PAQLQ), oral corticosteroid (OCS) requirement and unscheduled healthcare visits were documented 4 weekly ResultsOf 23 patients, 16 (70%) were identified by the MDT as suitable for home-administration;14 families agreed to this recommendation and 2 patients agreed to local services administering it All were trained within four weeks 7 patients were unsuitable (dose not licensed for home administration n=1;parent not wanting to administer n=2;safeguarding concerns n=2, previous mild reaction n=1;not fully established on biologic, n=1) We initially encountered some problems including parents not giving a full dose (1) and breaking the syringe (1) However, video call supervision ensured issues were addressed in real time and appropriate action taken There were no adverse effects Forced expiratory volume in one second (FEV1) remained unchanged, unscheduled healthcare visits and OCS courses did not increase with virtually observed home-administration of biologics ACT and PAQLQ scores improved during the first 4 months of home-administration ConclusionsVirtually observed home-administration of omalizumab and mepolizumab is a feasible and safe option To our knowledge we were the first UK paediatric centre to implement this model, with home spirometry and video calls supporting home-administration Consequently, this has changed our practice and once established, virtually observed home-administration can be offered to suitable families, being mindful of the financial and time implications this high level service requires.^{[1]}

## Introductory Cs Courses

These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.^{[1]}Specifically, we studied the instructor solutions to homework and exams from 12 introductory CS courses from nine universities, identifying the presence of 15 patterns throughout the semester.

^{[2]}Our work contributes a demonstration of the various ways comics can be used in introductory CS courses and an initial understanding of benefits and challenges with using comics in computing education gleaned from an analysis of students' survey responses and code submissions.

^{[3]}We present our learnings from the use of PearProgram in three remote introductory CS courses: a CS1 course, and two large international courses, including one for high school students.

^{[4]}This approach, clearly elucidated over fifteen years ago in the “Computing as a Discipline” report, suggests that introductory CS courses should provide a breadth-first introduction to our discipline[DCG89].

^{[5]}Nudged by these concerns and energized by the creative possibilities of a classroom, we realize the integration of the critical and social dimensions of computing technologies into introductory CS courses as a key area of attention and propose a pedagogical approach largely through concepts that have their legacies in intersectional feminist activism, collective organizing [1], and critical theory [4].

^{[6]}In this work, we focus on the relatively understudied transition from introductory CS courses to upper level courses via CS3 (data structures and algorithms).

^{[7]}

## Two Cs Courses

We present results from surveys of students in two CS courses offered at Virginia Tech.^{[1]}Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create? Method: To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University’s Ecampus and conducted an action research study to investigate the impacts.

^{[2]}

## Offering Cs Courses

Many high school mathematics teachers have stepped up to the charge of learning computer science and offering CS courses to their students.^{[1]}Despite the growing demand for computer science (CS) education for K-12 students, one of the most significant barriers to schools offering CS courses is the lack of certified teachers [1].

^{[2]}

## Level Cs Courses

The results of this study will inform online, F2F, and hybrid course design of upper-level CS courses.^{[1]}These challenges can result in degraded project outcomes, as commonly observed in programming-intensive mid-level CS courses.

^{[2]}

## Early Cs Courses

BRIDGES provides an infrastructure for use in early CS courses that allows students to easily integrate real-world data into their routine course assignments and visualize the data and data structures of their implementations.^{[1]}and around the world have started to cover some of these topics in early CS courses.

^{[2]}

## Core Cs Courses

In this workshop, we present modules to incorporate heterogeneous computing into core CS courses taken by all majors (e.^{[1]}Moreover, most of them include accessibility topics in specialized human-computer interaction (HCI) courses rather than core CS courses such as Software Engineering.

^{[2]}

## cs courses offered

The FCI test was implemented twice as pre and post-tests for two introductory calculus-based physics courses offered at the Sultan Qaboos University (SQU) in Oman for students mainly from the Colleges of Sciences, Education and Agriculture and the students from the College of Enginerring in the Spring 2017 and Spring 2018 semesters.^{[1]}While numerous studies on digital forensics standards and curriculum exist, few, if any, have examined digital forensics courses offered across the nation.

^{[2]}We present results from surveys of students in two CS courses offered at Virginia Tech.

^{[3]}

## cs courses within

Although studies in computing education have documented the barriers that non-native English speakers face while learning CS using online programming platforms, little research has been done on their experiences in CS courses within a university setting.^{[1]}Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create? Method: To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University’s Ecampus and conducted an action research study to investigate the impacts.

^{[2]}