Coping with the new norm: ICT-pedagogy integration awareness and competencies of TEI faculty

This study examined the Information and Communications Technology (ICT) -pedagogy integration awareness and competencies of faculty membersof a teacher education institution (TEI). Descriptive research methodwas employed through the use of survey questionnaire to collect data.Fifty (50) faculty membersserved as respondentsin this study.Most of the respondents perceived themselves to be extremely aware of utilizing ICT tools/ equipment and moderately aware of using application software despite reporting that they were self-taught in acquiring basic ICT skills. They were also found to be proficient in terms of level of competency in integration. It was also discovered that mostareas of their competency were significantly related to respondents’ awareness in using ICT. This paper suggests that higher education institutions should devise innovative teacher training programs that will increase the ICT pedagogy awareness and integration of teacher education faculty members

Nitrogen Substitution and Vacancy Mediated Scandium Metal Adsorption on Carbon Nanotubes

First-principle calculation reveals that N containing carbon nanotubes (CNTs) can support the functionalization of transition metals such as Sc on the CNT surface. For N-substituted CNTs without a vacancy, the enhanced adsorption results from large electron affinity difference of the N adjacent to C atom. In this case, the N atom activates nearby C atom and enhances its interaction with the Sc metal on the CNT surface. Meanwhile, the formation of a vacancy in CNTs causes local reconstruction of the surface near the vacancy site. Simulation and analysis show that vacancy mediated N substitution is a more favored scheme for Sc functionalization on the surface of CNTs that suppresses the clustering of Sc. The enhanced Sc adsorption in N-doped CNTs with mono- and di-vacancy defects was attributed to strong hybridization between the Scandium d orbital and nitrogen p orbital. The results explain theoretically the mechanism of enhanced functionalization of metals on N doped CNTs and suggests that Sc functionalized nitrogen doped CNTs with vacancies is an excellent candidate for the adsorption of small molecules

Academic motivations of students under the Scholarship and Financial Assistance Office of De La Salle University

The study aimed to find out if there is a significant difference in the measurable motives between grantees of the Scholarship and Financial Assistance (SFA) program and non-grantees, most especially in rank. This was determined by having participants of each group answer the Academic Motivations Inventory (AMI). The grantees were selected randomly with help from the SFA Office. The non-grantees were selected randomly with help from the SFA Office. The non-grantees were selected using a six-stage procedure where the recipients were randomly chosen from the different colleges within De La Salle University, until the quota number targeted for the study was reached. All respondents were between second year college to terminal, and were enrolled in the aforementioned university during schoolyear 2006-2007. The means of the data obtained from the instrument were ranked in descending order. The data was also analyzed using t-test. It was revealed that statistically, there is a significant difference between the two groups with regard to achieving motives. Career/economic orientation, debilitating anxiety, discouraged about school, dislike for school, facilitating anxiety, grades orientation, persisting motives, and self-improvement orientation. Overall academic motivation\u27s p value is .001, hence the Ho has been rejected. In spite of this, the ranks of the academic motives in both groups are similar. Self-improvement orientation, achieving motives, and persisting motives dominate the grantee\u27s list of academic motives. Meanwhile, affiliating motives, self-improvement orientation, and achieving motives top the non-grantee list. Conversely, dislike for school, debilitating anxiety, and discouraged about school are at the bottom for the grantees. Except for dislike for school, the same motives are at the bottom for the non-grantees as well. Instead of dislike for school, withdrawing motives stands in its place