iosr-JRME   Volume-5 ~ Issue-1 ~ Jan-Feb 2015

Abstract: This paper is an attempt to understand the relationship between a situation analysis and a stakeholder analysis in the context of the case method of education in business schools. It argues that we must differentiate between the existential and material dimensions in a case analysis since a stake is not necessarily pre-given in a business situation, but emerges from within the discursive contexts of a case analysis. Most of the assumptions about human behavior in firms during a case analysis are drawn from agency theory though case instructors are not consciously aware of doing so. This is usually the case even if case instructors have not studied agency theory and are teaching cases not directly related to finance or financial theory. Agency theory presupposes that what is in contention in firms is only a material stake and does not incorporate existential elements like the quest for identity in the behavior of firms.

[1]. S. K. Srinivasan, "Text and context: Or, what is the role of "interpretation" in the case method?‟ Indore Management Journal, 2(1), April-June, 2010a, 76-80.
[2]. J. Lacan, "The subversion of the subject and the dialectic of desire in the Freudian unconscious,‟ in A. Sheridan (Trans.), Écrits: A selection (London: Tavistock/Routledge, 1960, 1992), 292-325.
[3]. M. Arrivé, Linguistics and psychoanalysis: Freud, Saussure, Hjelmslev, Lacan (Amsterdam and Philadelphia: John Benjamins Publishing Company, 1992).
[4]. B. Fink, "Reading "The subversion of the subject,"‟ Lacan to the letter: Reading Écrits closely (Minneapolis and London: University of Minnesosta Press, 2004), 106-128.
[5]. G. Arnaud and S. Vanheule, "The division of the subject and the organization: A Lacanian approach to subjectivity at work,‟ Journal of Organizational Change Management, 20(3), 2007, 359-369.

Abstract:This study investigated the use of problems-solving and its effect on student achievement in the mole concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test (CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The results revealed that student taught using problem-solving performed significantly better than those taught through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on problem -solving in order to facilitate the teaching and learning of chemistry in schools.

Keywords: Problem-solving, Mole Concept, Chemistry Education.

[1]. Abdul-Raheem, B. O., (2012). The Influence of Gender on Secondary School Students' Academic Performance in South – East Nigeria. Kamla – Raj. Journal of Social Sciences, 31(1), 92 – 98.
[2]. Adams, J. L. (1979). Conceptual Block Busting New York. www.nortonand.com
[3]. Ali, R., Hukamdad, M., Akhter, A. & Khan, A. (2010). Effect of Using Problem-solving Method in Teaching Mathematics Students. Asian Social Science, 6(2), 69 – 73.

Abstract:In interpretations of chemical phenomena students particularly of Secondary School level like to mix substances from the macroscopic level, that is substances that can be seen, touched and smell with particles from the sub-micro level; atoms, ions, molecules etc. "hydrochloric acid is giving one proton" (instead of "One H3O+(aq) gives one proton"). For redox reactions students are doing this too: "one Copper two ions takes two electrons and is reduced to Copper": (instead of "to one Copper atom").

1]. Averill, B. & Eldredge, P., (2007). Chemistry Principles, Pattern, and Application. Pearson Education, Publishing as Bengamin Cummings, 1301, Sansome St., Sam Francisco.
[2]. Barke, H – D., (2012). This ideas of Redox Reaction: Misconceptions and their Challenge in Chemical Education. American Journal of Chemical Education; 2(2), 32 – 50.
[3]. Barthlow, M. J., (2011). The Effectiveness of Process Oriented, Guided Inquiry Learning to Reduced Alternative Conceptions in Secondary Chemistry. Liberty University.

Abstract: The role of teachers is critical to the realization of Employment Generation and Sustainability as it contained in the Innovation and Entrepreneurship: Action Path to National Development. Therefore teachers must be motivated with relevant teaching materials, laboratory, e-library, rewards and fund, if they must serve as it is expected. It is only with well-motivated, informed and adequately empowered teachers that the resources of our environment can be harnessed to achieve Education desired goals. Based on this premise, this paper suggests ways and recommends therefore that teachers should be motivated through provision of laboratory, e-library, electronic classrooms, fund to purchase computer, CD, VCD, DVD, provides in- serve training, workshop, and conferences. This will bring about Employment Generation and Sustainability which in turn will fast track the attaining of innovation and entrepreneurship: action path to national development.

Keywords: Motivation, STEM (Science, Technology, Engineering, and Mathematics).

[1]. Abraham, L.N. (2004): Pupils Motivational Factors in Computer Games and Simulations Implications for the Design of Instruction. An Unpublished Ph.D. Dissertation, University of Port Harcourt.
[2]. Abubakari, M.B. (2010): Millennium Development Goals: The Nigeria Situation. Retrieved from http://www.gamji.com/article6000/NEWS7953.htm
[3]. Adetula,L.O. (2012): The Selected Writings and Articles. Marvelous Mike Venture Ltd. Garki Abuja.
[4]. Africa Steering Group (2008): Recommendations of the MDG Africa steering Group. Retrieved from http:// www.mdgafrica.org.
[[55]].. AAllaammiinnaa JJ..II.. aanndd AAddaarraammoollaa MM..OO.. ((22000077)) EEffffeecctt ooff mmaatthheemmaattiiccaall ggaammeess oonn NNiiggeerriiaann ssttuuddeennttss'' aattttiittuuddee ttoowwaarrddss mmaatthheemmaattiiccss iinn sseeccoonnddaarryy sscchhoooollss iinn PPoorrtt HHaarrccoouurrtt mmeettrrooppoolliiss.. TThhee AAffrriiccaann ssyymmppoossiiuumm:: AAnn oonnlliinnee jjoouurrnnaall ooff AAffrriiccaann EEdduuccaattiioonnaall RReesseeaarrcchh NNeettwwoorrkk.. hhttttpp::////wwwwww..aaffrriiccaannrreesseeaarrcchh..oorrgg 77((22))115599--116655...