zilongwang/ReadingBank huggingface dataset:
Please keep in mind that I AM HERE TO HELP! My goal as an instructor is to do all I can to create an environment in which we all can learn from each other safely, productively, and happily. Every person in this class contributes to that environment, and together we share the power to determine whether or not we live up to that goal. Please do not hesitate to ask questions, or ask for help, in or out of class. Unless there is a privacy issue at stake, in-class is often best, since your classmates may have the same questions or concerns that you do, and then you are helping them, too. Communication and Critical Inquiry •Section • Tentative Schedule Date Topic Chapter(s) / Assignments Due UNIT 1: LAYING THE FOUNDATION: IMMERSION Week 1 Jan 15 (M) NO CLASS E-mail :Purchase Course Materials Read Ch. 1, 2 & 3 Syllabus Sign Signature page/Quiz Week 2 Jan 22 Hour 1 - Course Orientation/Introductions - Assign introduction speech - Any Bag/DUE 1/29 Ch. 1 Signature Page Due – Turn in Ch 2 Hour 2 - Introduction to Communication - Defining Communication - Communication confidence - Ethical Communication Ch 3 Quiz on 1/29 Hour 3 - Assign CIP -Reminder: Quiz on Jan 29 Read Ch 4,5 & 6 CIP Due Jan 29 Quiz Ch 1-4 Jan 29 Week 2 Jan 29 (M) Hour 1 Any Old Bag Presentations Perception & Self Concept Review Ch 1-4 Unit #1 Quiz Ch 4 PP Quiz Ch 1-4 Break CIP Due UNIT 2: MESSAGE CLARITY-PRESENT Hour 2 - Assign Informative Speech - Topic Selection - What is Information Literacy And why is it important Informative Speeches Assigned Peer Eval Instructions Topics due by Wed/Feb 2nd Ch. 5 PP
Hour 3 - Audience Analysis In class activity -Library skills Assessment #1 Ch. 6 PP Week 4 Feb 5 (M) Hour 1 Supporting Your Ideas - Tests of Evidence Ch. 7 PP Informative Topics Due Hour 2 -Organization CH 8 PP Hour 3 Library exercise/Computer Lab Informative Topic Week 5 Feb 12 (M) Hour 1 - Outlining the Presentation 9 PP Hour 2 - Beginnings & Ending the Presentation 10 PP Hour 3 - Presentation Aids CH 12 PP Week 6 Feb 19 (M) Hour 1 -Using Appropriate Language Ch. 11 PP Hour 2 - Delivery Ch. 13 PP Hour 3 - Speech Tips/Reminders - Review Assign Peer/Self Evaluations -Midterm review Speech Tips PP Week 7 Feb 26 (M) Hour 1 - Informative Speeches Self-assessment Peer Evaluations Hour 2 - Informative Speeches Self-assessment Peer Evaluations Hour 3 -Informative Speeches Toulmin model/Handout Assign to work on Ch 17 Self-assessment Peer Evaluations Toulmin Model Handout Week 8 March 5 (M) Hour 1 - Persuasive Speeches Assigned -Toulmin Model -Fact/Value/Policy Persuasive Speech PP Need topic by end of class Ch 16 PP
exam, the topics will be sent to the students. The final exam is cumulative and in a similar format to the two quizzes taken throughout the course. COURSE GRADE & GRADING SCALE 96-100 =A+ 93-95 = A 90-92 = A- 88-89 = B+ 83-87 = B 80-82 = B- 78-79= C+ 73-77 = C 70-72= C- 68-69= D+ 63-67 = D 60-62 = D- Below 60 = F Participation: 20% Quizzes: 20% Homework: 25% Oral exam: 10% Final Exam: 25% KALANDRIYE POU KOU A Note: Please read the assigned chapters or passages listed in the syllabus before coming to class. Dates In-Class Homework (due next class) July 10 Syllabus, Review the question words in Haitian Creole Review the tense markers APK; LESON 10-11-12 APK- Do all the “Annou pratike” on pages 56,57,58,65,66,73,74, 75,76 Sijè: Ekri zanmi w pou di li ki aktivite ou te fè nan wikenn nan. (10-12 lines) July 11 OPD, pages 22-35 TKSIPA- Chapit 1-4 Answer questions for TKSIPA, Chapit 1-4 July 12 Read Jounen Entènasyonal Kreyòl: Kreyòl, zouti liberasyon pèp Ayisyen an Kite Kè m Pale, paj 80 July 13 Quiz 1, APK; LESON 13-14 Answer questions for the text: Jounen Entènasyonal……… July 14 APK; 15-16 OPD; pages 36-40 TKSIPA; Chapit 5-6 Kite Kè m Pale, paj 19 & 33 Listening activities: the links and the questions will be sent to you on July 13.
Read: Bouki ak Malis July 17 Group presentation about a country that celebrates the International Creole Day. Work on the poem “Se kreyòl mwen pale” Sijè: Ou pral gradye ane sa a, ekri zanmi w pou envite yo nan seremoni gradyasyon ou. (15-20 liy) July 18 Quiz 2, TKSIPA; Chapit 7-10 APK; 17-18 Exploring Haitian Geography APK Do all the “Annou Pratike” for APK 15-16, 17, 18. Answer questions for TKSIPA, Chapit July 19 TKSIPA; Chapit 11-17 Watch: Kite Kè m Pale, paj 99, 101 Answer questions for TKSIPA, Chapit 11-17 Sijè: Ekri yon zanmi w pou di li ou pral vizite Ayiti nan 3 jou. Di li tout sa ou ta renmen li fè w dekouvri. (20-25 lines) July 20 Conversation class: Topics will be sent to students the day before. Review Grammar rules from APK 10-16 Watch: Six Exceptional Women July 21 Oral exam: 9:00 AM to 12:00 PM Final exam:1:00 PM to 4:00 PM KREYÒL PALE, KREYÒL KONPRANN!
15 Standards-based IEPs Peer Review of Lesson Plan Exam Week Final Exam Field Experience Nonacademic Plans Planning Guide for Course Instructor SESSION ONE: Access to General Curriculum Objectives Students will be able to: Define access and learning in the general curriculum Discuss Jackson, Ryndak, and Wehmeyer’s (2009) three components of inclusion Write an objective that aligns to a Common Core State Standard for a student with severe disability Describe need for balance between standards-based instruction and functional life skills. Overview In this session students get a broad overview of general curriculum, Common Core State Standards, and learn how a CCSS can apply to a student with severe disabilities. NOTE: A PowerPoint has been provided for this session. Readings *Suggested for student readings; others are for background reading for instructor *Ayres, K. M., Lowery, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46, 11-21. Ayres, K. M., Lowery, A., Douglas, K. H., & Sievers, C. (2012). The question remains: What happens when the curricular focus for students with severe disabilities shifts. Rejoinder to Courtade et al. (2012). Education and Training in Autism and Developmental Disabilities, 47, 14-22. Browder, D.M., & Spooner, F. (2014). More content, more learning, more inclusion. In Browder, D.M., & Spooner, F.
Grade Computation Assessment Due Date Weight/Percentage Part 2: Practices and Policies (“How this course works…”) About the Course Instructor’s Course Description A brief summary of the course from the instructor’s perspective; perhaps more specific and “personalized” than the university catalog course description which typically is brief. Instructor’s Educational Philosophy What do you hold as important in your efforts to educate students for “thoughtful and informed living… in the context of the Christian Gospel”? Teaching Procedures How will you conduct “instruction” in order to accomplish the outcomes you have set forth for this course? Engaged Hours This section of the course syllabus must include the estimated number of “learning hours” for the course. For each credit, the course syllabus must account for at least 35 hours of “learning time.” Two-credit course = at least 70 hours of learning time Three-credit course = at least 105 hours of learning time Four-credit course = at least 140 hours of learning time SAMPLE: Reading of textbook and other materials (4 hours weekly x 7 weeks) 28 hours Discussion Board activities (4 hours weekly x 7 weeks) 28 hours Preparation/Participation for Chat activity (2 hours weekly) 14 hours
Student Learning Outcomes Competencies: Learners must demonstrate the ability to: Assessment: Learners’ performance will be measured by: Graduates will have knowledge of the content and theological shape of the Christian Scriptures (Prog 1) Express comprehension of basic material in the areas of exegesis and hermeneutics Sermon Project; Class Assignments Exam Graduates will have facility in critical thinking, analysis, and in oral and written communication (Prog 5) Graduates will have knowledge and skills related to a particular aspect of ministerial practice (MACM 2) Propose strategies for preaching various genres Sermon Project; Class Assignments Exam Graduates will have ability to lead and equip the church for its various ministries (MDIV 3) Demonstrate familiarity with preaching literature. Reading Assignments, Class Discussions Graduates will have knowledge of the content and theological shape of the Christian Scriptures (Prog 1) Critically analyze a text for the purpose of preparing sermons Class Assignments Graduates will have knowledge and skills related to a particular aspect of ministerial practice (MACM 2) Graduates will have ability to lead and equip the church for its various ministries (MDIV 3) Demonstrate skills of preaching and sermon preparation Sermon Presentation; Example Sermons Textbooks Wes Allen, Determining the Form, Fortress, 2008. Lance Pape, The Scandal of Having Something to Say, Baylor, 2013. Aristotle. Poetics. Located on the web @ HomileticalSensings: Course Reader: See OpenClass. Various Articles Class Handouts Grading Exam 20 points Preached Sermons NT Sermon with sketch 10 points OT Sermon with sketch 10 points Class Assignments & Discussion Reading log 10 points Class assignments 10 points Sermon Project 5 sermons with sketches 8 points each 100-90 A 80-89 B 70-79 C 60-69 D below 60 F
6. Sep. 19 Molecular genetics methods Ch. 20 Virtual PCR Splicing 7. Sep. 21 DNA mutations Ch. 15 p.368-380 Lab 3 Sep 18th-Sep 22nd Navigating the Genome Worksheet I Lab report I 8 Sep. 26 DNA repair Ch. 15 p.381-386 9 Sep. 28 Structure of the genome- Summary Ch.10 p.232-249; Ch.12 p. 294-298 Ch.12 p. 300-302 Ch. 9 p. 220-221 STR analysis (additional reading on Bb). Lab 4 Sep 25th-Sep 29th Functional Genomics- I primer design Worksheet I 10. Oct. 3 Mid Term Exam I 11 Oct. 5 Mendel’s Laws Ch.3 STR analysis Lab 5 Oct 2nd-Oct 6th Functional Genomics II Site-Directed Mutagenesis 12 Oct. 10 Complications of Mendel Inheritance Ch. 4 Inheritance I 13 Oct. 12 Gene interactions and multifactorial inheritance Ch. 8 Lab 6 Oct 9th-Oct 13th Functional Genomics III DNA sequencing analysis Lab report II 14 Oct. 17 Nutritional Genetics and Epigenetics Additional readings to be discussed in class Inheritance I 15 Oct. 19 Cytogenetics Ch. 5 Date Topic Reading Assignment Given Assignment Due Lab 7 Oct 16th–Oct 20th Mendelian Genetics in Zebrafish Worksheet II Lab report II 16 Oct. 24 Gene mapping Ch. 25 p. 648-663 17 Oct. 26 Population Genetics Ch. 25 Allele frequency (with additional readings) Lab 8 Oct 23rd-Oct 27th Chromosome Structure Analysis -I Worksheet II 18 Oct. 31 GWAS Additional readings 19 Nov. 2 Case Studies Additional readings Allele frequency Lab 9 Chromosome Structure Lab report III
Oct 30th-Nov 3rd Analysis -II 19 Nov. 7 Mid Term Exam II 20 Nov. 9 Cancer Genetics I Ch. 19 Lab 10 Nov 6th-Nov 10th Human Genetic variations I Lab report III 21 Nov. 14 Cancer Genetics II Ch. 19 22 Nov. 16 Cancer Epigenetics p. 674-683 and additional readings Lab 11 Nov Human Genetic variation II 23 Nov. 21 Genetic Counseling Nov. 23 Thanksgiving- NO CLASS NO LABS THIS WEEK 24 Nov. 28 Personalized medicine and pharmacogenetics Additional readings to be discussed in class 25 Nov. 30 The Genetics Brain Additional Readings Lab 12 Nov 27th-Dec 1st Human Genetic Variation III Lab report IV 26 Dec. 5 Bioethics 27 Dec. 7 TBD 28 FINAL EXAM: DECEMBER 19th,
Postings Grading Matrix Concept Writing Standard Learner Response Timeliness The response refers to course materials and shows clear understanding of main ideas and there concepts There are no irrelevant comments and the information is on point. Ideas are clearly and properly organized. The response made proper reference to the course text or to other materials that were referenced or referred to in the discussion The response is well formulated and easy to read and understand. Correct terminology was used when needed. The response to the other learner’s ideas, questions, concerns were addressed. The response referenced reading or lecture materials when needed. There were no irrelevant or comments. The posting reflects a clear understanding of the other learner’s ideas The writing is grammatically correct, clear and concise. The response is well formulated and easy to read and understand. The student responded to two fellow classmates. The posting was submitted on time or before the due date. 50% of Grade 10% of Grade 30% of Grade 10% of Grade point
http://www.chaffey.edu/honors or SSA-122 for more information and admission requirements. Hope Engage Succeed Campaign here at Chaffey is our commitment to helping students develop a growth mindset, set goals, realize their agency, and discover pathways to success. Here at Chaffey College we embrace each student’s journey to develop a growth mindset, set goals, realize their agency, and discover pathways to success. Keep an eye out for Hope Engage Succeed posters and workshops around campus. One Book, One College Committee strives to create a community of readers across the curriculum at Chaffey College and within the communities it serves. Each year, the committee selects a college book and creates a diverse series of related events. Students are encouraged to participate in these activities to enrich their educational experience at Chaffey. http://www.chaffey.edu/collegebook/index.shtml Success Centers offer free tutorials, workshops, learning groups, directed learning activities, and computer/ resources access to assist students in their academic development and success. These are free services for students. For this class, you will complete three lab hours as a requirement (3 stamps). tutoring is also available if you would like to get feedback on your writing. Tutors are happy to help you with writing assignments for any of your classes (not just English!). Call the centers or consult the college website at www.chaffey.edu/success/ for more information. Chino Campus Multidisciplinary Success Center: 909-652-8150, Fontana Campus Multidisciplinary Success Center: 909-652-7408, Rancho Campus Language Success Center: 909-652-6907/652-6820, (BEB-101)
Philosophy 150 Introduction to Philosophical Thought Spring 2016 Dr. Leemon McHenry Office: Sierra Tower 534 Office Hrs: MW—7:00-7:50 a.m. (and by appointment) Phone: 818-677-5806 Email: leemon.mchenry@csun.edu Website: www.csun.edu/~lmchenry Required Texts Reflections on Philosophy: Introductory Essays, edited by Leemon McHenry and Takashi Yagisawa, 3nd edition, Cognella/University Readers, 2010. Philosophy: The Classic Readings, edited by Leemon McHenry, Cognella/University Readers, 2010. II. Course Description This course satisfies the “Philosophy and Religion” (C.3) section of the General Education Program. Courses in this section are designed to promote critical reflection on questions concerning the nature, meaning and value of human existence, the world in which we live, and our relations with one another. Students should understand the sources and limits of knowledge, and they should appreciate and be able to assess different world views and moral teachings that have played central roles in human culture. More specifically, this course is designed as an introduction to philosophy but it is taught with the conviction that philosophy is an activity that one learns by actually doing it, rather than just by memorizing what the great historical figures have said about the problems and issues. The primary aims of the course are: (i) to expose students to the major areas of philosophical inquiry pertaining to knowledge, truth, reality, God and mind, (i.e., logic, metaphysics, epistemology, philosophy of religion, personal identity, and philosophy of mind), and (ii) to develop critical thinking skills by analysis and evaluation of philosophical arguments. III. Course Requirements 1. Two Exams @ 30% each . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60%
Classroom Rules Respect: Treat yourself and others with respect. Responsible: Be in assigned seat with books and materials, ready to work when the bell rings Represent the “N”: Return all classroom materials and tidy up area each day before leaving classroom If you CHOOSE to break a rule 1st time – Verbal warning 2nd time – Conference with student 3rd time – 15 minute Teacher DT 4th time – Call to parent 5th time – Referral to administrator Consequences are cumulative!!!! **Any serious violation will result in immediate referral.** ***Truly wonderful/consistent behavior will result in positive phone call/email home!!!!*** Classroom Procedures: Student will be given 2 “Out of Room” passes per quarter. If student should have to leave the room for any personal reason (restroom, locker, etc.) then a pass will be given to the teacher. Passes not used can be returned to the teacher for Extra Credit for that quarter. Students will not be permitted to leave class without a pass. No late work will be accepted! Homework is typically due the next day and always at the beginning of class. There is a basket on my desk to place homework in. Unexcused absences – you will not be allowed to make up anything from that day. Excused absences – per school policy, you have 3 days for every 1 day of excused absence. You must see me before or after school the first day you return to get your work or set up a time for help. Field Trips/Gear-Up/College Visits etc – all school functions that cause you to miss class time are planned and you know about them before hand. Therefore, you must get your assignment before you go on your trip. Class will continue as usual during field trips. All work that you miss is due the first day you return to class! Work turned in after this will not be accepted. Math School Fees
Readings: Grading and Completion Criteria (1 min) Certificate Information (1 min) Four Features of Entrepreneurial Negotiations (2 min) Negotiation Key Terms (5 min) You will also find out your Cohort Assignment, learn more about the required Simulations, and practice using the UnHangouts interface (1 hour) UnHangout Event 1 Tuesday, February 13th @ 7:00PM EST https://unhangout.media.mit.edu/event/enx -OR- UnHangout Event 2 Wednesday, February 14th @ 12:30PM EST https://unhangout.media.mit.edu/event/enx Week 2: Manage Ego and Emotion (4-5 hrs) February 19 - 25, 2018 This week, you’ll be asked to role a simulated negotiation. You’ll have the opportunity to watch the same negotiation enacted by 2 MIT graduate students. You’ll be asked to reflect on what you learned, and then debrief the simulation. Next, you’ll hear from entrepreneurs about how they've dealt with some of the same issues that emerged in the simulation. Finally, you’ll apply everything you’ve learned to a written assignment. Then, you’ll give feedback to another student in the class. Readings: Specific topics in Week 2 include: Before You Begin (2 min) Readings (15 min) PREPARE & DO PowerGraphics Simulation (2 hrs) UnHangout Event 1 Tuesday, February 20th @ 7:00PM EST https://unhangout.media.mit.edu/event/enx -OR- UnHangout Event 2 [MAYBE CHANGE] Wednesday, February 21st @ 12:30PM EST https://unhangout.media.mit.edu/event/enx WATCH PowerGraphics Simulation (30 min, optional but recommended) REFLECT PowerGraphics Simulation (30 min) DEBRIEF PowerGraphics Simulation (20 min) EXPERIENCE Voices from the Field + Mini Quiz (5 min) APPLY What You've Learned (1 hr 15 min)
To be able to identify procedures appropriate (and inappropriate) to a given situation and to carry out appropriate statistical procedures. To be able to interpret results from those statistical methods and communicate with other people. Recognize the limitations of specific statistical methods. To develop the view that statistics and mathematics is an evolving discipline, interrelated with human culture, and understands its connections to other disciplines. NEW UTRGV Core Objectives Students finishing a core curriculum course will be able to demonstrate the following objectives: CRITICAL THINKING (CT) is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This definition meets the THECB’s direction that critical thinking includes creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information; and is aligned with the UTRGV’s SLO for critical thinking skills. In this course student will encounter a wide variety of problems asking them to apply tools learned for statistical analysis to new situations to assist in making conclusions. This process provides the backbone of the critical analysis of problems involving data that occur in almost every field of study. Student learning objectives 1, 2, 3, 5, 6, and 7 align with this core objective. They will be assessed through specific questions on the tests used in the course. COMMUNICATION SKILLS (COM) include the development, expression, and revision of ideas through the effective use of language (writing, reading, speaking, and listening) across a variety of forums. Communication involves learning to work in many genres and styles while using different technologies, can result in mixing texts, data, and/or images, and develops through diverse experiences across the curriculum. This definition meets the THECB’s direction that communication skills include effective written, oral, and visual communication; and is aligned with UTRGV’s SLO for communication skills. A strong focus of this course is to develop in students the ability to discuss mathematical and statistical ideas with fluency to both experts in mathematics and those with less experience. For many problems the process of the solution is as or more important than the solution itself, making communication a natural skill developed by the course. In the area of health, the communication of correct mathematical and statistical conclusions is of the utmost importance in the practice of the tools learned in this course. Student assessments (both summative and formative) used for student learning objectives 2, 3, 6, 7, and 8 will address the development of students’ communications skills in the course.
Responsibilities 1) Your primary creative projects for the semester will be writing two complete short stories, one of fifteen hundred to three thousand words, and one of three thousand to six thousand words, both of which you’ll submit for workshop by your colleagues. You’ll also submit a substantial revision at the end of the quarter. You may revise either story, but the revision needs to reach the length of the longer story. 2) You’ll support the work of your colleagues with written responses of about a page for each workshop. You’ll want the class to treat your own work seriously and generously, and it’s important to return the favor. 3) You’ll support the class overall by thoughtful workshop participation, by discussing each week’s readings, by writing in class, and by sharing your work as we go. 4) You’ll attend three campus readings during the quarter. A list of readings will be shortly forthcoming, and I’ll announce them in class as they come up. The readings can also be found at and Please also sign up for the Creative Writing Events listserve by going to and joining or you can like Stanford Creative Writing on Facebook. To grade well in this class: 1. Come on time to all the classes. 2. Turn in all assignments on time. 3. Be well prepared for class discussions and participate thoughtfully and generously in them. 4. Demonstrate seriousness of purpose in all of your written work. 5. Accurately follow the directions of the prompts in your exercises. 6. Demonstrate understanding of craft elements from the class work in your story submission. 7. Make substantial and specific use of the class’s response to your work in your revision. Grading Details 1. Participation and short exercises 25% 3. Submission 1 20% 4. Submission 2 30% 5. Revision 25% Attendance. You may miss only two classes without penalty. After that, each class missed reduces
12 Tue, Oct 08 Exercise 5: Geospatial and Temporal Data Maidment 13 Thu, Oct 10 Review Maidment 14 Tue, Oct 15 Midterm Exam All 15 Thu, Oct 17 Arc Hydro for Groundwater [USU Fall Break, class optional for USU students] Maidment 16 Tue, Oct 22 Automating GIS Workflows, Modelbuilder and Python Tarboton 17 Thu, Oct 24 Exercise 6. Automating GIS Workflows Exercise Tarboton 18 Tue, Oct 29 GIS Data Sharing and ArcGIS Online Term project status report due - posted on your web site. Maidment 19 Thu, Oct 31 Hydrologic Information Systems Tarboton 20 Tue, Nov 05 Global Water Information System Maidment 21 Thu, Nov 07 Lidar data in Water Resource Applications Passalacqua 22 Tue, Nov 12 Network analysis, Arc Hydro, and NHDPlus Maidment 23 Thu, Nov 14 River Geometry and Hydrologic Models (RiverML) Maidment 24 Tue, Nov 19 Presentation of Term Papers Students Thu, Nov 21 Presentation of Term Papers Students 25 Tue, Nov 26 Presentation of Term Papers Students 26 Thu, Nov 28 Thanksgiving!! Students 27 Tue, Dec 03 Presentation of Term Papers Students 28 Thu, Dec 05 Presentation of Term Papers, Course evaluation, discussion of final exam Students
W 11/1 Early Cold War Gilmore - 10 Finish watching Dr. Strangelove in class, discuss. F 11/3 Early Cold War Quiz 10 (Gilmore 9 and 10) Assignment 4 handout distributed Unit IV: The 1960s and Beyond -date- -Required- -In Class- M 11/6 1960s Gilmore - 11 DUE in class – Assignment 3 Lecture on 1960s America W 11/8 1960s Lorence - 12 Watch clips from Alice’s Restaurant and The Graduate in class F 11/10 1960s Quiz 11 (Gilmore 11 and Lorence 12) M 11/13 Vietnam Gilmore - 12 Vietnam lecture W 11/15 Vietnam Lorence - 14 Begin watching Coming Home F 11/17 Vietnam Quiz 12 (Gilmore 12 and Lorence 14) Continue watching Coming Home M 11/20 1970s Gilmore - 13 Finish watching Coming Home W 11/22 1970s Discussion of Coming Home Assignment 5 handout distributed 11/23-11/26 Thanksgiving Break M 11/27 1980s Gilmore - 14 Lecture on 1980s W 11/29 1980s Lorence - 15 DUE in class – Assignment 4 Begin watching Do the Right Thing F 12/1 1980s Quiz 13 (Gilmore 14 and Lorence 15) Continue watching Do the Right Thing M 12/4 1990s Gilmore - 15 Lecture on 1990s W 12/6 Finish watching Do the Right Thing and discuss Mon., 12/11/17 Assignment 5 Due (no need to show up in person that day – I won’t be there! – please turn in through Blackboard/Turn It In assignment box)
Wednesday, February 1st “DISTORTED AND DESTRUCTIVE” CRITIQUES Annotated Bibliography workday– bring 2 annotations to class Tomlinson, Barbara, 2013, “To Tell the Truth and Not Get Trapped: Desire, Distance, and Intersectionality at the Scene of Argument,” Signs: Journal of Women in Culture & Society. Summer, Vol. 38 Issue 4, May, Vivian. 2014. “Speaking into the Void”? Intersectionality Critiques and Epistemic Backlash. Hypatia, 29, 1. Wednesday, February 8th REINVIGORATING LAW & INTERSECTIONALITY Carbado, Devon W., 2013 “Colorblind Intersectionality” Signs: Journal of Women in Culture & Society. Summer, Vol. 38 Issue 4, p.811-845. Spade, 2013. “Intersectional Resistance and Law Reform” Signs: Journal of Women in Culture & Society, Vol. 38, No. 4, pp. 1031-1055 Wednesday, February 15th FEMINIST TRAVELING Bilge, Sirma, 2013. “Intersectionality Undone: Saving Intersectionality from Feminist Intersectionality Studies,” DuBois Review, 10:2, 405-424. Mohanty, Chandra Talpade, 2013. “Transnational Feminist Crossings: On Neoliberalism and Radical Critique,” Signs: Journal of Women in Culture & Society. Summer, Vol. 38 Issue 4, p967-991. Tomlinson, Barbara. 2013. “Colonizing Intersectionality: Replicating Racial Hierarchy in Feminist Academic Arguments,” Social Identities, 19, 2, 254-272. Wednesday, February 22nd TBA Wednesday, March 1st DEFINING INTERSECTIONALITY TODAY Collins and Bilge, 2016. Intersectionality. Cambridge: Polity press. *Chapters 1-2 May, Vivian. 2015. Pursuing Intersectionality, Unsettling Dominant Imaginaries. New York: Routledge. * Chapter 1 Wednesday, March 8th NO CLASSES – UNIVERSITY HOLIDAY Wednesday, March 15th INTERSECTIONALITY TODAY Collins and Bilge, 2016. Intersectionality. Cambridge: Polity press. *Chapters 3-4
Required materials for the course: 1. Text and Access code: Myers Psychology, 11th. Ed. with LaunchPad access code ISBN: 9781319017057 Access code: May be purchased separately from the Publishers at: 2. “i>Clicker+” The “i>Clicker+” student response system can be purchased from the NSC bookstore. Please bring this to class every day to participate. Use the dedicated i>Clicker remote. ISBN: 9781498601641 3. Makeup exam materials: Scan-tron answer sheets, correction fluid (white-out), #2 pencil 4. Computer: Your computer needs to be a PC or Mac with a good internet connection, internet browser, ability to view Power Point, PDF, and MP4 video files. Most computers come with the ability to view these, if not, you can search for free player downloads for these items. Search for: “Microsoft Power Point Viewer”, “Adobe PDF reader”, Windows Media Player MP4” or “Apple QuickTime”. Google Chrome netbook computers are not recommended. Outcomes This course will give you the knowledge to: * Understand the nature of the individual, of human values and of the relationship between the self and the community. What are the main objectives of the class?
(your watch) 1-50 minutes (on Canvas) 50-1 minutes be on question: Start 50 Minutes 1 10 Minutes 40 Minutes 10 25 Minutes (Halfway) 25 Minutes (Half way) 25 (Half way) 30 Minutes 20 Minutes 30 49 Minutes 1 Minute 50 50 Minutes Exam closes Students who know the material can complete the exam in 20-22 minutes with a 100% score. Grading Scale Total Points 300 (100%) 299 298 4.0 297 296_____ 295 294 293 3.9 292 291_____ 290 289 288 3.8 287 286 285_____ 284 283 282 3.7 281 280_____ 279 278 277 3.6 276 269 268 3.4 267_____ 266 265 3.3 264_____ 263 262 3.2 261_____ 260 259 3.1 258_____ 257 256 3.0 255_____ 254 253 2.9 252_____ 251 250 2.8 249_____ 248 247 2.7 246_____ 245 239 238 2.4 237_____ 236 235 2.3 234_____ 233 232 2.2 231_____ 230 229 2.1 228_____ 227 226 2.0 225_____ 224 223 1.9 222_____ 221 220 1.8 219_____ 218 217 1.7 216_____ 215 209 208 207 1.4 206 205 204_____ 203 202 201 1.3 200 199 198_____ 197 196 195 1.2 194 193 192_____ 191 190 189 1.1 188 187 186_____ 185
10 Minutes 40 Minutes 10 25 Minutes (Halfway) 25 Minutes (Half way) 25 (Half way) 30 Minutes 20 Minutes 30 49 Minutes 1 Minute 50 50 Minutes Exam closes Students who know the material can complete the exam in 20-22 minutes with a 100% score. Grading Scale Total Points 300 (100%) 299 298 4.0 297 296_____ 295 294 293 3.9 292 291_____ 290 289 288 3.8 287 286 285_____ 284 283 282 3.7 281 280_____ 279 278 277 3.6 269 268 3.4 267_____ 266 265 3.3 264_____ 263 262 3.2 261_____ 260 259 3.1 258_____ 257 256 3.0 255_____ 254 253 2.9 252_____ 251 250 2.8 249_____ 248 247 2.7 246_____ 239 238 2.4 237_____ 236 235 2.3 234_____ 233 232 2.2 231_____ 230 229 2.1 228_____ 227 226 2.0 225_____ 224 223 1.9 222_____ 221 220 1.8 219_____ 218 217 1.7 216_____ 209 208 207 1.4 206 205 204_____ 203 202 201 1.3 200 199 198_____ 197 196 195 1.2 194 193 192_____ 191 190 189 1.1 188 187 186_____
You may withdraw from a course via the internet at: NSCC home page > Services > Online Services > Register/Add/Drop Classes, and follow the directions Changes in the syllabus The most current syllabus will always be on the course website. Any changes, which are rare, will be posted as announcements on the Canvas course website and will be active when posted. Course Calendar 3416 – PSYC&100.H3 – Fall 2016 All the Launchpad activities are open when the quarter starts. Online exams close at 10:00 am (class time) on the date shown. You may complete the Launchpad activities early if you wish. Date Class Presentation Videos View BEFORE coming to class “Psychology Launchpad” Activities All Launchpad activities are on Dec. 10th. September 27 Download and read the syllabus Listen to the “Start Here” videos ___________________________ 1 – Thinking Critically Watch “Start Here” videos in class website Register for Psychology Launchpad and complete this week’s activities by the end of this week. _________________________________________ Video: Correlation and Causation Concept: Positive and Negative Correlations Video: Research Methods Concept: Steps in the Scientific Method September 29 Complete this week’s activities by this Saturday October 4 2-Biology of the brain Video: The Neuron Concept: Neural Communication Concept: Structure of a Synapse Video: Central Nervous System Concept: Autonomic Nervous System Video: Compulsive Gambling Concept: Cerebral Cortex Video: Mapping the Brain Video: Split Brain October 6 3-Consciousnes Video: Hypnosis Concept: Selective Attention Video: Gorilla on the Court Video: Sleep Deprivation Concept: Dreaming Concept: Stages of Sleep Concept: Psychoactive Drugs Video: Medical Marijuana Syllabus quiz closes Oct.10 at 10am Complete this week’s activities by this Saturday October 11 4-Nature – Nurture Concept: Environment and the Brain Video: Nature-Nurture Issue
Total Points 300 (100%) 299 298 4.0 297 296_____ 295 294 293 3.9 292 291_____ 290 289 288 3.8 287 286 285_____ 284 283 282 3.7 281 280_____ 279 278 277 3.6 276 275_____ 274 273 272 3.5 271 270____(90%) 269 268 3.4 267_____ 266 265 3.3 264_____ 263 262 3.2 261_____ 260 259 3.1 258_____ 257 256 3.0 255_____ 254 253 2.9 252_____ 251 250 2.8 249_____ 248 247 2.7 246_____ 245 244 2.6 243_____ 242 241 2.5 240____(80%) 239 238 2.4 237_____ 236 235 2.3 234_____ 233 232 2.2 231_____ 230 229 2.1 228_____ 227 226 2.0 225_____ 224 223 1.9 222_____ 221 220 1.8 219_____ 218 217 1.7 216_____ 215 214 1.6 213_____ 212 211 1.5 210____(70%) 209 208 207 1.4 206 205 204_____ 203 202 201 1.3 200 199 198_____ 197 196 195 1.2 194 193 192_____ 191 190 189 1.1 188 187 186_____ 185 184 183 1.0 182 181 180____(60%) 179 0.0 A B C D Will you make a special adjustment for me? No, all students are treated the same: (This applies equally well to Launchpad activities)
Please complete this week’s activities by Saturday February 19 12-Emotion, Stress & health Concept: Theories of Emotion Video Activity: Emotion = Arousal & Interpretation Video Activity: Rage: One Man’s Story Concept: General Adaptation Syndrome Video Activity: Measuring Stress While Running Concept: The Stress Response system Video Activity: The Search for Happiness How would you know if stress increases the risk of disease? Exam #3 Please complete this week’s activities by Saturday February 26 13-Social Psychology Video Activity: The Stanford Prison Study Concept: Cognitive Dissonance Concept: Making Attributions Video Activity: Social Influence Video Activity: Interpersonal Attraction Concept: Conformity: The Asch Experiment Concept: Obedience: Milgram Studies How would you know if hot temperatures cause aggression? 14-Personality Video Activity: Psychodynamic Theories Concept: Defense Mechanisms Concept: Freud’s Personality Structure Video Activity: Trait Theories of Personality Concept: The Big Five Personality Traits Concept: Locus of Control Concepts: Reciprocal Determinism How would you know if astrologers can describe people’s personality? Please complete this week’s activities by Saturday March 5 15-Psychological Disorders Video Activity: Obsessive-Compulsive Disorder Video Activity: Posttraumatic Stress Disorder Video Activity: Depression Concept: Predictors of Happiness Concept: Types of Mood Disorders Video Activity: Schizophrenia: New Definitions Concept: Symptoms of Schizophrenia Video Activity: Overcoming Anorexia Nervosa How would you know if schizophrenia is inherited? 16-Therapy Video Activity: Cognitive Therapies Video Activity: Psychodynamic & Hum. Therapies Concept: Methods of Psychoanalysis
The Course Calendar in the back of this syllabus gives you a suggested schedule for the quarter, including the last date for completing the exams. When you click “Take this quiz” you must take the exam: Do not click “Take this quiz” (even by accident) and look through the exam without answering the questions because the computer will automatically submit a zero into the grade book, which will be your grade for that exam. This is done to reduce cheating. Grading Your final grade will be based on the total questions you answered correctly on all four exams and the website materials. TOTAL POINTS % GRADE 300-270 90 "A" 4.0-3.5 269-240 80 "B" 3.4-2.5 239-210 70 "C" 2.4-1.5 209-180 60 "D" 1.4-0. 179-0 "E" 0.0 (See the "Grading Scale" page for a more detailed grade distribution) Exam #1 = Exam #2 = Exam #3 = Exam #4 = “Psychology LaunchPad” website = Total = 50 pts. 50 pts. 50 pts. 50 pts. 100 pts. 300 points (See the “Grading Scale” page for a more detailed grade distribution) Exam timer: This will help you stay on schedule when taking an exam. Count up clock (your watch) 1-40 minutes Count down clock (on Canvas) 40-1 minutes You should at least be on question: Start 40 Minutes 1 10 Minutes 30 Minutes 12 20 Minutes (Halfway) 20 Minutes (Half way) 25 (Half way)
30 Minutes 10 Minutes 38 40 Minutes 1 Minute 50 Students who know the material can complete the exam in 20-22 minutes with a 100% score. Grading Scale Total Points 300 (100%) 299 298 4.0 297 296_____ 295 294 293 3.9 292 291_____ 290 289 288 3.8 287 286 285_____ 284 283 282 3.7 281 280_____ 279 278 277 3.6 276 275_____ 274 273 272 3.5 271 270____(90%) 269 268 3.4 267_____ 266 265 3.3 264_____ 263 262 3.2 261_____ 260 259 3.1 258_____ 257 256 3.0 255_____ 254 253 2.9 252_____ 251 250 2.8 249_____ 248 247 2.7 246_____ 245 244 2.6 243_____ 242 241 2.5 240____(80%) 239 238 2.4 237_____ 236 235 2.3 234_____ 233 232 2.2 231_____ 230 229 2.1 228_____ 227 226 2.0 225_____ 224 223 1.9 222_____ 221 220 1.8 219_____ 218 217 1.7 216_____ 215 214 1.6 213_____ 212 211 1.5 210____(70%) 209 208 207 1.4 206 205 204_____ 203 202 201 1.3 200 199 198_____ 197 196 195 1.2 194 193 192_____ 191 190 189 1.1 188 187 186_____ 185 184 183 1.0 182 181 180____(60%) 179 0.0
Count up clock (your watch) 1-50 minutes Count down clock (on Canvas) 50-1 minutes You should at least be on question: Start 50 Minutes 1 10 Minutes 40 Minutes 10 25 Minutes (Halfway) 25 Minutes (Half way) 25 (Half way) 30 Minutes 20 Minutes 30 49 Minutes 1 Minute 50 50 Minutes Exam closes Students who know the material can complete the exam in 20-22 minutes with a 100% score. Grading Scale Total Points
300 (100%) 299 298 4.0 297 296_____ 295 294 293 3.9 292 291_____ 290 289 288 3.8 287 286 285_____ 284 283 282 3.7 281 280_____ 279 278 277 3.6 276 275_____ 274 273 272 3.5 271 270____(90%) 269 268 3.4 267_____ 266 265 3.3 264_____ 263 262 3.2 261_____ 260 259 3.1 258_____ 257 256 3.0 255_____ 254 253 2.9 252_____ 251 250 2.8 249_____ 248 247 2.7 246_____ 245 244 2.6 243_____ 242 241 2.5 240____(80%) 239 238 2.4 237_____ 236 235 2.3 234_____ 233 232 2.2 231_____ 230 229 2.1 228_____ 227 226 2.0 225_____ 224 223 1.9 222_____ 221 220 1.8 219_____ 218 217 1.7 216_____ 215 214 1.6 213_____ 212 211 1.5 210____(70%) 209 208 207 1.4 206 205 204_____ 203 202 201 1.3 200 199 198_____ 197 196 195 1.2 194 193 192_____ 191 190 189 1.1 188 187 186_____ 185 184 183 1.0 182 181 180____(60%) 179 0.0 A B C D Will you make a special adjustment for me? No, all students are treated the same: (This applies equally well to Launchpad activities) After all grades are in, or even during the quarter, some students want me to make a new, grading scale or create exam options just for them that do not apply to the rest of you.
Video Activity: Trait Theories of Personality Concept: The Big Five Personality Traits Concept: Locus of Control Concepts: Reciprocal Determinism How would you know if astrologers can describe people’s personality? Please complete this week’s activities by Saturday August 14 15-Psychological Disorders Video Activity: Obsessive-Compulsive Disorder Video Activity: Posttraumatic Stress Disorder Video Activity: Depression Concept: Predictors of Happiness Concept: Types of Mood Disorders Video Activity: Schizophrenia: New Definitions Concept: Symptoms of Schizophrenia Video Activity: Overcoming Anorexia Nervosa How would you know if schizophrenia is inherited? 16-Therapy Video Activity: Cognitive Therapies Video Activity: Psychodynamic & Hum. Therapies Concept: Methods of Psychoanalysis Concept: Systematic Desensitization Concept: Types of Therapies Video Activity: Mentally Ill Chemical Abusers How would you know how well antidepressants work? All Launchpad activities turn off Friday August 19th. at about 6:00pm. No exceptions. Exam #4 Ch. 13-16 All exams close Friday, August 19th. at 6:00pm Pacific time. No exceptions August 19th. is the last day – no final exam) August 5th. is the last day to withdraw
Learning and Teaching Methods: The MBA Learning Methods are geared towards active learning rather than lecturing. Active Learning has been proven to have much better student results than simple lecturing. The average attention span is longer and the percentage of the information retained is much higher. The substance of the method is to involve students to do the ‘things’ and think about the ‘things’ they do. The tools to be used in active learning are: Think – Pair – Share method, Muddiest Point, Case Studies, Projects, Personal Response Systems, Simulations, Role Playing, Concept Mapping, Problem Based Learning and Service Learning method. Required Reading: Johnson, Scholes and Whittington (Ninth Edition) Exploring Corporate Strategy, Pearson Education Recommended Reading(s): Abell, D. F. and Hammond, J. (1979) Strategic Market Planning: Problems and Analytical Approaches. Prentice Hall. Bartlett, C. A. and Ghosal, S. (1989) Managing Across Borders, The Transitional Solution. Harvard Business School Press. David, Fred. R. (2005) Strategic Management Concept and Cases. Prentice Hall International Edition. De Wit, B. & Meyer, R (2004) - Strategy Process, Content & Context International Perspective (Third Edition) - Thompson Business Press Drucker, P. F. (1999) The Frontier of Management: Where Tomorrows Decisions are being Shaped Today. Trumann Tally. Kim, W. C. And Mauborgne, R. (2004) Blue Ocean Strategy Harvard Business Review, October 2004 London Lynch, R. (2007) Corporate Strategy (4thEdition) - Financial Times Prentice Hall
300-270 90 "A" 4.0-3.5 269-240 80 "B" 3.4-2.5 239-210 70 "C" 2.4-1.5 209-180 60 "D" 1.4-0. 179-0 "E" 0.0 (See the "Grading Scale" page for a more detailed grade distribution) Exam #1 = Exam #2 = Exam #3 = Exam #4 = “Launchpad” website (% Correct) = Total = 50 pts. 50 pts. 50 pts. 50 pts. 100 pts. 300 points (See the “Grading Scale” page for a more detailed grade distribution) Grading Scale Total Points 300 (100%) 299 298 4.0 297 296_____ 295 294 293 3.9 292 291_____ 290 289 288 3.8 287 286 285_____ 269 268 3.4 267_____ 266 265 3.3 264_____ 263 262 3.2 261_____ 260 259 3.1 258_____ 257 256 3.0 255_____ 254 239 238 2.4 237_____ 236 235 2.3 234_____ 233 232 2.2 231_____ 230 229 2.1 228_____ 227 226 2.0 225_____ 224 209 208 207 1.4 206 205 204_____ 203 202 201 1.3 200 199 198_____ 197 196 195 1.2 194
Activity: Artistic Savant Skills Activity: Autism Spectrum Disorder Ch. 12 – Middle Childhood: Cognitive Ch. 13 – Middle Childhood: Psychosocial Video: Girls Bullying Girls Exam (Quiz) #2 Chapters 8 - 13 Complete this week’s activities by this Saturday July 23 Ch. 14 – Adolescence: Biosocial Video: The Timing of Puberty Activity: Eating Disorders Ch. 15 – Adolescence: Cognitive Activity: Characteristics of Formal Thought July 23 Ch. 16 – Adolescence: Psychosocial Video: Identity Development in Adolescence Video: Importance of Peers in Adolescence Video: Risk-Taking in Adolescence: Substance Use Video: Psychological Disorders of Adolescence Complete this week’s activities by this Saturday July30 Ch. 17 – Emerging Adulthood: Biosocial Ch. 18 – Emerging Adulthood: Cognitive Video: Brain Development: Emerging Adulthood Ch. 19 – Emerging Adult: Psychosocial Exam (Quiz) #3 Chapters 14 - 19 Complete this week’s activities by this Saturday August 6 Ch. 20 – Adulthood: Biosocial Ch. 21 – Adulthood: Cognitive Activity: Research Methods and Cognitive Aging Ch. 22 – Adulthood: Psychosocial Activity: Happiness, Marriage, and Babies Complete this week’s activities by this Saturday August 13 Ch. 23 – Late Adulthood: Biosocial Activity: Signs of Aging Ch. 24 – Late Adulthood: Cognitive Video: Alzheimer’s Disease: A Family Case Study Activity: Alzheimer’s Disease Ch. 25 – Late Adulthood: Psychosocial Activity: Preparing to Die Exam (Quiz) #4 Chapters 20 - 25 All exams close August 18th. at 6:00pm Pacific time. No exceptions All Launchpad activities turn off August 18th. at about 6:00pm. No exceptions. August 4th, 2017 is the last day to withdraw
13 Video Activity: Emotion = Arousal & Interpretation Video Activity: Rage: One Man’s Story Concept: General Adaptation Syndrome Video Activity: Measuring Stress While Running Concept: The Stress Response system Video Activity: The Search for Happiness How would you know if stress increases the risk of disease? Exam #3 Please complete this week’s activities by Saturday November 20 13-Social Psychology Video Activity: The Stanford Prison Study Concept: Cognitive Dissonance Concept: Making Attributions Video Activity: Social Influence Video Activity: Interpersonal Attraction Concept: Conformity: The Asch Experiment Concept: Obedience: Milgram Studies How would you know if hot temperatures cause aggression? 14-Personality Video Activity: Psychodynamic Theories Concept: Defense Mechanisms Concept: Freud’s Personality Structure Video Activity: Trait Theories of Personality Concept: The Big Five Personality Traits Concept: Locus of Control Concepts: Reciprocal Determinism How would you know if astrologers can describe people’s personality? Please complete this week’s activities by Saturday November 27 15-Psychological Disorders Video Activity: Obsessive-Compulsive Disorder Video Activity: Posttraumatic Stress Disorder Video Activity: Depression Concept: Predictors of Happiness Concept: Types of Mood Disorders Video Activity: Schizophrenia: New Definitions Concept: Symptoms of Schizophrenia Video Activity: Overcoming Anorexia Nervosa How would you know if schizophrenia is inherited? 16-Therapy Video Activity: Cognitive Therapies Video Activity: Psychodynamic & Hum. Therapies Concept: Methods of Psychoanalysis Concept: Systematic Desensitization Concept: Types of Therapies Video Activity: Mentally Ill Chemical Abusers
Date: Week of (Sunday) Class Presentation Videos “Psychology Launchpad” Activities All Launchpad activities are on Dec. 10th. September 25 Download and read the syllabus Listen to the “Start Here” videos __________________________ 1 – Thinking Critically Watch “Start Here” videos in class website Register for Psychology Launchpad and complete each week’s activities by the end of the week. __________________________________________ Video Activity: Correlation and Causation Concept: Positive and Negative Correlations Video Activity: Research Methods Concept: Steps in the Scientific Method Please complete this week’s activities by Saturday October 2 2-Biology of the brain Video Activity: The Neuron Concept: Neural Communication Concept: Structure of a Synapse Video Activity: Central Nervous System Concept: Autonomic Nervous System Video Activity: Compulsive Gambling Concept: Cerebral Cortex Video Activity: Mapping the Brain Video Activity: Split Brain 3-Consciousness Video Activity: Hypnosis Concept: Selective Attention Video Activity: Gorilla on the Court Video Activity: Sleep Deprivation Concept: Dreaming Concept: Stages of Sleep Concept: Psychoactive Drugs Video Activity: Medical Marijuana Please complete this week’s activities by Saturday October 9 4-Nature – Nurture Concept: Environment and the Brain Video Activity: Nature-Nurture Issue Video Activity: Openness to Casual Sex Video Activity: Gender Development How would you know if personality runs in our genes? Exam #1 Please complete this week’s activities by Saturday October 16 5-Development & Life Span Concept: Prenatal Development Video Activity: Prenatal Development Video Activity: Cognitive Development Concept: Piaget and Conservation Video Activity: Piaget’s Conservation-Liquid Concept: Piaget’s Stages of Development Concepts: Erikson’s Stages of Development Video Activity: Theory of the Mind How would you know if having children relates to being