zilongwang/ReadingBank huggingface dataset:
Duflo, Esther, Michael Kremer, and Jonathan Robinson. 2011. "Nudging Farmers to Use Fertilizer: Theory and Experimental Evidence from Kenya." American Economic Review, 101(6): 2350-90. Thursday, November 3 Firms Udry, Christoper, and Santosh Anagol “The Returns to Capital in Ghana” AER Papers and Proceedings, 2009. De Mel, Suresh, David McKenzie, and Chris Woodruff, “Returns to Capital in Microenterprises: Evidence from a Field Experiment,” Quarterly Journal of Economics, 2008. Nicholas Bloom & Benn Eifert & Aprajit Mahajan & David McKenzie & John Roberts, 2013. "Does Management Matter? Evidence from India," The Quarterly Journal of Economics, Oxford University Press, vol. 128(1), pages Banerjee, Abhijit V., and Esther Duflo. "Do firms want to borrow more? Testing credit constraints using a directed lending program." The Review of Economic Studies 81.2 (2014): 572-607. Tuesday, November 8 Labor PROBLEM SET 2 DUE BU Chapter 4 Harrison, Ann and Jason Scorce, “Multinationals and Sweatshop Activism,” American Economic Review, 2010. Thursday, November 10 Labor and Migration Seema Jayachandran (2006). “Selling Labor Low: Wage Responses to Productivity Shocks in Developing Countries,” Journal of Political Economy, 114(3), 538-575. Bryan, Gharad, Shyamal Chowdhury, and Ahmed Mushfiq Mobarak. "Underinvestment in a profitable technology: the case of seasonal migration in Bangladesh." Econometrica: 82.5 (2014): 1671-1748. Tuesday, November 15 Labor and Human capital investments Duflo, Esther “” (AER 2001) and “” (JDE 2004) Thursday, November 17 Education Kremer, Michael and Alaka Holla, “Improving Education in the Developing World: What have we Learned from Randomized Evaluations?”, Annual Review of Economics, 2009. Jensen, Robert. "The (perceived) returns to education and the
Rationale: Now-a-days object oriented Methodology is adopted almost for every computer based programs due to the reusability of the objects. This subject exposes the learner to the various typical object oriented concepts like, classes, objects, inheritance, Operator Overloading etc. It also makes the reader realize the advantages of object oriented Programming Methodology over the conventional procedural programming methodology. Course Objectives: Ability to distinguish C and C++, learn basic programming using C++ Ability to write larger programs using independent sub-programs Realize importance of security features Understand concepts of class and exception handling 1.0 Introduction: Periods 1.1 Introduction to object oriented programming 12 1.2 programming paradigms 1.3 Difference between C and C++ 2.0 C++ Declaration & Control structure 12 2.1 Data-type, variables, Reference variable (Definition and sample program), constants, operators in C & C++ (With simple programs as examples) 2.2 Control Flow Structure (If, If-else, Loops- Illustration with simple programs) 2.3 Arrays, Strings and pointers (Concept only) 2.4 Functions, Types of functions, inline function, Function Overloading (With examples) 2.5 Structures (Concept only) 3.0 Classes and Objects 10 3.1 Abstraction mechanisms: Classes, Objects, private, public & Protected (Simple programs) Member functions, Static members, Friend Function (Simple programs) 3.2 Constructor, types of constructors, destructor (With examples) 4.0 Extending Classes 14 4.1 Inheritance: Types of Inheritance (With examples) 4.2 Polymorphism, Types of Polymorphism; operator overloading & virtual functions. (With examples) 5.0 Exception handling and templates 12 5.1 Exceptions Handling, Exception handling Mechanism with example (Concept only)
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Vision/mission Strategic planning Data collection and analysis Effective communication Negotiation/consensus building Collaborative decision making Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Analyzing the curriculum School/program scheduling Supervision of instruction Learning/motivation theory Learning technology Evaluation of student achievement/testing Supervision of activities Staff development/adult learning Change processes Student discipline Student services Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. General office administration School operations/policies Facility maintenance / administration / safety and security Student transportation Food services Personnel procedures Supervision of the budget School / program scheduling Collaborative decision making Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to Community / public relations Parent involvement Climate for cultural diversity
promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. Community / business involvement and partnerships Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. Position goals and requirements Philosophy / history of education Ethics Interpersonal relations Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. School board policy and procedures, state and federal law Federal programs administration Issues and conflict resolution Current issues affecting teaching and learning Professional affiliations and resources Professional library
calculations percentages and planting rates. Seed calculations 1, 3 6 Sexual and Asexual propagation: Crop paper. Produce / Nursery project due: CO 2: Instructor will demonstrate how to cite reference in a scientific written paper along with examples in select reading. Additionally, instructor will present guidelines for an effective oral and visual presentation. Crop paper 1, 2, 4 7 Plant chemistry and metabolism, Exam II Asexual propagation: Asexual propagation expt. 1-4 8 Photosynthesis Plant Identification: Asexual propagation report due. Plant identification walk 1, 3 9 Respiration Transpiration project & Pesticide calculations: CO 3 Instructor will demonstrate calculations for determining pesticide application rates. Transpiration project 1, 3, 4 Pesticide calculations 1, 3 10 Transpiration Plant identification exam Plant id exam 11 Plant water relations, Exam III Transpiration project due 12 Soils Terminate asexual propagation experiment 13 Mineral nutrition Crop paper and presentation due Crop presentations 2 14 Management of plant pathogens Asexual propagation report due. 15 Planting, pruning and training, Final Adopt -a-plant due, Vegetable garden journal due Z Full description of each laboratory project listed below Y CO = core objective 1 = Critical thinking, 2 =Communication skills, 3 = Empirical and quantitative skills, 4 = Teamwork (see General Education Core Curriculum Objectives/Outcomes for full descriptions) Laboratory projects: Adopt-a-plant: Students will have the responsibility for the care of a plant for the duration of the semester observing its growth and development and producing a journal with data collected (CO 2 & 3; SLO 2 & 5) Plant structures I: Students learn to recognize plant features which will aid in plant identification. (CO 1 & 3; SLO 2): Plant structures II: Students will learn to recognize plant structures that are classified as organs. (CO 1 & 3; SLO 2) Vegetable garden: Students will form teams to grow a number of crops and make observation of the growth and development of the crops and
Between 4/30 and 6/1 1) Finish reading Hays (2013) 2) Read Hays (2008) Addressing Cultural Complexities in Clinical Practice text – we will discuss our learning and experiences during our Shanghai stay in reference to this text 3) Write a complete draft of your pre-departure cultural autobiography using Hays’ ADDRESSING framework (8-12 pages typed, double-spaced) Schedule of Topics, Readings, and Activities *activities off-campus (requires travel via bus or subway to the site) Date AM PM Student discussion leaders or presenters 5/31 Sunday 7:30pm Welcome dinner at Tongmao Xiaonan Guo 6/1 Monday 9-11am Orientation to NYU-SH Neighborhood walking tour 1-3pm “Survival Chinese” lesson 6/2 Tuesday 10am Guest lecture on history of modern China (Professor Dan Guttman) 2-6pm Shanghai Jewish tour* 6/3 Wednesday Discussion of class in US and China, with film excerpts (Last Train Home & People Like Us) Discussion – ethnicity & subcultures in China 7-10pm UnTour Shanghai culinary walking tour of night markets* David, Kyle, & Sania 6/4 Thursday Discussion – race & ethnicity in US context (Color of Fear) (reading: McIntosh, 1988) Shanghai night sight-seeing boat tour of the Bund (depart campus at 5pm for at Cool Docks before boarding)* 6/5 Friday Discussion – disability & mental health Discussion – gender issues in contemporary China Mike Lianna, Ramya & Jung-Yun 6/6 Saturday Recommended for any weekend afternoon: observe Shanghai marriage market at People’s Park* 6/7 Sunday 6/8 Monday Discussion – child development in contemporary China (readings: Cheng et al., 2009; Fong, 2007; Way et al., 2013) 2pm Parent panel discussion on raising a child in contemporary China 6/9 Tuesday Visit to local high school (Shanghai Jin Cai High School)* 2pm guest lecture on family therapy in China (Dr. Lee, AITIA Family Institute) 6/10 Day trip to Tong Li water Mid-course debriefing over
Bachelor of Technology (Computer Science & Engineering) Scheme of Studies/Examination Semester V S. No. Course No. Subject L:T:P Hours/ Week Examination Schedule (Marks) Duration of Exam (Hrs) Major Test Minor Test Total 1 CSE 301N Automata Theory 3:1:0 4 75 25 0 100 3 2 CSE 303 N Computer Networks 3:1:0 4 75 25 0 100 3 3 CSE 305N Design and Analysis of algorithms 3:1:0 4 75 25 0 100 3 4 CSE 307N Computer organisation and Architecture 3:1:0 4 75 25 0 100 3 5 CSE 309N Simulation & Modelling 3:1:0 4 75 25 0 100 3 6 CSE 311N Computer Networks Lab 0:0:3 3 0 40 60 100 3 7 CSE 313N Design and Analysis of algorithms Lab 0:0:3 3 0 40 60 100 3 8 CSE 315 N Simulation Lab 0:0:3 3 0 40 60 100 3 9 CSE 317N Seminar/Industrial Training* 0:0:2 2 0 40 60 100 10 CSE 319N Technical Communication and Soft Skills Lab 0:0:2 2 0 100 0 100 3 Total 33 375 385 240 1000
Bachelor of Technology (Computer Science & Engineering) Scheme of Studies/Examination Semester VI S. No. Course No. Subject L:T:P Week Examination Schedule (Marks) Duration of Exam (Hrs) Test Minor Test Total 1 CSE 302N Compiler Design 3:1:0 4 75 25 0 100 3 2 CSE 304N Essential of Information Technology 3:1:0 4 75 25 0 100 3 3 CSE 306N Mobile Computing 3:1:0 4 75 25 0 100 3 4 CSE 308N Web Technology 3:1:0 4 75 25 0 100 3 5 CSE 310N Software Engineering 3:1:0 4 75 25 0 100 3 6 HS 303N Business Intelligence and Entrepreneurship 4:0:0 4 75 25 0 100 3 7 CSE 312N Web Technology Lab 0:0:3 3 0 40 60 100 3 8 CSE 314N Essential of Information Technology Lab 0:0:3 3 0 40 60 100 3 9 CSE 316N Software Engineering Lab 0:0:3 3 0 40 60 100 3 Total 33 450 270 180 900 /
Final Inspection Report: 200 points The inspection project will be completed at a foodservice facility. It is due as assigned and all students must complete this assignment to receive a passing grade in Sanitation and Safety Course. You will be required to give an oral presentation of this inspection report. 100 points for PowerPoint and 100 points for oral presentation. Homework 30% Attendance/Class Participation 30% Quizzes & Exams 20% Final Inspection Project 20% GRADES: 1000 – 950 A 949 – 800 B 799 – 750 C 649 – 600 D 599 – Below F IMPORTANT INFORMATION: Class hours must be adhered to. A student who misses more than 3 absences may be dropped by the instructor, but it your (THE STUDENT) responsibility to drop or withdraw from the class. Continued tardiness will affect your attendance (3 tardy = 1 absence). If there is an emergency, the chef instructor can be contacted by phone or by email so that arrangements can be made. WHERE TO PURCHASE YOUR TEXTBOOKS: You do not have to buy your textbooks new and have many choices on where you can purchase your textbooks. Many books are even available online as an eText book if available! See the website links below for many choices to choose from for affordable textbooks! Amazon.com (Amazon Student), eBay.com, CourseSmart.com, Inkling.com, Barnes & Noble (B&N.com), Pearson Higher Ed (pearsonhighered.com), Servsafe.com, and Wiley.com Moreover, you don’t have to own your books either if you just want to rent the books! After the semester is over, send the books back! So simple! Here are some great websites to check out: Gettextbooks.com, Campusbooks.com, DealOz.com, Bigwords.com, Chegg.com, Sellbackyourbook.com, Textbooks.com, Textbookrush.com, and Textbookrecycling.com Source: Success Tips from Chef Eguaras:
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse. Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 6-12. Portland, ME: Stenhouse. Vacca, R.T., Vacca, J.L., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum (10th ed.). Boston, MA: Allyn & Bacon. Wilhelm, J. (1997). You gotta be the book: Teaching engaged and reflective reading with adolescents. New York: Teachers College Press.
Taking the Lead:The Role of the Principal in School Reform Found in:Connections • , • 512.476.6861 • 800.476.6861 • Reform Demonstration Program Online Discussion Participation Scoring Guide Grading Rubric Discussion Participation Grading Rubric Criteria (10 total points) 0 1 Basic 2 Proficient 3 Distinguished Applies relevant course concepts, theories, or materials correctly. (3 points) Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence. Collaborates with fellow learners, relating the discussion to relevant course concepts. (2 points) Does not collaborate with fellow learners. Collaborates with one (1) fellow learner without relating discussion to the relevant course concepts. Collaborates with two (2) or more fellow learners, relating the discussion to relevant course concepts. Applies relevant professional, personal, or other experiences. (3 points) Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but lacks relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue.
Week 6 Feb 18 The City & The City Feb. 20 The City & The City, wrap-up discussion. “What Makes Literature ‘Literature’?” pp. 7-17—read Wadler and read Kumin. Also, read “Why Study Literature in a College Writing Course?” pp. 17-19. Week 7 Feb 25 Read pages 532-550, to include “A Conflict of Values: A Story in the News,” Hanif Kureishi, “My Son, the Fanatic,” Haroon Siddiqui, Knoxville News-Sentinel, Andrew Norfolk, and Barbara Hagerty Feb 27 Shirley Jackson, “The Lottery,” pp. 867-874 & Aimee Wilson, “Under the Guise of Tradition: ‘The Lottery’ and Female Circumcision,” pp. Week 8 Mar 4 Alice Walker, “Everyday Use,” pp. 314-322. Midterm Review. Mar 6 Midterm SPRING BREAK WEEK – NO CLASSES MAR 11-16 Week 9 Mar 18 The Windup Girl (100, ch. 10) Mar 20 The Windup Girl (170, ch. 16) Week 10 Mar 25 The Windup Girl (260, up to ch. 30) Mar 27 The Windup Girl (303, up to ch. 38) Week 11 Apr 1 The Windup Girl (359. Wrap-up discussion). Research paper assignment Apr 3 "Trifles" (in our textbook), pp. 941-953. LAST DAY TO DROP AND RECEIVE A “W” Week 12 Apr 8 Robert Browning, "My Last Duchess,” pp. 1206-1209; Gabriel Spera, “My Ex-Husband,” pp.1209-1212. Apr 10 Christopher Durang, “For Whom the Southern Belle Tolls,” 411-424 Week 13 Apr 15 Poetry
students with academic and career related services, is located in the Busch Student Center (Suite, 331) and the School of Nursing (Suite, 114). Students who think they might benefit from these resources can find out more about: Course-level support (e.g., faculty member, departmental resources, etc.) by asking your course instructor. University-level support (e.g., tutoring services, university writing services, disability services, academic coaching, career services, and/or facets of curriculum planning) by visiting the Student Success Center or by going to . Saint Louis University Accreditation: As an institution, Saint Louis University is fully accredited by the . SLU has been continuously accredited since 1916. Additionally, the 1818 Advanced College Credit Program is a founding and fully accredited institution of the and, complies with both the , , , , and .
[Note: If you do not complete the pre-assessment, you cannot complete the post-assessment. Also, please be sure to complete the Course Survey after the Post-Course Assessment.] School Closure Dates: Oct 31 (All-College Day), November 10 (Veteran’s Day Observed), and November 22-26 (Thanksgiving Break). Grading Scale: [Note: Passing is 70% or higher!] A = 702 – 780 (90% - 100%) B = 624 – 701 (80% - 89%) C = 546 – 623 (70% - 79%) D = 468 – 545 (60% - 69%) F = 467 and below (<60%)
Tentative Course Outline Topic Readings Suggested Textbook Questions Web Questions 1. Introduction of Islamic finance. Chapter 1 1.1-1.8 Dr Ishaq Bhatti’s lecture notes & PPt N/A 2. Features of Islamic Economic System. Chapters 2 & 3: PPt: Power point slides 3. Islamic Business Ethics. Chapters 4 Dr IB & PPts 4. Islamic Law of Contracts. Chapter 5 Dr IB & PPts 5. Financial Institutions and Products. Chapter 6 Dr IB & PPts 6. Trading in Islamic commercial law. Chapter 7 Dr IB & PPts 7. Loan and Debt in commercial law. Chapter 8 Dr IB & PPts 8. Murabaha and musawamah. Chapter 8 Dr IB & PPts Note: The above course outline is tentative and may be subject to change as class progresses.
FACULTY OF ADMINISTRATIVE & FINANCIAL SCIENCES Department of Accounting Second Semester, 2014/2015 Course Syllabus Course code : 0311443 Course Title: Accounting Information Systems Course prerequisite (s) and/or co requisite Course Level: fourth year Credit hours :3 Lecture Time: 9:10 – 10.10 Academic Staff Specifics E-mail Address Office Hours Office Number and Location Rank Name bmazahrih@philadelpia.edu.jo All days 319 Assistant Professor Dr Basman Mazahrih Course module description: This is an introductory module in accounting information systems. It includes consideration of issues such as transaction processing and transaction processing cycles, the use and effects of computers and other relevant technology on accounting, database and file systems, control and AIS, and the REA data model. The module emphasizes the use of common business software, which may include spreadsheets, flowcharting software, communications, general ledger, and database management systems. Course module objectives: The objective of this course is to discuss the following items; Accounting AIS an overview; systems Techniques and Documentation; Transaction processing; Relational database, Control AIS , Revenue and Expenditure – cycle Applications; Production and Finance – cycle Application; system Design and Development. Course/ module components Books (title , author (s), publisher, year of publication) Romney, Marshall B.| Steinbart ,Paul John| Accounting information systems. – Edinburgh Gate, Harlow: Pearson Education, Inc.،2012.. -12th ed.- XXVIII, 735p 657.0285 ROM E018730-E018731-E018732-073033 Learning outcomes: Knowledge and understanding A2) Demonstrate awareness of accounting measurements and financial analysis reports in accordance with International Accounting Standards; Cognitive skills (thinking and analysis). Articulate how accounting functions and practices impact on organization at every level. Organize, analyze, interpret and present data that informs the decision-making. Apply fundamental accounting principles to the needs of an organization or individual; Communication skills (personal and academic). Prepare and present standardized financial statements, cost statements, and budgeting statements; Practice research by using various available resources and information technology; C4) Operate manual and computerized recording and accounting systems Practical and subject specific skills (Transferable Skills). D1) Use the traditional and emerging technologies to improve quality of business solutions and increase productivity.
CLASS DATE TOPIC ASSIGNMENT 1 March 28 Intro: Problems, advocacy goals Soda Politics, pages 343-403. Hallenbeck T. How GMO labeling came to pass in Vermont. Burlington Free Press, April 27, 2014. Hopkinson J. How Vermont beat Big Food. Politico, March 17, 2016. 2 April 4 Chains of causation; upstream, downstream; kinds of advocacy Dorfman L, Sorenson S, Wallack L. Working Upstream: Skills for Social Change, Berkeley Media Studies Group, 2009. . Read pages 26-29 and 93-109 plus discussion questions on p. 110. Stevenson GW, Ruhf K, Lezberg S, Clancy K. Warrior, Builder, and Weaver Work: Strategies for Changing the Food System. In: Hinrichs CC, Lyson TA, eds. Remaking the North American Food System. U. Nebraska Press, 2007: 33-62. 3 April 11 Frames Working Upstream, pages 179-196. George Lakoff and Berkeley Media Studies Group: Framing the issues: Food Day webinar, July 17, 2013, Slides. Berkeley Media Studies Group Framing Brief, 2007. Soda Politics topics for debate, 85, 150, 170, 226, 289, 361,385 4 April 18 Stakeholders, allies Working Upstream, pages 137-153, 159-174. Browse: Boyd A, Mitchell DO, eds. Soda Politics: review chapters 25-27 Browse: Beautiful Trouble: A Toolbox for Revolution. . Browse: Beautiful Solutions (Go to “What are you passionate about?” Click on Food) 5 April 25 Actions Working Upstream, page 203-226. Appetite for Profit . Eight Tips for a Successful Lobby Visit, 2006. . May 3 Case studies due
COURSE OBJECTIVES/LEARNING OUTCOMES To provide a basic knowledge of Illinois government and politics and an understanding how fundamental public policy issues have been or not been addressed. To provide concepts and a context to assist in placing the internship experience in its proper perspective. REQUIRED TEXTS/MATERIALS Each intern received (at no cost!) the following books at orientation: Nowlan, Gove and Winkel, Illinois Politics : A Citizen’s Guide Mooney and Van-Dyke Brown, Lobbying Illinois Redfield, Money Counts Pensoneau, Arrington : Powerhouse from Illinois Rock, Nobody Calls Just to Say Hello The following materials from the Legislative Research Unit are also supplied to each intern: Preface to Lawmaking 1970 Illinois Constitution annotated for Legislators Illinois Tax handbook for Legislators ATTENDANCE Attendance (and hopefully active participation) in all seminars is MANDATORY. Work related absences, which are rare, will be accommodated. Interns who otherwise miss part of all of a seminar will be obligated to make up for their absence. This will be arranged with the instructor. GRADES Your course grade will be calculated as follows: 30% for each of the three written assignments; 10% on attendance and participation.
CLASS TOPIC ASSIGNMENTS Note: Unless URLs are given, readings are available online in NYU Classes or are in assigned books. 1. January 27 Introduction Nestle M. Foreword to Fairfax SK et al. California Cuisine and Just Food. MIT Press, 2012:xi-xiv. Kahn H. Alice Waters makes the world a more edible place. WSJ, November 6, 2013. (also posted). Andy Fisher on the future of the food movement. February 17, 2011. 2. February 3 Food policy advocacy: Overview Stevenson GW, Ruhf K, Lezberg S, Clancy K. Warrior, Builder, and Weaver Work: Strategies for Changing the Food System. In: Hinrichs CC, Lyson TA, eds. Remaking the North American Food System. U. Nebraska Press, 2007: 33-62. Ackerman-Leist P. Collaborative possibilities. In: Rebuilding the Foodshed: How to Create Local, Sustainable, and Secure Food Systems. Chelsea Green, 2013: 233-253. Working Upstream, Lessons 1, 5-9. . NOTE: All will be reassigned later on. Optional February 8-9 Creative Activism Training: Workshop Free to NYU students but registration required at 3. February 10 Identifying goals and targets: chains of causation (upstream, downstream) Food Activism. Read chapters 1-4, 8, 12, 13. Browse the rest. In class: team formation No class February 17 President’s Day holiday Read Foodopoly over the break: Focus on Intro, Parts I, II, and VI. Choose one other part: III (organics), IV (safety), V (factory farms), or VI (GMOs). Browse the rest. 4. February 24 Identifying goals, establishing facts, continued Foodopoly DUE: Statement of problem, chain of causation, advocacy goal, rationale, and 2 or 3 references, plus outline of advocacy plan. 5. March 3 Case study: food safety Pet Food Politics: The Chihuahua in the Coal Mine: This is a quick read; skim the parts that slow you down. Explore topics covered on Bill Marler’s blog site: Explore FDA’s Food Safety Modernization Act
facts, continued DUE: Advocacy Plan: Two-page statement of advocacy goal, rationale, and references, plus a one-page description of the advocacy plan 5. March 4 Case study: advocating for safe food Pet Food Politics: The Chihuahua in the Coal Mine: This is a quick read; skim the parts that slow you down. Explore topics covered on Bill Marler’s blog site: 6. March 11 Case study: advocating against hunger: groups A Place at the Table: Focus on Preface, Intro, Chapters 6, 7, 9, 13-16, 18, 19. Browse the rest, including the Appendix. Invited Guest: Curt Ellis, King Corn, Slow Food, FoodCorps March 18 Spring break View film: A Place at the Table 7. March 25 Advocating against hunger: individuals The Stop: Focus on Prologue, Chapters 1-4, 9-10. Browse the rest. DUE: Advocacy Rationale: Draft of advocacy rationale statement, with references, with running log attached. 8. April 1 Advocacy: theory Dorfman L, Sorenson S, Wallack L. Working Upstream: Skills for Social Change, Berkeley Media Studies Group, 2009. Chapter 5: 93-136. Beautiful Trouble, Theories 9. April 8 Advocacy: community organizing Working Upstream, Chapter 6: 137-158. Beautiful Trouble, Principles (first half) Invited guest: Ralph Loglisi, Wholesome Wave 10. April 15 Advocacy: coalition building Working Upstream, Chapter 7: 159-178. Beautiful Trouble, Principles (second half) DUE: Project Check-In: Draft description of experience to date, with running log attached (submit as one document). 11. April 22 Advocacy: media Working Upstream, Chapter 8: 179-202. Brecher J, Costello T, Smith B. Social movements 2.0. The Nation, January 15, 2009. Beautiful Trouble, Tactics
Change Implications and 7. Research Needs. Our class sessions will consist of a combination of seven video-lectures, and an on-line forum led by the instructor. Lecture material will be reinforced by reading assignments. LEARNING OBJECTIVES: The learning objectives are included for each module in the Course Curriculum presented below. Course Curriculum The course is composed of 7 modules spanning the semester: No. Topic Objective Content Reading Materials 1 Water 1. Understand the basic hydrological concepts. 2. Where’d that raindrop go? Basic hydrological concepts. –Water cycle Watershed unit concepts Precipitation Infiltration Runoff / Streamflow Temperature/ Evapotranspiration Storage/underground water Forest Hydrology: An Introduction to Water and Forests, Mingteh Chang, 2003, CRC Press, Boca Raton, FL. Woodlot Management: An Introduction to Water in the Forest. On line at 2 Forest 1. What is a watershed and forest management? 2. View and understand the importance of forest “producing” water 3. What are the forest management issues in producing and protecting water? Forest management basic principles Forest/watershed Functions Precipitation Interception Factors affecting streamflow EPA's Watershed Academy Hydrologic Effects of a Changing Forest Landscape. Committee on Hydrologic Impacts of Forest Management, National Research Council. ISBN: 180 pages, 6 x 9, (2008). 3 People 1. Understand the role of urban expansion and different actors in water and forest protection. Urban sprawl on water quantity and quality Role of scientists Role of managers Role of citizens and communities Watershed councils Hydrologic Effects of a Changing Forest Landscape. Committee on Hydrologic Impacts of Forest Management, National Research Council. ISBN: 180 pages, 6 x 9, (2008). 4 Water Yield and Water Quality 1. What are the forest management issues in producing water in quality and quantity? Origins of streamflow Streamflow measurements Data collection and storage Rates of erosion/sedimentation Water balance Nutrient cycling Water quality parameters and concerns Forest Hydrology: An Introduction to Water and Forests, Mingteh Chang, 2003, CRC Press, Boca Raton, FL. Woodlot Management: An Introduction to Water in the Forest. On line at 5 Watershed Protection and 1. What can be done to protect water/forest resources? Best Management Practices (BMP’s) Forest road / timber Harvesting A Landowners Guide to Building Forest Access Roads. Richard L. Wiest, USDA Forest Service, NA-TP-06-98,
KhyberPakhtunkhwa. Budget Rules, Taxation Rules,Urban Immovable Property Tax, Rules of Business. S# Nomenclature of Posts with Department Advertisement & Serial No of Posts. Qualification Tentative Test Date Test Specification Syllabus Office Assistant (BPS-16) in Police Department. (Advt:No.04/2016 S.No. 44) & 01/2013 Sr. No. 33 2nd Class Bachelor’s Degree from any recognized university of Pakistan or abroad 01/02/2018 1 hour and 30 minutes Ability Test having 400 Marks General Knowledge + General English Computer Operator (BPS-16) in information and public relation Advt: 7/2017, Sr. No. 48 (i) At least 2nd Class Bachelor’s Degree in Computer Science(BCS) / Bachelor degree in Information Technology (BIT) (04 years) or its equivalent qualification from recognized University; OR (ii) At least 2nd Class Bachelor’s Degree from a recognized university with one year Diploma in Information Technology from a recognized Board of Technical Education. --do-- --do-- MCQs in Computer + General Knowledge + General English Computer Operator (BPS-16) in elementary & secondary education department Advt: 03/2017,Sr.No: 05 --do-- --do-- --do-- --do-- Computer Operator (BPS-16) in Sports, Tourism, Archeology & Museum Deptt Advt: 7/2017 S.No. 51 & 52 --do-- --do-- --do-- --do-- Office Assistant in Establishment Deptt, ADVT:02/2017, Sr.No: 20 & 21 2nd Class Bachelor’s Degree from any recognized university of Pakistan or abroad --do-- --do-- General Knowledge + General English Assistant in Elementary & Secondary Education Department. (Women Quota) (BPS-16) ADVT: 03/2017, Sr.No: 02, 03 & 04 --do-- --do-- --do-- --do-- Office Assistant in Directorate of Archives and Libraries. (BPS-16) ADVT: 03/2017, Sr.No: 16 --do-- --do-- --do-- --do--
Assistant in Law, Parliamentary Affairs and Human Rights Department. (BPS-16) ADVT: 03/2017, Sr.No: 27 --do-- --do-- --do-- --do-- S# Nomenclature of Posts with Department Advertisement & Serial No of Posts. Qualification Tentative Test Date Test Specification Syllabus Office Assistant (B-16) In Elementary & Secondary Education AdvtNo.03/2017 Sr. No.01 2nd Class Bachelor’s Degree from any recognized university of Pakistan or abroad 02/02/2018 1 hour and 30 minutes Ability Test having 400 Marks General Knowledge + General English District Youth Officer (B-16) in SPORTS, TOURISM, ARCHAEOLOGY, YOUTH AFFAIRS & MUSEUMS DEPARTMENT Advt: 7/2017 Sr.No 53 & 54 At least 2nd Class Bachelor’s Degree or equivalent qualification from a recognized university. --do-- --do-- --do--
Educational Access and Opportunity (including access/opportunity for students who learn differently) This course fulfills the requirement of a 2000-level education course for a Concentration in Education. It can also fulfill one of the electives needed for a Minor in Education, and it can fulfill the alternative study requirement for students pursuing a Bachelor Degree in Liberal Studies. Prerequisites: WRT1011; EDU1011 or EDU1001; a 1000 level social science or education course Learning outcomes for students: Examine one’s own educational experiences in an analytical fashion. Identify and explore some of the relationships between education and society. Demonstrate an understanding of how similar educational issues manifest themselves in diverse cultural settings. Suspend judgment in order to examine multiple perspectives on educational issues. Apply educational terminology to international educational issues. Compare and contrast how student learning differences are treated in two different cultures (the U.S. and the Netherlands). Draw connections between Dutch cultural values and the NL education system, synthesizing information from cultural text readings and field based learning. Collect information through multiple sources (library research, interview, observation). Present research findings in oral and written formats. Expectations of students in class and on field trips: Respect individual and cultural differences among classmates. This means accepting others’ opinions and perspectives, even when they differ from your own. Using respectful language in class and on field trips is critical to creating a safe learning environment. Everyone is entitled to an informed opinion. This means that when disagreeing with another member of the class, it is important to explain why. Come to class prepared, having done the reading. I will come prepared to teach. I see this as a verbal contract we all make with each other. Attend field trips with an open mind, working on setting ethnocentric attitudes aside. Consistently employ “classroom behavior” on all field trips and during all group activities. Much of the learning in this course is experiential; whenever the class is
Syllabus for PhD (Sociology) Entrance Examination for Applicants with Sociology Background 01 Classical Sociological Theory The socio-historical and intellectual background of Sociology; August Comte (Sociology ─ Positivism ─ social evolution); Karl Marx (historical and dialectical materialism ─ class conflict ─ capital ─ base and super structure); Emile Durkheim (social Fact ─ methodology ─ social solidarity ─ social change ─ religion and society); Max Weber (social Action─ methodology─ authority ─ class, status and power ─ religion and economy) 02 Modern Sociological Theory Conflict Theory and Neo-Marxism (Lewis Coser ─ Ralf Dahrendorf ─ Antonio Gramsci ─ Louis Althusser ─ Habermas) Functionalism and Neo-Functionalism (Talcott Parsons─ Robert Merton ─Jefferey Alexander) Interpretative Sociology (G.H. Mead ─ Harold Garfinkel ─ Erving Goffman ─ Alfred Schutz ─ Peter Berger ─ Luckmann) 03 Social Research Method Meaning and nature (social phenomena ─ scientific enquiry ─ objectivity and subjectivity ─ fact and value); Quantitative methods (survey ─ research design ─ hypothesis ─ sampling , techniques of data collection: observation, questionnaire and interview); Qualitative methods (participant observation ─ case study ─ content analysis ─ oral history ─ life history); Statistical tools (measures of central tendency─ measures of dispersion ─ correlation ─ test of significance ─ reliability and validity). 04 Sociology of India Approaches to the Study of Indian Society (Indology ─ Civilizational ─ Functional ─ Marxist ─ Subaltern); People of India (groups and communities─ unity and diversity ─ pluralism); Caste structure and change (Tribe and Caste─ forms of caste ─ caste and social institutions ─ changes in caste system); Rural social structure (village community ─ change in village community); Family, kinship and marriage; Religion in India (ideology ─ organization ─ religious movement) 05 Social Stratification Theories of social stratification (social class ─ class, status, and party ─ cultural stratification); Issues in stratification (difference ─ hierarchy ─ equality and inequality); Forms of stratification (caste ─ class ─ gender ─ ethnic); Stratification and social mobility in India.
Lectures IV: The Patient in the Treatment Setting: Adherence, Chronic & Terminal Illness Topics covered: adherence to medical regimens Readings: Chapter 9 Topics covered: pain, chronic illness Readings: Chapters 11 Topics covered: coping with chronic and terminal illnesses; Death and dying; grief Readings: Chapters 10, 13 & 14 Friday, March 25- Monday, March 28: Easter break Friday, April 8: Last Day of Classes Final exam to be scheduled by exam services
laboratory will account for approximately 40% of the grade. Grading: A >93% 90-93% B+ 87-89% B 83-86% 80-82% C+ 77-79% C 65-76% D 51-64% F ≤50% Excellent attendance and class participation will be taken into consideration during grading. Class conduct policy: You are also responsible for adhering to the Code of Student Conduct outlined in the College Catalog. Cell phones must be turned off during class. No extraneous conversation during class. Academic honesty. Plagiarized lab reports and papers will receive a score of zero. The work you submit must be your own. The Skyline College Catalog has a complete statement defining cheating and plagiarism. Textbooks - Required Tortora, G. J., B. R. Funke, and C. L. Case. Microbiology: An Introduction, 12th ed. San Francisco, CA: Pearson, 2016. Johnson, T. R. and C. L. Case. Laboratory Experiments in Microbiology, 11th ed. San Francisco, CA: Pearson, 2016. Study Aids • Class website: Web Access • Text website: masteringmicrobiology.com Homework and Extra Credit • The following 3 homework assignments must be completed. The assignments are on the BIOL 240 web site. Journal article Bacteria report M & M (Disease) report • One additional assignment may be turned in for extra credit. This is on the BIOL 240 web site. Class Learning and Participation Microbiology is a complicated topic and will require engagement with the material for success. Challenge statements will be used throughout the lecture and recorded in a blue book. You should bring a blue book to every class to engage in these assignments. They will be collected and scored at each exam. See ‘Challenge Statement’ document on Web Access for more information!
Room: Latham 111 Time: M & W - 10:00 to 11:50 F - 10:00 to 10:50 Text: The Good Earth, 2nd Edition by McConnell, Steer, Knight, & Owens Course Webpage: UNI eLearning Instructor: Dr. Kyle Gray Email: Office: Latham 124 Phone: 273-2809 Office Hours: MW 1-2 & 3-4, W 9-10, F 11-12 & 1-2 or by appointment Course Objectives Your liberal arts education - Courses in natural science promote an understanding of science as a human process that investigates matter and energy acting within complex organic and inorganic systems. Fundamental principles of both physical and life sciences are included. Specifically - Obtain experience utilizing the scientific method (observation, hypotheses, experimentation, interpretation, and theory) and develop a better understanding of the nature of science Gain a fundamental understanding of the Earth and Space Science concepts Explore alternate concepts held by children Demonstrate effective methods for conducting inquiry-based pedagogies that can be duplicated in a K-5 setting. Provide information that will give you a basic ‘tool kit’ to go out and actively explore your environment and interpret articles/video of earth science publications. Prepare you for taking additional earth science courses, allowing you to further explore what you find most fascinating. Expectations I expect the following from each student. Attend every class Read the book BEFORE class Study outside of class * Make an appointment to see me if you are struggling with the course Do your best * This is a 4 credit course, so you will be expected to devote a use a substantial amount of time outside of class to completing the course requirements. On average, UNI expects you to devote 2 hours outside of class for each hour you attend class. For Inquiry into Earth Science, that formula results in 10 hours of study/homework time per week. Your actual weekly workload may be less than this for some weeks, but you will need to devote more than a couple of hours per week if you want to succeed in this course.
Introduction to Health Careers Syllabus Description: Beginning with a broad overview of the Health Science career cluster, students are introduced to the terminology, careers, required skills, and technologies associated with each pathway in the Health Science career cluster. Additionally, the students will be provided with opportunities to learn about Career and Technical Student Organizations (CTSO). Recommended for grades: 9-12 Hours Required: One Semester Recommended Prerequisites: None Crosswalk Legend for Table CO: Course Objectives NHSS: National Health Science Standards K-12: K-12 Academic Standards FKS: Foundation, Knowledge, & Skills CRP: Career Ready Practices Table 4A: Introduction to Health Careers Crosswalk CO: Course Objectives NHSS K-12 FKS CRP 1. Demonstrate an understanding of the Therapeutic Services Career Pathway, 4.1; 4.2; 4.3 * See below 10,15,1, 4,8,6,7 CRP. 07 CRP.10 2. Demonstrate an understanding of the Diagnostic Services Career Pathway. 4.1; 4.2; 4.3 * See below 10,15,1, 4,8,6,7 CRP. 07 CRP.10 3. Demonstrate an understanding of the Health Informatics Career Pathway. 4.1; 4.2; 4.3 * See below 10,15,1, 4,8,6,7 CRP. 07 CRP.10 4. Demonstrate an understanding of the Support Services Career Pathways. 4.1; 4.2; 4.3 * See below 10,15,1, 4,8,6,7 CRP. 07 CRP.10 5. Demonstrate an understanding of the Biotechnology Research and Development Career Pathway 4.1; 4.2; 4.3 * See below 10,15,1, 4,8,6,7 CRP. 07 CRP.10 6. Explore Career and Technical Student Organizations N/A * See below 1,5,4,6,7 CRP. 07 CRP.10 This course aligns with the Minnesota Academic Standards in English Language Arts depending on the type of assignments/pedagogy followed. For example, 9.14.4.4 in Strand – Writing, Sub strand 14, states: Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience
Atmosphere Ocean circulation Ch. 5 5 Ocean stratification Ocean Circulation Simulation Ch. 5 Midterm 6 Ocean/Atmosphere coupling ENSO Impacts ENSO- Ocean/Atmosphere coupling Ch. 15 (306-312) 7 ENSO- impacts The Cryosphere The cryosphere 8 Spring Break, no class 9 Earth's carbon cycle Field Trip to LacCore Lab Ch. 8 Proxies and archives Ch. 14 10 Paleoclimate Abrupt Climate Change Ch. 10; Ch. 11; Ch. 12 Paleoclimate Ch. 15 (289-306) 11 Midterm ED GCM Anthropogenic influence on climate Ch. 16 12 Introduction to climate models ED GCM Ch. 6 General Circulation Models Ch. 6 13 Future climate projections- Intergovernmental Panel on Climate Change (IPCC) Work on Websites IPCC Fourth Assessment Report (AR4) IPCC IPCC AR4 14 Impacts of climate change Work on Websites IPCC AR4 GHG/CC Remediation IPCC AR4 15 Present Websites No Lab (classes over) IPCC AR4 Final Exam
5 14/7 MS Word Lesson 7: Working with Themes, Style Sets, Backgrounds, Quick Parts, and Text Boxes Lesson 8: Using Illustrations and Graphics MS Word Assignment 6 21/10 MS Word Lesson 9: Formatting A Research Paper 7 28/10 MS PowerPoint Lesson 1: PowerPoint Essentials Lesson 2: Presentation Basics Lesson 3: Working with Text MS Word Exam 8 4/11 Students’ Midterm Break 9 11/11 MS PowerPoint Lesson 4: Designing A Presentation Lesson 5: Adding Tables to Slides 10 18/11 MS PowerPoint Lesson 6: Using Charts in a Presentation Lesson 7: Creating SmartArt Graphics MS PowerPoint Assignment 11 25/11 MS PowerPoint Lesson 8: Adding Graphics to A Presentation Lesson 9: Using Animation and Multimedia 12 2/12 MS Excel Lesson 1: Overview Lesson 2: Working with Microsoft Excel 2016 MS PowerPoint Exam 13 9/12 MS Excel Lesson 4: Using Basic Formulas Lesson 5: Using Functions 14 16/12 MS Excel Lesson 6: Formatting Cells and Ranges Lesson 7: Formatting Worksheets MS Excel Assignment 15 23/12 Revisions MS Excel Exam Prepared by: Mrs. Ghazwa Sulaibeekh Date: 14th September 2018 Approved by the Department Council on:
Additional Policies [teachers may add their own class policies here] Table 1: English Language Institute Effort Score Rubric Effort Score of 1 (Exemplary) Effort Score of 2 (Satisfactory) Effort score of 3 (Unsatisfactory) Attendance and punctuality The student is rarely, if ever, absent, attending at least 90% of the classes. The student is rarely, if ever, late. Note: Students should not be given a score of 1 based only on attendance or punctuality. The student attends class most of the time, attending at least 85% of the classes. The student arrives for class on-time for most class meetings. The student has excessive absences, perhaps exceeding the absence limit required to obtain a certificate. The student is frequently late. Completion of Assignments The student consistently completes assignments on time. The student usually completes assignments on time The student makes up missed work if possible. The student frequently fails to complete the required assignments. The student fails to make up missed work. Engagement/Interaction The student consistently pays attention in class and participates in class activities by asking relevant questions. The student seeks help and clarification when necessary. The student usually pays attention in class and participates in class when called on. The student frequently demonstrates a lack of engagement by not participating in class.
Behavior/Respect The student demonstrates exemplary behavior (e.g., by observing the English-only policy.) The student consistently shows respect to teachers, ELI employees, and classmates. The student generally observes class rules and ELI policies, such as the English-only policy. The student generally shows respect to teachers, ELI employees, and classmates. The student engages in disruptive behavior, making it more difficult for the teacher to teach and more difficult for other students to learn. The student shows a consistent lack of respect for students, teachers, policies, rules, course objectives, etc.
Completion of Assignments The student consistently completes assignments on time. The student usually completes assignments on time The student makes up missed work if possible. The student frequently fails to complete the required assignments. The student fails to make up missed work. Engagement/Interaction The student consistently pays attention in class and participates in class activities by asking relevant questions. The student seeks help and clarification when necessary. The student usually pays attention in class and participates in class when called on. The student frequently demonstrates a lack of engagement by not participating in class. Behavior/Respect The student demonstrates exemplary behavior (e.g., by observing the English-only policy.) The student consistently shows respect to teachers, ELI employees, and classmates. The student generally observes class rules and ELI policies, such as the English-only policy. The student generally shows respect to teachers, ELI employees, and classmates. The student engages in disruptive behavior, making it more difficult for the teacher to teach and more difficult for other students to learn. The student shows a consistent lack of respect for students, teachers, policies, rules, course objectives, etc.