zilongwang/ReadingBank huggingface dataset:
Text books: Dr. B. S. Grewal, Higher Engineering Mathematics, Khanna Publications, 44th edition, 2016. Erwin Kreyszig, Advanced Engineering Mathematics, Wiley India Pvt. Ltd. 8th Edition (Wiley student edition) 2004. Reference books: Tom M Apostol, Calculus, Volume 1 and 2, Wiley India (Delhi) Publication, 2nd Edition, 2014. R K Jain and S R K Iyengar, Advanced Engineering mathematics by Narosa publishers, 2nd edition,2005. Thomas Finney, Calculus, 9th edition, Pearson education, 2002.
ENGINEERING MATHEMATICS - II (2017-18) Course Code: MA202 Title: Engineering Mathematics – II Course Objective: The student will study Differential equations, Laplace transformations, Vector calculus and Partial differential equations. Course Outcomes: Having studied this course, he will be able to PO1 PO2 PO3 CO1 Identify the degree, order of a differential equation with constant coefficients, and apply suitable methods to solve engineering problems. 2 2 1 Co2 Solve PDE by variable separable method and apply to solve engineering application problems. 2 2 2 CO3 Model the engineering application oriented problem through differential equations and hence solves the same. 2 2 1 CO4 Apply Laplace transformation on a function, (periodic/ step/ impulse etc), operate inverse transformation on a function and solves initial value problems which represents engineering physics. 3 1 1 CO5 Evaluate line, volume, surface integral of a vector function using standard theorems. 3 2 1 Mode 3 2 1
Week (Class #) Topic Readings for Discussion Assignment Due 5 Feb. 12th OSI Model: Layer 3 IP Addressing (32-bits) Routing Routing Protocols (RIP, BGP,OSPF) Access Control Lists (ACL) RFC 1918 NAT ICMP whois.arin.net Shon: Chapter 4, p. 497-511 Shon: Chapter 4, p. 560 Short Paper 1 6 Feb 19th OSI Model: Layers 5 and 4 Session – seq# Handshake Connection vs Connectionless TCP vs UDP for attacks Ports Lab 2 – Packet Tracer: Basic Router and Switching Simulation 7 Feb 26th OSI Model: Layers 7 and 6 List applications DNS Architecture Encryption SSL/TLS Shon: Chapter 4, p. 479-495 Shon: Chapter 4, p. 685 CISA review: p. 278 Podcast review 2
F 11/17 Instructor’s choice M 11/20 Just Mercy, Chapters 15-16, Epilogue & Prologue Quiz on Just Mercy, Chapters 15-16, Epilogue and Prologue W 11/22 Just Mercy, Chapters 15-16, Epilogue & Prologue Completion of bucket list activities F 11/24 Thanksgiving holiday M 11/27 “My Life this Semester, in a Song” final presentations “My Life this Semester, in a Song” final presentation Questions for speakers W 11/29 “My Life this Semester, in a Song” final presentations Questions for speakers F 12/1 “My Life this Semester, in a Song” final presentations Questions for speakers M 12/4 “My Life this Semester, in a Song” final presentations Questions for speakers W 12/6 Course wrap up
Learning is built on the fundamental qualities of honesty, fairness, respect and trust. At West Salem High School, academic integrity is a shared endeavor characterized by truth, personal responsibility and high academic standards. Any violation of academic integrity devalues the individual and the community as a whole. One important aspect of academic integrity is academic honesty. Violations of academic honesty include: Plagiarism Collusion/ Inappropriate Assistance Cheating Fabrication/Falsification/Alteration Unauthorized Multiple Submission Sabotage and Tampering Diversity: We are a learning center enriched by the diversity of our students and staff. Each individual and group has the potential to contribute in our learning environment. Each has dignity. To diminish the dignity of one is to diminish the dignity of us all.
SUBJECT SCHEDULE Week Lecture Topic Aws I. Alshamsan, Ph.D. Week 1: 30/08/2015 Fundamentals of Controlled Release Drug Delivery Week 2 06/09/2015 Drug Targeting Strategies Week 3 13/09/2015 Common Drug Delivery Systems Eid Aladha Holiday: 17/9/2015 – 29/09/2015 Week 4 04/10/2015 Macromolecules Drug Delivery System Week 5 11/10/2015 Ocular Drug Delivery System Week 6 18/10/2015 Cancer Drug Delivery System Week 7 25/10/2015 Vaccine Drug Delivery System Prof. Ibrahim A. Alsarra Week 8 01/11/2015 Transdermal Drug Delivery System Week 9 08/11/2015 Nasal Drug Delivery System Week 10 15/11/2015 Parenteral Drug Delivery System Week 11 22/11/2015 Biosimilars Week 12 22/11/2015 Implantable Drug Delivery System Week 13 29/11/2015 Pulmonary Drug Delivery System Week 14 06/12/2015 Vaginal Drug Delivery System Start of the Final Exams: 20/12/2015
A class experiment on quantification of successive phases in the disease cycle (with Colletotrichum sp. on melons), including analysis of data and entering parameter estimates into a simulation model Various exercises to calculate parameter values for different disease progress curves over time and spread of disease in space using SAS; BRING YOUR OWN LAPTOP WITH SAS ON IT!!!! Various computer simulation and modeling exercises. Requirements for grading: Lab reports (individual): Lab Experiments: January 23, February 9 and March 30 Computer exercises: February 6, February 13, February 16, February 20, February 23, February 27, March 9, March 20, April 10, April 13 Quizzes and Exams: Quiz 1 and 2: February 4 and April 1 Midterm Exam: March 11 Final Exam: May 1 Literature presentations (groups of three students): Presentations: February 20, February 25, March 13, March 18, March 25, April 3, April 15 Grading: Quizes (together): 10% Midterm exam 10% Final Exam 30% Experimental lab reports 20% Computer exercise reports 20% Oral presentations 10%
Comments Tutorials will be held 1 hour per week at University, while the school practice takes place at either a state or private, primary or secondary school (15 hours per semester) according to the availability of the institution at hand, as well as the mentor’s schedule. Topics No. Date Title Literatura 1. 27.2. Introduction to the course. Discussion of student obligations. 2. 6.3. Planning lessons Harmer (2015), p. 210-225. Ur (2012), p. 23-26. 3. 13.3. Writing lessons Harmer (2015), p. 210-225. Ur (2012), p. 23-26. 4. 20.3. Discussion of Observation 1: The lesson Teaching young learners Wajnryb (2012), p. 74 Ur (2012), p. 256-271. 5. 27.3. Student teaching: Teaching primary school pupils (grade 2) Handouts 6. 3.4. Discussion of Observation task 2: Timing and pace Wajnryb (2012), p. 116 7. 10.4. Student teaching: Teaching primary school pupils (grades 3) Handouts 8. 17.4. Discussion of Observation task 3: Lesson phases and transitions. Wajnryb (2012), p. 81 9. 24.4. Student teaching: Teaching primary school pupils (grades 5) Student teaching: Teaching primary school pupils (grades 7) Handouts 10. 1.5. Discussion of Observation task 4: Openings and closures Student teaching: Teaching primary school pupils (grades 8) Wajnryb (2012), p. 78 Handouts 11. 8.5. Student teaching: Teaching high school pupils Handouts 12. 15.5. Student teaching: Teaching adults (beginning level) Handouts 13. 22.5. Student teaching: Teaching ESP Handouts 14. 29.5. Student teaching: Teaching for English prof. exams Handouts 15. 5.6. Discussion of observation task 5: Lesson breakdowns Wajnryb (2012), p. 87
Š.P.: Classroom observation * Classroom observation task 10: Teaching and learning roles Harmer, J. (2001) Ur, P. (2012) 13. 13.1. P.S.: Discussion of observation task 10 Š.P.: Classroom observation Wajnryb, R. (2012) Harmer, J. (2001) Ur, P. (2012) 14. 20.1. P.S.: Discussion of observation task Š.P.: Classroom observation Wajnryb, R. (2012) Harmer, J. (2001) Ur, P. (2012) 15. 27.1. P.S.: Discussion of observation task Š.P.: Classroom observation Wajnryb, R. (2012) Harmer, J. (2001) Ur, P. (2012) Associates: Mentor School E-mail Vanja Bajlo Klasična gimnazija Ivana Pavla II Sandra Botunac Tehnička škola Lana Kulišić OŠ Bartula Kašića Branka Mihatov-Perkov OŠ Petra Preradovića Fani Paleka OŠ Šime Budiniča Vanja Paleka OŠ Smiljevac Janja Pedić Gimnazija Vladimira Nazora Marija Perković Medicinska škola Ante Kuzmanića Sandra Pupovac OŠ Petra Preradovića Tatjana Smith Savić Gimnazija Vladimira Nazora Teacher: Anna Martinović
Talbot 2/14 Relationships, Reproduction, and Parenting Patterson et al. Obedin-Maliver & Makadon Skelton Video: Zucker interviews Obedin-Maliver 2/21 Aging Choi & Meyer Fredriksen-Goldsen et al. Application project Part III: Health Topics 2/28 Eating and Substance Use Diemer et al. Mereish & Bradford Goldbach et al. 3/7 No class— Spring Break 3/14 Sex/HIV Halkitis Spieldenner Agosto-Rosaria Logie 3/21 Cancer Taylor & Bryson Johnson & McElroy Sievewright Final project, rough draft 3/28 Mental Health Flanders et al. Kapila Willier Tyler-Shaughnessy 4/4 “Cure” Clare (book) 4/11 Well-being Mosley et al. Sexsmith Gareau et al. Boyce et al. 4/18 Wrap up and looking forward 4/24 [classes are over] Final project, final draft *Please note that I expect you to complete all reading before class on the day it is assigned. **Discussion questions are due on Canvas each class day by 9 a.m. All other assignments should be uploaded to Canvas by 11:59 p.m.
Ch. 1 Intro to Psychology & Critical Thinking Ch. 2 Neuroscience and Behavior Go over all sections titled “Review and Reflect” in chapter 1 and be sure you can discuss the focus of these areas. Complete Handouts and sign up for your Research paper topic Be sure to know the function of the parts of the brain, Endocrine System, the complete Nervous System. *Check the Quiz schedule on page 7 of this syllabus for quiz date. 9/1 *Ch. 3 Consciousness and the Two-Track Mind *Be sure to understand and be able to duplicate Piaget’s and Kohlberg’s stages of development, sleep stages, effects of drugs, and the significance of dreaming -9/15 Ch. 4 Nature v. Nurture *Understand the “Nature v. Nurture” argument is about and form support for either side. Topics include: Effect of genetics on behavior, human nature, effect of culture on behavior, and gender development Check the Quiz schedule on page 7 for quiz date. 9/20 – CH. 5 Lifespan *Be sure to know the three major issues with Developmental Psychology and the facets of the prenatal, infancy, childhood, adolescence, and adulthood areas of development.
9/29 CH. 6 Perception 10/3 (A) 10/4 (B) Know and understand the various types of perception and the effect light has on what is perceived. (Remember the duck illustration) Other areas we will look at are the area of the senses and their relationship to our thoughts and behaviors Check the syllabus for the next quiz date. **********APA WORKSHOP********* 10/4 - Ch. 7 Learning What is learning and how do we learn? Be very familiar with Classical and Operant Conditioning and how cognitive and biological factors influence learning. (Dyslexia, Dyscalculia, and Dysgraphia) 10/20 Ch. 8 Memory What factors effect what we remember and what we do? We will look at the many facets of memory, storage, retrieval, forgetting, and construction errors. Know the types of memory and how information is stored or not stored *Check the syllabus for the next quiz date 10/25 – 11/7 Ch. 10 Intelligence CH. 13 Personality Know the varying types of intelligence and their role in behavior Personality involves multiple venues. Be familiar with Psychodynamic, Humanistic, traits, & Social theories. Be familiar with intelligence assessment tools and environmental influences on intelligence. *Check the syllabus for the next quiz date
Readings from Jim Drobnick’s Smell Culture Reader (Available in ReggieNet) Additional Readings are in ReggieNet and listed on my syllabus Course Policies: Policies Align with the Undergraduate Core Curriculum guidelines Attendance: Attending class is important for your success in this course. Beginning with the third absence, your final letter grade will be lowered by 1/2 letter grade per absence and you may not be able to make up work missed during class. Students should notify the instructor about their absence as far in advance as possible, and it is always the student’s responsibility to inquire about making up work. Since it is disruptive for students to come into class late, three tardies add up to one absence. Participation: This classroom is a learning community, and all students must participate in order for it to function as one. Participation includes contributing to class discussion and being actively involved in class activities. Please keep cell phones off and put away and avoid side conversations during class time. Overview of Semester: Assignment overview with Descriptions Project Points % Active Informed Presence Capstone Analysis Reading Responses 100 100 100 5% 20% 10% Essay Test 1 100 15% Homework assignments 100 15% Essay Test 2 100 15% Analysis Essay 100 20% TOTAL 700 100% The grading scale for the final course grade is as follows: 90-100 = A 80-89 = B 70-79 = C 60-69 = D Below 60 = F Reading responses, reading quizzes, in-class work, participation, and other homework: This category includes daily homework such as written reading responses (submit a copy to your ReggieNet filedrop folder, and bring a hard copy to class), in-class work (group and individual), occasional reading quizzes, participation during large and small group discussion, and other homework as assigned including small group field investigations around campus. Tests: There will be two essay tests during this semester that will ask you to demonstrate your knowledge and application of rhetorical concepts. You will be provided with more details about the tests as they approach. Essay: You will complete a rhetorical analysis essay during the course. It will be an in-depth application of rhetorical concepts we examine during the course. You will research
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.
Reading/Writing III Syllabus Revised 3-12-13 Instructor: Classroom: Office: Office Hours: Office Phone: E-Mail: Textbooks: Azar, Betty: Fundamentals of English Grammar (Fourth Edition) Wiese, David: Real Reading 2 OR Gramer, Margot: Q: Skills for Success: Reading and Writing 3 Other Materials: Learning Outcomes Reading/Writing III is a low-intermediate class in grammar, reading, and writing. Grammar: By the end of this class, you will be able to understand and use: Will versus be going to in the future tense. Future time clauses with when, before, after, as soon as, until and if. Present perfect tense for actions occurring at an indefinite time in the past or in the recent past and for activities which began in the past and continue up to the present. Time clauses with simple past and past progressive tenses. The following: and, but, or, so, because and even though. Gerunds and infinitives as subjects and objects. Infinitives of purpose. Too and enough with infinitives Participial adjectives Reading: By the end of this class, you will be able to: Identify the main idea of a reading and of the paragraphs. Understand the relationships of ideas within a paragraph and between paragraphs. Identify pronoun referents. Guess the meaning of a word from context clues and word forms. Writing: By the end of this class, you will be able to:
To receive a certificate when you graduate from the ELI, you cannot have more than a total of 12 absences from both your Listening/Speaking and Reading/Writing classes (85%). You must also have a C or better grade point average. To receive a certificate with honors, you must attend at least 90% of classes (no more than 8 total absences) and maintain an A- or better grade point average. If you have 16 or more total absences, you are breaking the rules of your visa and may be dismissed from the ELI. 7-week sessions: To receive a certificate when you graduate from the ELI, you cannot have more than a total of 10 absences from both your Listening/Speaking and Reading/Writing classes (85%). You must also have a C or better grade point average. To receive a certificate with honors, you must attend at least 90% of classes (no more than 7 total absences) and maintain an A- or better grade point average. If you have 14 or more total absences, you are breaking the rules of your visa and may be dismissed from the ELI. Additional Policies Turn off your cell phone and put it away for the duration of the class. The ELI has an English-only policy in and around the classrooms. 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.
Week Date Day Chapter Material Covered Assignments Due 1 1/12 M Review Syllabus, Assign Any Old Bag (AOB) Speech Show Up Bring Syllabus 1/14 W AOB Speeches, Assign CIP Paper AOB Speech Bring Spirals 1/16 F 1 Introduction to Communication/CIP Q’s SYLLABUS CONTRACT DUE! Ch. 1 P2Ps 2 1/19 M Martin Luther King, Jr. Holiday NO CLASS! 1/21 W 2 Communication Confidence Ch. 2 P2Ps Bring Spirals 1/23 F 3 Ethical Communication Assign Informative Speech Ch. 3 P2Ps CIP Paper Due! 3 1/26 M 4 Perception Ch. 4 P2Ps 1/28 W 5&6 Audience Analysis/ Topic Selection Ch. 5 & 6 P2P 1/30 F 7 Integrating Supporting Material Ch. 7 P2P Topics Due 4 2/2 M 8&9 Organizing & Outlining Ideas Ch. 8 P2P 2/4 W 10&12 Introductions, Conclusions & Visual Aids Ch. 10 & 12 P2P 2/6 F 11 Language Ch. 11 P2P 5 2/9 M 11 Language Ch. 11 P2P 2/11 W 13 Delivery Ch. 13 P2Ps Choose Order! 2/13 F In-Class Work Day Show Up 6 2/16 M Informative Speeches Day 1 Presentations 2/18 W Informative Speeches Day 2 Presentations 2/20 F Informative Speeches Day 3 Presentations 7 2/23 M Informative Speeches Day 4 Presentations 2/25 W Debrief Informative/Assign Groups for Group Speech Bring Spirals 2/27 F 1-13 Midterm Review Study 8 3/2 M 1-13 Midterm! 3/4 W 14 Group Communication Ch. 14 P2Ps 3/6 F 14 Group Communication Ch. 14 P2Ps 9 3/9 M Spring Break
10 Chapter-10 Perform all 6 mini-case scenarios in Exercise #6 Mar-11 Mid-term exam scores distributed and reviewed Week-10 Mar 20, 21 Survey of Chapter-9 Lecture and class discussion on Chapter-10 Read Chapter-11 Perform Exercise #1 and #3 based on the synergies of your current project team Submit Chapter-11 exercises by mid-night week of Mar-18 Week-11 Mar 27, 28 Lecture and class discussion on Chapter-11 Class team exercise on quality, communication, risk, and planning Team mini-presentations Read Case Franklin Equipment, Ltd. Pg. 413. Answer and justify your response to the 4 case questions that follow. Read Chapter-12 Answer Chapter-12 review questions pg. 439 Read Appendix 12.1 and answer review questions on pg. 451 Submit case study answers, Chapter-12 questions, and Appendix 12.1 answers by mid-night week of Mar-18 Week-12 Apr 3, 4 Lecture and class discussion on Chapter-12 In-class demonstration of gathering requirements and working with the customer. Read Chapter-13 Answer review questions Submit your answers by mid-night week of Week-13 Apr 10, 11 Lecture and class discussion on Chapter-13 Concentration on Earned Value formulas Complete Chapter-13 Exercises #1 thru #3 Read Chapters 14 and 15 Read and submit answers to case AMEX, Hungary pg. 560-562 Submit Chapter-13 exercises and case answers by mid-night week of Apr-1 Week-14 Apr 17, 18 Lecture and class discussion on Chapters 14 and 15. Begin Team Project presentations Finish team project plans Team project plans are to be submitted by week of Apr-8 Week-15 Sunday TEAM PROJECTS ARE DUE NOW Get your projects in early, before Sunday NO LATER THAN midnight Apr 21. Any 25
Schedule September 28 - Organization and Median Voter Theorem Organization + Calvert (1985) Marina Morton (1993) Marina October 5 - Valence models Groseclose (2001) Aragones and Palfrey (2004) October 12 – Signaling in Electoral Competition Banks (1990) Calander and Wilkie (2007) October 19 – Candidates Citizens Osborne and Slivinski (1996) Cadigan (2005) October 26 – Paradox of (not) Voting Several explanations – overview lecture Marina Levine Palfrey (2007) November 2 – Multilateral Bargaining (part 1) Baron and Ferejohn (1989) Frechette, Kagel and Lehrer (2003) Marina November 9 – Multilateral Bargaining (part 2) Morelli (1999) Frechette, Kagel and Morelli (2005) November 16 – Veto power in committees Winter (1996) Kagel, Sung and Winter (2010) November 23 – Political Accountability (part 1) Barro (1973) and Ferejohn (1986) Marina Coate and Morris (1995) November 30 – Political Accountability (part 2) Persson, Roland and Tabellini (1997) Maskin and Tirol (2004)
1 Mar. 5 Introduction to Strategic Management: Terms and Concepts Read the Chapter 1 and assigned articles 2 Mar. 12 SM Process and Components Read the Chapter 2 and assigned articles; Form your groups on your term project and decide on topic 3 Mar. 19 External Environment Analysis Read the Chapter 3 and assigned articles; Case 1 is assigned; 4 Mar. 26 Business Analysis Read the Chapter 4 and assigned articles 5 Apr. 2 Measurement of Environmental Elements and Status Determination Read the Chapter 5 and assigned articles 6 Apr. 9 Strategic guidance Read the Chapter 6 and assigned articles; Case Analysis Paper 1 is due 7 Apr. 16 Basic Strategy and Subgroups Read the Chapter 8 and assigned articles; Please submit draft of your term project 8 Apr. 23 Senior Management Strategies Read the Chapter 9 and assigned articles; Case 2 is assigned 9 Apr. 30 Business Management Strategies Read the Chapter 10 and assigned articles 10 May 7 Functional Strategies Read the Chapter 11 and assigned articles 11 May 14 International Strategies Read the Chapter 12 and assigned articles; Case Analysis Paper 2 is due 12 May 21 Techniques in Management Strategy Read the Chapter 13 and assigned articles; Submit your term project 13 May 28 Implementation of Strategy 1-2 Read the Chapter 14 and assigned articles; Case 2 is assigned 14 Strategic Assessment Read the Chapters 15-16
shown during class time, especially when students ask for solutions to particular problems. Tentative Schedule Unit #3 Date Chapter/Sections Sections in Textbook and Homework Exercises* 07/9/2012 9-2; 9-3 9-2(1,2,3,4,5,7,13,15,17,23) 07/10/2012 9-3 9-3(5,6,7,8,9(1=2),13(1=2),17(1=2),21(1<>2),23(1<>2)) 07/11/2012 Quiz 15 10-2, 10-3 10-2(5,9,10,11,13,15); 10-3(5,9,10,13,15,36) 07/12/2012 Quiz 16 10-4; 10-5 (rank corr.) 10-4(5,7,13,15,17,19); 10-5(no problems) practice with the p-value method of hypothesis testing 07/16/2012 Quiz 17 11-2, 11-3 11-2(1,2,3,5,9,12,21); 11-3(1-4,13,17,21) 07/17/2012 Quiz 18 11-4 11-4(1-4,5,9,11) 07/18/2012 Quiz 19 Review for Unit #3 Exam Complete as many problems as you can in the Example Exam Questions for Unit3 (distributed to students and also available on WEB site) before this review session. Solutions will only be shown during class. 07/19/2012 Exam #3 Material from Chapters 9, 10, 11 * If necessary, the instructor may delay or delete from the schedule one or more quizzes. Homework exercises are only for your practice and will not be turned in to the instructor. Solutions to selected homework problems will be shown during class time, especially when students ask for solutions to particular problems.
03/29 – 04/07 Conflict in self-production 04/05 Assignment 11 due! (Show “The Eye of the Storm”; delete one hour for double Tuesday class) O’Brien: pp.453-469, Readings 14, (19, 36), 37-39 03/29 Reading Quizz 9 due! 04/12 – 04/19 Conflict in cultural production 04/14 Assignment 12 due! (Show parts of “Manufactoring Consent”) O’Brien: pp.352-358, 469-471, Readings 34, (35), 41-42; e-Learning → Modules: Collateral Language 04/12 Reading Quizz 10 due! 04/26 Final Exam (8:00 – 9:30 a.m.) *Optional readings are given in parentheses.
Syllabus Semester/Year Instructor Contact Instructor Name Office Office Number Office Hours Office Hours Phone Phone Number E-mail Your Email Course Information Course Name Course Name Course ID & Section Course ID & Section Credit Hours Credit Hours Semester/Year Semester / Year Location Meeting day, time and location Course Description Include catalog description and prerequisites Course Objectives Objective One Objective Two Objective Three Required Text Required Text One Required Text Two Required Text Three
Course Withdrawal: Course Change Policy: Faculty members reserve the right to make discretionary changes to the course during the term. All significant changes will be provided to students in writing. Sample Rubric Assessment Task: Each student will make a 5-minute presentation on the changes in one community over the past 30 years. The student may focus the presentation in any way he or she wishes, but there needs to be a thesis of some sort, not just a chronological exposition. The presentation should include appropriate photographs, maps, graphs, and other visual aids for the audience. Excellent Competent Needs work Knowledge/ understanding (20%) The presentation demonstrates a depth of historical understanding by using relevant and accurate detail. Research is thorough and goes beyond what was presented in class or in the assigned texts. The presentation uses knowledge that is generally accurate with only minor inaccuracies and that is generally relevant to the student's thesis. Research is adequate but does not go much beyond what was presented in class or in the assigned text. The presentation uses little relevant or accurate information, not even that which was presented in class or in the assigned texts. Little or no research is apparent. Thinking/inquiry (30%) The presentation is centered around a thesis, which shows a highly developed awareness of historiographic or social issues and a high level of conceptual ability. The presentation shows an analytical structure and a central thesis, but the analysis is not always fully developed or linked to the thesis. The presentation shows no analytical structure and no central thesis.
Oct. 31st Nov. 5th Nov. 2nd Cold War Events Rise of the Middle Class *MAKE SURE TO GET A STUDY GUIDE!* The Butter Battle Book Active Reading Due in Dropbox Posttest—Unit 3 (in class) (ACT is on 4/20) US.65 Examine the impact of World War II on economic and social conditions for African Americans. US.69 Write an opinion piece evaluating the Manhattan Project, including the rationale for using the atomic bomb to end the war.US.74 Explain examples of containment policies, including the Marshall Plan, the Berlin Airlift, and the Truman Doctrine. US.75 Draw evidence from informational text to analyze the progression of American foreign policy from containment to retaliation and brinkmanship to the domino theory to flexible response. US.76 Analyze the causes and effects of the Red Scare that followed World War II, including Americans’ attitude toward the rise of communism in China, McCarthyism, blacklisting, Alger Hiss, J. Edgar Hoover, Estes Kefauver, and the Rosenbergs. US.77 Describe the causes, course, and consequences of the Korean War. US.78 Integrate multiple sources of information presented in diverse formats of the fears of Americans about nuclear holocaust and debates over the stockpiling and use of nuclear weapons, including atomic testing, civil defense, bomb shelters, mutually assured destruction, impact of Sputnik. US.79 Describe the relationship between Cuba and the United States, including the Bay of Pigs Invasion and the Cuban Missile Crisis. US.82 Analyze the impact of prosperity and consumerism in the 1950s. US.84 Describe the effects of technological developments, including advances in medicine, improvements in agricultural technology such as pesticides and fertilizers, the environmental impact of these advances, and the development of the interstate highway system. US.85 Analyze the increasing impact of television and mass media on the American home, American politics, and the American economy. US.86 Describe the emergence of a youth culture. Nov. 12th Hiroshima and Nagasaki DBQ Due in Dropbox US.73 Describe the competition between the two “superpowers” of the United States and the Soviet Union in the areas of arms development.
Discover Biology website assignments are not mandatory; however have helpful resources for studying for quizzes and exams. StudySpace is free to students and included flash cards to quiz yourself on chapter materials. / Bookstore: Library: Accessibility: Academic Support Services: On-Campus Support: Online Support: Student Services and Resources: IMPORTANT DATES Course Dates: 1/11-5/5 Drop Date: 1/15/2016 Withdrawal Date: 3/23/2016 Financial Aid Dates: DISCIPLINE SPECIFIC INFORMATION In this section, you can provide discipline-specific information as well as program information with links (e.g., disposition, standards, etc.) ATTENDANCE The College-wide attendance policy is included in the Syllabus Addendum: The policy notes that each instructor is to exercise professional judgment and define “active participation” in class (and therefore “attendance”), and publish that definition in each syllabus. For this class, attendance is defined as daily log-ins Monday through Thursday, and all work complete/submitted within the posted time frame. Any missed assignment may potentially be a condition for being dropped from the class. Missing an exam will guarantee you being dropped. An absence is considered excused when documented and verified by the instructor. Since this course is available online, you can participate from any location with internet access. In addition, have a backup plan-a place to go this has access to a computer in case your computer fails to function. Not having a computer/having a broken computer is no excuse for missing assignments.
Activity# 2-Contributions to Evolution and Evidence Activity # 3-CCB-Evolution, It’s a Thing #20, Activity # 4-CCB-Natural Selection #14 2 1 Activity # 5-Discussion, Evolution in Current History-Rubric Assessment #1-Quiz Chapter 14 Activity # 6-We’re Just Tubes #16 CCB Activity #7-Speciation: Of Ligers and Men, #15 CCB Activity #8-Population Genetics, When Darwin Met Mendel, #18 CCB Activity # 9-Evolutionary Development; Chicken Teeth, #17 CCB 2-1/18 1 1 Activity # 10-Discussion, Pitfalls of Activity # 11-Mutations-TED Talks, TED Assessment #2-Quiz Chapter 15 Activity # 12-Evidence to Support Evolution, IDT Activity Assessment #3-Quiz 16 2 2 Activity #1-Reading Chapter 1 Activity #2-Vocabulary, “Doing Good Science”, Instructor designed Assessment #1 Processes of Science, Quiz Activity #3-Discussion “Doing Good Science” Activity #4 “Process of Science” You Tube, M. Eisley Activity #5 “The Scientific Method: Steps, Terms and Examples”, Study.com. Activity #6 “My Simple through observation. 3-1/25 1 2 Activity #6 continued “My Simple Experiment”-Experimentation through observation. Support through collaborative forum on the process of discussion. Instructor feedback on topic. 2 3 Activity #1-Reading Chapter 9-11 Assessment #1-Quiz chapters 9-10-instructor designed-MC/TF Activity #2- “DNA Structure and Replication”, CCB #10 Activity #3- “DNA, Hot Pockets, and the Longest Word Ever”, CCB #11 Activity #4-“The Twisting Tale of DNA”, TED Talks.
ENGLISH 395: WRITING FOR THE HEALTH PROFESSIONS FALL 2015 COURSE SCHEDULE Week Monday (on campus) Wednesday (on campus) Friday (online) 1 8/31 9/2 9/4 Topics: Course overview. Personal introductions. Topic: Introduction to Design Thinking activity led by Mira Azarm). Writing due: Reflective Activity #1. Topics: Debrief on Wednesday’s Design Thinking activity. Introduce Exploratory Essay. Writing due: Discussion #1. Reading due: IDEO, “Monyay!” 2 9/7 9/9 9/11 LABOR DAY. NO CLASS. Topics: Researching and Analyzing Public Health Issues. Composing the Exploratory Essay. Topics: Peer Review Writing Workshop. Writing due: Draft of Exploratory Essay. 3 9/14 9/16 9/18 Topics: Challenges in researching and defining public health problems. Writing due: Final draft of Exploratory Essay. Topics: Forming Writing Teams and Planning Collaboration. Designing Effective Program Management Strategies. Creating a Team Charter and Task Schedule. Reading Due: Team Writing, Ch. 1-4 (pp. Topics: Researching and Defining Public Health Problems. Peer review writing workshop. Writing due: First draft of both Team Charter and Task Schedule. Reading Due: Creative Confidence, Ch. 3 (available on Canvas). 4 9/21 9/23 9/25 Topics: Conducting Empathy Research activities and discussion with Mira Azarm). Topics: Empathy Research: Interviewing Activity. Designing Effective Project Management Strategies. Creating a Team Charter and Task Schedule. Writing Due: Discussion #2: Reflection on Empathy Research Activity. Discussion Topics: Team Conferences: Empathy research update (schedule TBA). Writing due: Final drafts of Team Charter and Task Schedule.
#3. Your Team’s Empathy Plan. Explain what your team hopes to learn about users and how the team will go about studying users in this way. 5 9/28 9/30 10/2 Topic: Analyzing Empathy Research: Story Share & Capture, User Empathy Map, and Composite Character Profile (in-class activities with Mira Azarm) Writing Due: Discussion Board #4. Summary and/or Notebook Snapshot of user research completed during the previous week. NOTE: Your team must complete two interviews with users and/or other forms of ethnographic research by this point. Post Visuals and/or Text Summary along with analysis to the course discussion board. Topic: Analyzing Empathy Research (cont.). Writing about Empathy Research. Writing due: Discussion #5. User Empathy Map. Topic: Team conferences: Empathy research and problem definition (schedule TBA). Writing due: Discussion #6. Composite Character Profile. 6 10/5 10/7 10/9 Topic: Defining Problems: Creating Point of View Statement (in-class activities with Mira Azarm). Writing due: Discussion #7: Text or Picture of Notes summarizing Round #2 of your ethnographic research. NOTE: In total, your group Topics: Revising With Your Writing Team. Defining Public Health Problems (cont.). Writing due: Discussion #8: Draft of Point of View Statement. Reading Due: Team Writing, Ch. 6 (pp. Topic: Peer Review Writing Workshop. Writing due: First draft of “Analyzing Your Users and Defining Their Point of View” Report.
Law of Commission of India, forty-second Report Ch. 3 [197 1 Malimath Committee Report 2004 Patric Devlin The Criminal Prosecution in England Sanders and Young Criminal Justice [ 1994 ] P D Sharam Police and Criminal Justice System in India Paper - II: PENOLOGY AND TREATMENT OF OFFENDERS Definition of Penology - historical and contemporary approaches to penology. Theories of punishment - Retribution - Utilitarian prevention: Deterrence - Utilitarian: Intimidation Behavioral prevention: Incapacitation - Behavioral prevention: Rehabilitation - Classical Hindu and Islamic approaches to punishment. Approaches to sentencing - Probation - parole - corrective labor - fines - bail, bond fines - reparation by the offender/by the court. Juvenile Delinquency - factors - response - JJ Act 2000 - JJ Board - Welfare Boards - Constitutional aspects - Neglected and Delinquent, care and protection. Sentencing - types of sentences in IPC and special laws - sentencing for habitual offender, white collar crime - Pre - sentence hearing - summary punishment - Capital punishment [Constitutionality, Judicial attitude and law reform] Victmology and Compensation - state of Jail reform - Classification of prisoners - Rights of prisoners - open prison. Suggested Readings: Mamata Rao Law Relating to Women and Children G B Reddy Law Relating to Women and Children K S Shukla Adolescent Offender [ 1985] C Chhabbra The Quantum of Punishment in Criminal Law [ 1970] H. L. A Hart Punishment and Responsibility A Siddique Criminology [ 1984], Eastern Lucknow Justice N. K. Chakraborti Probation system in the Administration of Criminal Justice Bharat B Das Victims in the Criminal Justice System SEMESTER IV Paper - III: PRIVILEGED CLASS DEVIANCE Privileged Class Deviance, meaning, nature and pressures - Typical forms of deviance Official Deviance [ deviance by legislators, judges, bureaucrats], Professional deviance: journalists, teachers, doctors, lawyers, engineers, architects and publishers - Conceptions of white collar crimes - Hi-tech crime - Cyber Crime - Economic Crime - Politics and Crime Official Deviance: Conception - permissible limit of discretionary powers - Principles of Natural Justice Commission reports [Chagla Commission on LIC-Mundhra Affair, The Das
How MKT 530 – New Product Development Contributes to Student Achievement of USC Marshall’s Six Graduate Programs Learning Goals (Continued) Marshall Graduate Programs Learning Goals Degree of Emphasis (1=Low, 2=Moderate, 3=High) MKT 530 Objectives that support this goal Learning Goal #6: Our graduates will be effective communicators to facilitate information flow in organizational, social, and intercultural contexts 2 Supported by MKT 530 Learning Objectives 1-7 6.1 Students will identify and assess diverse personal and organizational communication goals and audience information needs. 1-7 6.2 Students will understand individual and group communications patterns and dynamics in organizations and other professional contexts. 1-7 6.3 Students will demonstrate an ability to gather and disseminate information and communicate it clearly, logically, and persuasively in professional contexts. 1-7 6.4 Students will be able to clearly communicate in oral and written formats the solutions to business issues and problems accurately and effectively. 1-7
Michelle Alexander. 2011. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: New Press. Introduction and Ch. 1 (pp. 1-58). Sakai Alexes Harris. 2014. ‘Yes, America, We Have Returned to Debtor’s Prisons.” Los Angeles Times, June 6, 2014. Terry Gross, with Nancy Fishman (Vera Institute), “Is America Engaged in a ‘Vicious Circle’ of Jailing the Poor,” 5/1/16 (35:50 mins.) Full Vera Institute Report: Ram Subramanian, Ruth Delaney, Stephen Roberts, Nancy Fishman, and Peggy McGarry. 2015. “Incarceration’s Front Door: The Misuse of Jails in Americas.” Vera Institute of Justice, February. Sakai. Ryan Gabrielson and Topher Sanders. 2016. “How a $2 Roadside Drug Test Sends Innocent People to Jail.” New York Times, July 7, 2016. March 13th: NO CLASS: SPRING BREAK! March 20th: Education “How Colleges Deepen Inequality,” Special Report, Chronicle of Higher Education, November, 2017. Sakai. Scott Carlson. 2016. “When College Was a Public Good.” Chronicle of Higher Education, November 27. Sakai. Elizabeth A. Armstrong and Laura T. Hamilton. 2013. Paying for the Party: How College Maintains Inequality. Cambridge, MA: Harvard University Press. (pp. xi-xv; 1-49). Sakai. Kevin Sullivan and Mary Jordan. 2017. “Elitists, Crybabies and Junky Degrees.” Washington Post, November 25. Film: Little Rock Central (70 minutes) Recommended: Stanford Center on Poverty & Inequality on Education: David Brooks. 2001. “The Organization Kid.” Atlantic Monthly, April 1.
Stephanie Coontz. 2013. “Why Gender Equality Stalled.” New York Times, February 16, 2013. Sheryl Sandberg, 2010. “Why We Have Too Few Women Leaders.” TED Talk (14:58 mins.) Anne-Marie Slaughter. 2012. “Why Women Still Can’t Have It All.” The Atlantic, July/August. April 3rd: Gender and Sexuality Kristen Schilt. 2010. Just One of the Guys? Transgender Men and the Persistence of Gender Inequality. Chicago: University of Chicago Press. Ed Yong. 2018. “The Transgender Scientist Who Changed How We See the Brain.” Atlantic, January 2. April 10th: Sexual Harassment Christopher Uggen and Amy Blackstone. 2004. “Sexual Harassment as a Gendered Expression of Power.” American Sociological Review 69:64-92. Sakai. Heather McLaughlin, Christopher Uggen, and Amy Blackstone. 2012. “Sexual Harassment, Workplace Authority, and the Paradox of Power. American Sociological Review 77:625-647. Sakai. Frank Dobbin and Alexandra Kalev. 2017. “Training Programs and Reporting Systems Won’t End Sexual Harassment. Promotion More Women Will.” Harvard Business Review. November 15. Lauren B. Edelman. 2017. “What’s the Point of Sexual Harassment Training? Often, to Protect Employers.” Washington Post. November 17. Economist. 2017. “Over-friendly, or Sexual Harassment? It Depends Partly on Whom You Ask.” The Economist, November 17. (Graphic).
Grade Scale: 100-93 A 92-85 B 84-75 C 74-70 D 69-0 F 1st nine weeks 2nd nine weeks 3rd nine weeks 4th nine weeks Outline of Course Week: Aug. 15- Aug. 26 Standards Covered: 6.NS.2, 6.NS.3, .NS.4 Objectives: Understand number sense with operations using multi-digit numbers. Topics Covered: Prime factorization, LCM, GCF, add, subtract, multiply and divide decimals. Week: Aug. 29-Sept. 16 Standards Covered: 6.NS.6, 6.NS7, 6.NS.4, 6.NS.1. Objectives: Understand the relationship between multiplication and division to divide fractions. Topics Covered: Compare and order fractions, multiply and simplify fractions. Divide fractions and mixed numbers. Week: Sept. 19-Oct. 7 Standards Covered: 6.NS.5, 6.NS.6, 6.NS.7, 6.NS.8. Objectives: Understanding rational numbers. Topics Covered: Understanding positive/negative numbers, compare/order integers and rational numbers, locate rational Week: Oct. 17-Oct. 21 Standards Covered: 6.RP.1, 6.RP.3, 6.RP.2 Objectives: Understanding Ratio and rates. Topics Covered: Ratio and rates, equivalent ratios, comparing ratios, unit rate, algebra: unit rate and equivalent ratios.
number on number line, absolute value, rational numbers on coordinate plane. Week: Oct. 24-Nov. 4 Standards Covered: 6.RP.3 Objectives: Understanding Percents. Topics Covered: Percents as factions and decimals, percent of quantity, problem solving, finding whole from percent. Week: Nov. 7-Nov. 18 Standards Covered: 6.RP.3 Objectives: Understanding Units of Measure. Topics Covered: Converting units of length, converting units of capacity, converting units of weight and mass, transform units, use distance, rate, and time formulas. Week: Nov. 21-Dec. 9 Standards Covered: 6.EE.1, 6.EE.2, 6.EE.3, 6.EE.4, 6.EE6. Objectives: Algebra: Expressions. Topics Covered: Exponents, algebra expressions, parts of expressions, algebraic formulas, use of algebraic expressions, combining like terms, and equivalent expressions. Week: Dec. 12-Dec.19 Standards Covered: 6.EE.5, 6.EE.7, 6.EE.8. Objectives: Algebra: Equations and Inequalities. Topics Covered: Writing solutions to equations, adding and subtracting equations, multiplication equations, division equations, solutions and graphing inequalities. Week: Jan. 5-Jan.13 Standards Covered: 6.EE.5, 6.EE.7, 6.EE.8. Objectives: Algebra: Equations and Inequalities. Topics Covered: Writing solutions to equations, adding and subtracting equations, Week: Jan. 17-Jan 31 Standards Covered: 6.EE.9. Objectives: Algebra: Relationships Between Variables. Topics Covered: Writing solutions to equations, adding and subtracting equations, multiplication equations, division
Dimension Objective Learning activity/ies Evaluation Knowledge Read textbook and primary source meetings; class powerpoints and transcripts. Identify the major topics covered each week and the relationship to the course roadmap Reproduce simple analysis and data strategies demonstrated in lecture Online lectures, online demonstrations, weekly TA review sessions, readings Self-testing and mastery learning; examination Comprehension Define the major concepts/terms each week Describe the appropriate situations in which to use techniques demonstrated Differentiate among different approaches (e.g., different kinds of transformations or analysis strategies) and their strengths and weaknesses Online demonstrations , discussion weekly TA review sessions, readings Self-testing and mastery learning, practice exercises, examination Application Calculate major coefficients and summary statistics Chart key findings and interpret Choose the best analysis/transformation for a given situation Extend basic analysis situations demonstrated in class to more complex data problems Online demonstrations , Hands-on class sessions, problem solving, weekly TA review sessions Self-testing and mastery learning; practice exercises, data analysis homework (output generation) Analysis Break down the multiple results of a data analysis into constituent pieces Examine variable distributions and determine if conformal for analysis Interpret the results of analyses with regards to the substantive questions being asked Recommend next steps or areas in need of clarification to improve the analysis Team-based problem solving, discussion, coaching/mentoring Peer-review and group data analysis homework (analysis selection and output interpretation) Synthesis Collaborate with group members to determine the best solution to a complex problem Combine multiple sources of information (e.g., information regarding distributions and analytical question) Coaching/mentoring, Team-based problem solving Multiple choice examination (questions combining multiple aspects of choice evaluation, based