Education wasnât what he wanted to perform on the world, me incl.docxjack60216
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Education wasnât what he wanted to perform on the world, me included.
He was after transformation.
-Tracy Kidder, Mountains Beyond Mountains
RTM 404, Summer 2014
Professor
Larry Beck, Ph.D.
[email protected]
Why This Course is Important
The subject matter in this course is important because travel and tourism is the number one industry in the world. It is essential to be aware of its importance globally and the implications concerning environmental, economic, and social issues (often referred to as the âtriple bottom lineâ).
There is also much to learn in this course that applies to your own lives. Travel offers us adventure, education, and enjoyment. As we learn about other cultures we also learn more about ourselves; and we learn tolerance. We learn to extend compassion to help others less fortunate than we are. These are primary messages in our reading, Mountains Beyond Mountains.
On a broad scale, tourism offers hope for global peace as we learn more about the beauty and value of diverse cultures and learn to appreciate them through first hand experience. Tourism has also been promoted as a conservation tool as travelers gain global environmental awareness. Tourism offers hope for global stewardship. What larger issues are there than world peace and environmental sustainability? Tourism can contribute to both of these.
So this subject is relevant as the number one industry in the world, in our own personal lives, and in a larger context concerning global peace and environmental stewardship.
SDSU General Catalog: Concepts, definitions, and measures of essential cultural components of tourism. Integrated view of interrelated socio-cultural tourism issues with an understanding and appreciation of diverse cultures.
Student Learning Outcomes
Upon completion of this course, conscientious students will be able to:
1. Synthesize the major theories and concepts related to cross-cultural behavior in tourism.
2. Explain major differences between various cultures and their influence on tourist and host social behavior. (Codes of cultural behavior and social etiquette.)
3. Consider how our actions can contribute to world peace and stewardship through our travel choices.
4. Determine how cultural differences influence tourist perceptions and satisfaction.
5. Develop greater appreciation and tolerance for various cultural frames of reference.
6. Consider increased empathy for those from less fortunate cultural backgrounds.
7. Generate interest in living and traveling in ways that promote cultural understanding and sustainability.
Required Reading
Kidder, T. (2004). Mountains Beyond Mountains. New York: Penguin.
Course Overview
The course is designed based on state-of-the-art instructional theory that has you actively involved in your learning. The course structure is intended to be convenient, meaningful, relevant, and enjoyable. But for this to be the most powerful learning experience possible you must be engage ...
Education wasnât what he wanted to perform on the world, me incl.docxjack60216
Â
Education wasnât what he wanted to perform on the world, me included.
He was after transformation.
-Tracy Kidder, Mountains Beyond Mountains
RTM 404, Summer 2014
Professor
Larry Beck, Ph.D.
[email protected]
Why This Course is Important
The subject matter in this course is important because travel and tourism is the number one industry in the world. It is essential to be aware of its importance globally and the implications concerning environmental, economic, and social issues (often referred to as the âtriple bottom lineâ).
There is also much to learn in this course that applies to your own lives. Travel offers us adventure, education, and enjoyment. As we learn about other cultures we also learn more about ourselves; and we learn tolerance. We learn to extend compassion to help others less fortunate than we are. These are primary messages in our reading, Mountains Beyond Mountains.
On a broad scale, tourism offers hope for global peace as we learn more about the beauty and value of diverse cultures and learn to appreciate them through first hand experience. Tourism has also been promoted as a conservation tool as travelers gain global environmental awareness. Tourism offers hope for global stewardship. What larger issues are there than world peace and environmental sustainability? Tourism can contribute to both of these.
So this subject is relevant as the number one industry in the world, in our own personal lives, and in a larger context concerning global peace and environmental stewardship.
SDSU General Catalog: Concepts, definitions, and measures of essential cultural components of tourism. Integrated view of interrelated socio-cultural tourism issues with an understanding and appreciation of diverse cultures.
Student Learning Outcomes
Upon completion of this course, conscientious students will be able to:
1. Synthesize the major theories and concepts related to cross-cultural behavior in tourism.
2. Explain major differences between various cultures and their influence on tourist and host social behavior. (Codes of cultural behavior and social etiquette.)
3. Consider how our actions can contribute to world peace and stewardship through our travel choices.
4. Determine how cultural differences influence tourist perceptions and satisfaction.
5. Develop greater appreciation and tolerance for various cultural frames of reference.
6. Consider increased empathy for those from less fortunate cultural backgrounds.
7. Generate interest in living and traveling in ways that promote cultural understanding and sustainability.
Required Reading
Kidder, T. (2004). Mountains Beyond Mountains. New York: Penguin.
Course Overview
The course is designed based on state-of-the-art instructional theory that has you actively involved in your learning. The course structure is intended to be convenient, meaningful, relevant, and enjoyable. But for this to be the most powerful learning experience possible you must be engage ...
eTROYTerrorism CJ4440Term Five 2013For course syllabus pos.docxgitagrimston
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eTROY
Terrorism CJ4440
Term Five 2013
For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via e-mail or Blackboard announcement, when changes are made in the requirements or grading of the course.
eTROY Courses at Troy University
All eTROY courses at Troy University utilize the Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates-at least every 48 hours. Remember: This is not a âcorrespondence courseâ in which a student may work at his/her own pace. Each week there are assignments, online discussions, online activities and/or exams with due dates. Refer to the schedule at the end of the syllabus for more information.
Instructor Information
James Smith
Department of Criminal Justice
Troy University (Dothan Campus)
Malone Hall Room 123
Telephone: 334 -983-6556 Extension 1313
Email address: [email protected]
Office Hours: 7 am â 6 pm Monday - Thursday
Instructor Education
Master of Science in Safety, University of Southern California
Bachelor of Science, Troy University
Course Description
Course Description: This course provides the student a basic understanding and definition of terrorism and threat groups, motivation and mindset of a variety of domestic and international terrorist and threat groups is examined. The structure of terrorist organizations along with methods used to attack selected targets is addressed. A variety of terrorist campaigns, target selection, and mode of operation will be explored. The effect of the media on terrorism, the targets selected, and reaction by the public will be examined. The interaction of legislation and Constitutional issues are reviewed. Countermeasures and antiterrorism methods will be assessed.
Course Objectives
1. To provide an understanding of terrorism and homeland security in relation to criminal justice.
2. To provide an overview of homeland security and the changes wrought by the information age, Internet and computers.
3. To provide an overview of the general principles, finances, typology, organizational structures and group dynamic theory of international and domestic terrorism are studied.
4. The concepts of target assessment, hardening and layered defenses are discussed.
5. The philosophies of various terrorist groups are explored.
6. The law enforcement role in homeland security is discussed.
7. The concepts of âlone wolf attacksâ, single cause and multiple cause groups, religious and other extremist groups are discussed.
8. The application of homeland security concepts in law enforcement, judicial system, probation and parole along with corrections are discussed.
9. The Patriot Acts, current legal issues, civil, liberties, privacy and Constitutional issues are explored.
Student Learning Outcomes
1. Explain the significance of orga ...
Mosaic 851 11
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 â 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 â 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Genesis
Plato, The Trials of Socrates 9780872205895
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Mosaic 851 10
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 â 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 â 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Plato, The Trials of Socrates 9780872205895
Genesis
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Course SyllabusIntroduction to Sociology (Soci 1301)Spring.docxvanesaburnand
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Course Syllabus
Introduction to Sociology (Soci 1301)
Spring 2018
______________________________________________________________________
COURSE DESCRIPTION:
Introduction to the concepts and principles used in the study of group life, social institutions, and social processes. This course fulfills the Social and Behavioral Sciences foundational component area of the core and addresses the following required objectives: Critical Thinking, Communication, Empirical Quantitative Skills, and Social Responsibility.
TEXTBOOKS: One textbook is required.
A student of this institution is not under any obligation to purchase a textbook from a college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
Chambliss, W. and Eglitis, D. (2018). Discover Sociology (3nd Ed). L.A., CA: Sage. ISBN 9781506347387
San Antonio College Bookstore offers same text with custom college name on front, 3rd Ed ISBN#9781506396088
STUDENT LEARNING OUTCOMES:
The statement of student learning outcomes is designed to bring awareness of what you will be learning and what skills you should be able to demonstrate by way of the acquired knowledge.
After successfully completing this course, a student is able to:
1.
Compare and contrast basic theoretical perspectives of sociology
2.
Describe key concepts in sociology
3.
Describe the empirical findings of various subfields of sociology
4.
Explain the complex links between individual experiences and broader institutional forces
5.
Identify the various methodological approaches to the collection and analysis of data in sociology
Course Introduction:
How are our individual choices shaped by society? How do our choices help shape society? These are two primary questions we will address in this Introduction course to the Study of Sociology. Sociologists explore practically all aspects of social relations. What is society and how does it shape individualsâ lives? Why do people behave as they do; and what they can do to more effectively take charge of their lives? This course is designed to offer insights to understand how social forces in society shape our behavior and influence our life experiences. Considerably, we are the product of our society and vice versa. Our identities, hopes, fears, grievances, and satisfactions are shaped by the culture and social structure that surrounds us.
This course is designed to help students learn the basic theoretical principles, terminology, concepts, and methodologies used within the discipline of sociology. Additionally, it will introduce the student to basic sociological areas of inquiry, such as socialization, group dynamics, gender, social stratification, inequality, social class, deviance, social institutions, and the micro and macro sociological analysis. Students will apply sociological concepts, methodologies, and theories to understand how social influences affect their lives, and will develop a greater understan.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 â Organization Leadership & Decision Making
Section â 04
SEMESTER â First BI-TERM â Online Course
Professor: Dr. Sherri Braxton
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: One of the most important skills a business leader needs to have concerning technology involves effective
decision making and governance. This class will consist of a case study approach presenting different
scenarios that require decisions to be made on technology issues that are relevant to todayâs business
environment. Students will develop the skills for understanding the components and elements of these
technology decisions, and assess associated risks. This course will draw upon a cross section of technology,
finance, security, project management, leadership, and other aspects of effective decision making.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
⢠Develop IT strategy for business value
⢠Understand business metrics
⢠Understand how to communicate with business managers
⢠Understand the management of IT-based risk
⢠Create and evolve a technology roadmap
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13
978-0-13-354424-4.âŻ
Recommended Reading:
⢠High, Peter A. Implementing World Class IT Strategy. Jossey-Bass, 2014.
⢠Tiwana, Amrit. IT Strategy for Non-IT managers, MIT Press, 2017 Aaron K. Olson, B. Keith Simerson
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
⢠Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
⢠Actively participate in activities, assignments, and discussions.
⢠Evaluate and react to each otherâs work in a supportive, constructive manner.
⢠Complete specific assignments and exams when specified and in a professional manner.
⢠Utilize learned technologies for class assignments.
⢠Connect content knowledge from core courses to practical training placement and activities.
Academic Integrity: At a Christian liberal arts universi.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 â Organization Leadership & Decision Making
Section â 04
SEMESTER â First BI-TERM â Online Course
Professor: Dr. Sherri Braxton
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: One of the most important skills a business leader needs to have concerning technology involves effective
decision making and governance. This class will consist of a case study approach presenting different
scenarios that require decisions to be made on technology issues that are relevant to todayâs business
environment. Students will develop the skills for understanding the components and elements of these
technology decisions, and assess associated risks. This course will draw upon a cross section of technology,
finance, security, project management, leadership, and other aspects of effective decision making.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
⢠Develop IT strategy for business value
⢠Understand business metrics
⢠Understand how to communicate with business managers
⢠Understand the management of IT-based risk
⢠Create and evolve a technology roadmap
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13
978-0-13-354424-4.âŻ
Recommended Reading:
⢠High, Peter A. Implementing World Class IT Strategy. Jossey-Bass, 2014.
⢠Tiwana, Amrit. IT Strategy for Non-IT managers, MIT Press, 2017 Aaron K. Olson, B. Keith Simerson
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
⢠Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
⢠Actively participate in activities, assignments, and discussions.
⢠Evaluate and react to each otherâs work in a supportive, constructive manner.
⢠Complete specific assignments and exams when specified and in a professional manner.
⢠Utilize learned technologies for class assignments.
⢠Connect content knowledge from core courses to practical training placement and activities.
Academic Integrity: At a Christian liberal arts universi ...
Department of Computer and Information SystemsC.docxgertrudebellgrove
Â
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 â Information Technology Importance in Strategic Planning
Section â 07
Spring 2020 â First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leaderâs collaborative roles working with an organizationâs senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technologyâs role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
¡ be proactive with risk management practices.
¡ understand IT business management.
¡ Understand the basics of Blockchain technology
¡ understand the economics of cloud computing.
¡ understand the benefits of eco-efficient technology adoption
¡ understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
¡ Learn how to perform research identifying and analyzing technological challenges
¡ Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
¡ Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
¡ Conduct research with professional and ethical integrity
¡ Address complex technical questions and challenge established knowledge and practices in the area
¡ Identify, comprehend, analyze, evaluate and synthesize research
¡ Communicate effectively and employ constructive professional and interpersonal skills
¡ Critically evaluate current research and best practices
¡ Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
1 University of California, Riverside School of PuSilvaGraf83
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1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia AyĂłn, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrantsâ health. Students
will examine factors that strain immigrantsâ health and restrict their access to care as well as factors that
protect immigrantsâ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrantsâ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper â part 1 Week 5 20
2b. Immigrant health paper â part 2 Week 9 20
3. Participation ...
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia AyĂłn, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrantsâ health. Students
will examine factors that strain immigrantsâ health and restrict their access to care as well as factors that
protect immigrantsâ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrantsâ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper â part 1 Week 5 20
2b. Immigrant health paper â part 2 Week 9 20
3. Participation ...
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
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African American Family
Grandfather and Grandmother follow Christian religion
Male Family members follow Muslim religion
Female family members follow Christian religion
Albert Bond
Grandfather
Annie Mcdonald Bond
Grandmother
James Bond
Uncle
Floria Bond Lipscomb
Mother deceased
Glenda Bond Bolden
Aunt
Clavin Bond
Uncle Decesed at Birth
Clinton Bond
Male Cousin
Stephanie Bond
Female Cousin
Rodeny Bond
Brother
Darnetta Bond Glover
me
Howard Jacobs
Brother Deceased
Hasan Jacobs
Brother
Muslia Bond
Male Cousin
Rebia Bond
Female Cousin
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS 831 â Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term â Asynchronous Online Course
August 26th- October 17th
Professor:
Dr. Paul B. Czarapata
Residency Information:
No residency in this course
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website:
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Course Description:
This course focuses on the information technology (IT) leaderâs collaborative roles working with an organizationâs senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technologyâs role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
¡ Explain what managers must know about both using and managing information.
¡ Explain the linkages between business and IT strategy, linkages between organizational and IT strategy, collaboration and individual work, and business processes.
¡ Explain the managerâs role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text: Pearlson, K., Saunders, C., Galletta, D. Managing and Using Information Systems: A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.Course Expectations
Course Activities and Experiences:
Students are expected to:
¡ Be fully prepared for each class session by studying the assigned reading material and preparation of the material assigned.
¡ Participate discussions as assigned
¡ Complete specific assignments when d ...
eTROYTerrorism CJ4440Term Five 2013For course syllabus pos.docxgitagrimston
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eTROY
Terrorism CJ4440
Term Five 2013
For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via e-mail or Blackboard announcement, when changes are made in the requirements or grading of the course.
eTROY Courses at Troy University
All eTROY courses at Troy University utilize the Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates-at least every 48 hours. Remember: This is not a âcorrespondence courseâ in which a student may work at his/her own pace. Each week there are assignments, online discussions, online activities and/or exams with due dates. Refer to the schedule at the end of the syllabus for more information.
Instructor Information
James Smith
Department of Criminal Justice
Troy University (Dothan Campus)
Malone Hall Room 123
Telephone: 334 -983-6556 Extension 1313
Email address: [email protected]
Office Hours: 7 am â 6 pm Monday - Thursday
Instructor Education
Master of Science in Safety, University of Southern California
Bachelor of Science, Troy University
Course Description
Course Description: This course provides the student a basic understanding and definition of terrorism and threat groups, motivation and mindset of a variety of domestic and international terrorist and threat groups is examined. The structure of terrorist organizations along with methods used to attack selected targets is addressed. A variety of terrorist campaigns, target selection, and mode of operation will be explored. The effect of the media on terrorism, the targets selected, and reaction by the public will be examined. The interaction of legislation and Constitutional issues are reviewed. Countermeasures and antiterrorism methods will be assessed.
Course Objectives
1. To provide an understanding of terrorism and homeland security in relation to criminal justice.
2. To provide an overview of homeland security and the changes wrought by the information age, Internet and computers.
3. To provide an overview of the general principles, finances, typology, organizational structures and group dynamic theory of international and domestic terrorism are studied.
4. The concepts of target assessment, hardening and layered defenses are discussed.
5. The philosophies of various terrorist groups are explored.
6. The law enforcement role in homeland security is discussed.
7. The concepts of âlone wolf attacksâ, single cause and multiple cause groups, religious and other extremist groups are discussed.
8. The application of homeland security concepts in law enforcement, judicial system, probation and parole along with corrections are discussed.
9. The Patriot Acts, current legal issues, civil, liberties, privacy and Constitutional issues are explored.
Student Learning Outcomes
1. Explain the significance of orga ...
Mosaic 851 11
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 â 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 â 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Genesis
Plato, The Trials of Socrates 9780872205895
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Mosaic 851 10
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 â 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 â 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Plato, The Trials of Socrates 9780872205895
Genesis
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Course SyllabusIntroduction to Sociology (Soci 1301)Spring.docxvanesaburnand
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Course Syllabus
Introduction to Sociology (Soci 1301)
Spring 2018
______________________________________________________________________
COURSE DESCRIPTION:
Introduction to the concepts and principles used in the study of group life, social institutions, and social processes. This course fulfills the Social and Behavioral Sciences foundational component area of the core and addresses the following required objectives: Critical Thinking, Communication, Empirical Quantitative Skills, and Social Responsibility.
TEXTBOOKS: One textbook is required.
A student of this institution is not under any obligation to purchase a textbook from a college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
Chambliss, W. and Eglitis, D. (2018). Discover Sociology (3nd Ed). L.A., CA: Sage. ISBN 9781506347387
San Antonio College Bookstore offers same text with custom college name on front, 3rd Ed ISBN#9781506396088
STUDENT LEARNING OUTCOMES:
The statement of student learning outcomes is designed to bring awareness of what you will be learning and what skills you should be able to demonstrate by way of the acquired knowledge.
After successfully completing this course, a student is able to:
1.
Compare and contrast basic theoretical perspectives of sociology
2.
Describe key concepts in sociology
3.
Describe the empirical findings of various subfields of sociology
4.
Explain the complex links between individual experiences and broader institutional forces
5.
Identify the various methodological approaches to the collection and analysis of data in sociology
Course Introduction:
How are our individual choices shaped by society? How do our choices help shape society? These are two primary questions we will address in this Introduction course to the Study of Sociology. Sociologists explore practically all aspects of social relations. What is society and how does it shape individualsâ lives? Why do people behave as they do; and what they can do to more effectively take charge of their lives? This course is designed to offer insights to understand how social forces in society shape our behavior and influence our life experiences. Considerably, we are the product of our society and vice versa. Our identities, hopes, fears, grievances, and satisfactions are shaped by the culture and social structure that surrounds us.
This course is designed to help students learn the basic theoretical principles, terminology, concepts, and methodologies used within the discipline of sociology. Additionally, it will introduce the student to basic sociological areas of inquiry, such as socialization, group dynamics, gender, social stratification, inequality, social class, deviance, social institutions, and the micro and macro sociological analysis. Students will apply sociological concepts, methodologies, and theories to understand how social influences affect their lives, and will develop a greater understan.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 â Organization Leadership & Decision Making
Section â 04
SEMESTER â First BI-TERM â Online Course
Professor: Dr. Sherri Braxton
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: One of the most important skills a business leader needs to have concerning technology involves effective
decision making and governance. This class will consist of a case study approach presenting different
scenarios that require decisions to be made on technology issues that are relevant to todayâs business
environment. Students will develop the skills for understanding the components and elements of these
technology decisions, and assess associated risks. This course will draw upon a cross section of technology,
finance, security, project management, leadership, and other aspects of effective decision making.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
⢠Develop IT strategy for business value
⢠Understand business metrics
⢠Understand how to communicate with business managers
⢠Understand the management of IT-based risk
⢠Create and evolve a technology roadmap
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13
978-0-13-354424-4.âŻ
Recommended Reading:
⢠High, Peter A. Implementing World Class IT Strategy. Jossey-Bass, 2014.
⢠Tiwana, Amrit. IT Strategy for Non-IT managers, MIT Press, 2017 Aaron K. Olson, B. Keith Simerson
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
⢠Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
⢠Actively participate in activities, assignments, and discussions.
⢠Evaluate and react to each otherâs work in a supportive, constructive manner.
⢠Complete specific assignments and exams when specified and in a professional manner.
⢠Utilize learned technologies for class assignments.
⢠Connect content knowledge from core courses to practical training placement and activities.
Academic Integrity: At a Christian liberal arts universi.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 â Organization Leadership & Decision Making
Section â 04
SEMESTER â First BI-TERM â Online Course
Professor: Dr. Sherri Braxton
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: One of the most important skills a business leader needs to have concerning technology involves effective
decision making and governance. This class will consist of a case study approach presenting different
scenarios that require decisions to be made on technology issues that are relevant to todayâs business
environment. Students will develop the skills for understanding the components and elements of these
technology decisions, and assess associated risks. This course will draw upon a cross section of technology,
finance, security, project management, leadership, and other aspects of effective decision making.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
⢠Develop IT strategy for business value
⢠Understand business metrics
⢠Understand how to communicate with business managers
⢠Understand the management of IT-based risk
⢠Create and evolve a technology roadmap
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13
978-0-13-354424-4.âŻ
Recommended Reading:
⢠High, Peter A. Implementing World Class IT Strategy. Jossey-Bass, 2014.
⢠Tiwana, Amrit. IT Strategy for Non-IT managers, MIT Press, 2017 Aaron K. Olson, B. Keith Simerson
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
⢠Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
⢠Actively participate in activities, assignments, and discussions.
⢠Evaluate and react to each otherâs work in a supportive, constructive manner.
⢠Complete specific assignments and exams when specified and in a professional manner.
⢠Utilize learned technologies for class assignments.
⢠Connect content knowledge from core courses to practical training placement and activities.
Academic Integrity: At a Christian liberal arts universi ...
Department of Computer and Information SystemsC.docxgertrudebellgrove
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Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 â Information Technology Importance in Strategic Planning
Section â 07
Spring 2020 â First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leaderâs collaborative roles working with an organizationâs senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technologyâs role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
¡ be proactive with risk management practices.
¡ understand IT business management.
¡ Understand the basics of Blockchain technology
¡ understand the economics of cloud computing.
¡ understand the benefits of eco-efficient technology adoption
¡ understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
¡ Learn how to perform research identifying and analyzing technological challenges
¡ Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
¡ Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
¡ Conduct research with professional and ethical integrity
¡ Address complex technical questions and challenge established knowledge and practices in the area
¡ Identify, comprehend, analyze, evaluate and synthesize research
¡ Communicate effectively and employ constructive professional and interpersonal skills
¡ Critically evaluate current research and best practices
¡ Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
1 University of California, Riverside School of PuSilvaGraf83
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1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia AyĂłn, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrantsâ health. Students
will examine factors that strain immigrantsâ health and restrict their access to care as well as factors that
protect immigrantsâ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrantsâ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper â part 1 Week 5 20
2b. Immigrant health paper â part 2 Week 9 20
3. Participation ...
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia AyĂłn, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrantsâ health. Students
will examine factors that strain immigrantsâ health and restrict their access to care as well as factors that
protect immigrantsâ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrantsâ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper â part 1 Week 5 20
2b. Immigrant health paper â part 2 Week 9 20
3. Participation ...
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
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African American Family
Grandfather and Grandmother follow Christian religion
Male Family members follow Muslim religion
Female family members follow Christian religion
Albert Bond
Grandfather
Annie Mcdonald Bond
Grandmother
James Bond
Uncle
Floria Bond Lipscomb
Mother deceased
Glenda Bond Bolden
Aunt
Clavin Bond
Uncle Decesed at Birth
Clinton Bond
Male Cousin
Stephanie Bond
Female Cousin
Rodeny Bond
Brother
Darnetta Bond Glover
me
Howard Jacobs
Brother Deceased
Hasan Jacobs
Brother
Muslia Bond
Male Cousin
Rebia Bond
Female Cousin
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS 831 â Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term â Asynchronous Online Course
August 26th- October 17th
Professor:
Dr. Paul B. Czarapata
Residency Information:
No residency in this course
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlandsâ community who use the Universityâs computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website:
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Course Description:
This course focuses on the information technology (IT) leaderâs collaborative roles working with an organizationâs senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technologyâs role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
¡ Explain what managers must know about both using and managing information.
¡ Explain the linkages between business and IT strategy, linkages between organizational and IT strategy, collaboration and individual work, and business processes.
¡ Explain the managerâs role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text: Pearlson, K., Saunders, C., Galletta, D. Managing and Using Information Systems: A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.Course Expectations
Course Activities and Experiences:
Students are expected to:
¡ Be fully prepared for each class session by studying the assigned reading material and preparation of the material assigned.
¡ Participate discussions as assigned
¡ Complete specific assignments when d ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
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American Political Thought Syllabus.pdf
1. PSCI 3054: American Political Thought
1
PSCI 3054: Course Policies Instructor: Anna Daily
Spring 2017, Tues. & Thurs. 2-3:15p anna.daily@colorado.edu
Ketchum 1B87 Office: Ketchum 214
Student Support Hours: Tues. 3:30-4:30p
& Thurs. 12:30p-1:30p
Course Description
This course surveys key pieces of American political thought from the colonial period to the end
of the Obama Era. This course is uniquely focused on political identities, their entanglements with
political power and participation, and the roles that identity has played in shaping American
political thinking. We will give special attention to the identity categories of race, gender, and class
as they appear in the written works and speeches of key American thinkers. Throughout the course,
we will read speeches, pamphlets, essays, and other works by prominent political figures as well
as cultural figures, leaders of counter- and sub-culture movements, and schools of thought. As we
move from the colonial period into the present we will discuss the legacies of religion, slavery,
gender/sex relationships, and economics as they have appeared with our ideas of exceptionalism,
rights, political activism, and the purpose of the American government. This class is unique, in
that we engage with the ideas of those who have both formal and informal platforms in American
politics and reflect on the significance of those platforms, including who gets to be in formal means
of power, when, why, and how. Students will leave the course with a strong grasp of the history
of American political thought, its continuing influence in contemporary politics and society, and a
deeper understanding of the complex dynamics of race, gender, and class as they appear in the
American context.
Course Requirements
Students are expected to complete each component of the course, listed below.
⢠Participation: 15%
Participation is an essential component of the course. Students are expected to engage with the
material throughout the duration of the course. Participation can be earned in a variety of ways:
contributing to class discussion, engaging in in-class activities, such as group discussions,
visiting the instructor during office hours, and communicating with the instructor over e-mail
on substantive material. In-class participation is the easiest way to earn this credit. Students
who are particularly shy should take advantage of office hour and e-mail discussions to earn
participation credit. A studentâs maximum participation grade may be limited by her or his
attendance grade.
⢠Attendance: 5%
Students are expected to attend each class. An âAâ attendance score is earned by students who
arrive to class, are seated, and ready to engage by the time class is scheduled to begin. Students
should remain for the entire class period. Frequent or extended trips to the bathroom or out of
the classroom may reduce a studentâs attendance grade.
⢠Reading Quizzes: 10%
A short reading quiz will be given in the first 5 to 10 minutes of class each day. The quizzes
will cover material for the assigned reading for that day and will generally be Pass/Fail or
graded on a âcheck-minus,â âcheck,â âcheck-plusâ system. Students who arrive to class late
will not be given extra time to complete the quiz. No make-up quizzes will be given. Up to
four of a studentâs lowest quiz grades will be dropped at the end of the semester.
2. PSCI 3054: American Political Thought
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⢠Papers (2): 15% & 20%
Two papers will be assigned in this course. A series of prompts will be provided by the
instructor from which the students may choose. Papers will be 4-5 pages in length (unless
otherwise stated on the assignment sheet). Students should not exceed the page limit.
Additional instructions will be provided up to two weeks before the papers are due.
⢠Exams (2): 15% & 20%
Two exams, a midterm and a final, will be given in class. These exams will be short-answer
and a study guide will be provided. These exams will focus on key terms and concepts from
the course, for which students will be asked to define and give the significance of these terms.
Additional information will be provided in the weeks leading up to the exams.
Required Text and Readings
Cummings, Michael S. ed. American Political Thought 7th
edition. London, United Kingdom:
Sage, 2015.
Students are expected to rent or purchase the textbook and use it for the entire semester. The
textbook should be brought to each class session. Readings listed on the syllabus should be
completed before class begins on that date. If a student cannot complete all of the readings listed,
for whatever reason, they are expected to make an earnest effort to complete as much as possible
and catch up as soon as possible. Some readings will be listed on D2L, students should check the
D2L webpage for this course regularly and print out the readings for class that day and bring them
with them.
Attendance, Health, and Self-Care Policy
All students experience life disruptions. Sometimes these occur in the form of short-term illnesses
or more long-term events that require special accommodations. In either case, a student may decide
it is better to stay home or be in a safe place other than class on a particular day. In lieu of
documentation for illnesses or specific events, each student may miss up to three classes without
providing an explanation or requiring an excuse.
All students are encouraged to put their health and safety first, but also to honor their commitments
to the class and what is required to earn full credit. Students who experience extraordinary life
disruptions should speak with the instructor about how best to meet the class requirements,
communicate often, plan accordingly, and make an earnest effort to complete each component.
Students should seek additional support from the university whenever they feel it may be
warranted, including CAPS, Student Support and Case Management, Legal Services, and a host
of other resources. For additional information, please see the instructor and/or visit this website.
Students traveling excessively for academic or university related activities may only exceed these
four absences with proper documentation provided ahead of travel (note: these decisions are up to
the discretion of the instructor and may not be approved). Club, extra-curricular, student
government, and fraternity and sorority-related activities do not warrant additional class absences.
3. PSCI 3054: American Political Thought
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Religious Observances
Students are entitled to miss class for religious observances. Religious observances should be
submitted to the instructor within the first two weeks of the semester in writing. An appropriate
make-up assignment or opportunity to earn credit for those days missed will be provided to the
student. The student must complete turn in these make-up assignments by a given deadline in order
to earn credit.
Childcare and care-giver policy
Students responsible for childcare or other extenuating care-giving duties are permitted to bring
their children or charges to class. Parents and caregivers should make every effort possible to
secure appropriate care by a third party during class time, so that students can give their full
attention to instruction when class is in session. This is for the benefit of all students in attendance.
However, I understand that in some cases, this may not be possible and even the best laid plans
can fall apart. Therefore, students may bring their charges to class, so as not to be penalized for
these extenuating circumstances.
When bringing children or charges to class, parents and caregivers assume responsibility for them
and are expected to instruct children and charges on appropriate classroom behavior. When
possible, advance notice is preferred. Please note: this policy only applies to humans requiring care
and/or supervision for the duration of class period. This policy is intended to apply to extenuating
circumstances and to be used sparingly. Any student wishing to bring children or other charges to
class repeatedly, should meet with the instructor to formulate an agreed-upon policy that suits all
parties long-term. This policy will be kept on file by the instructor in writing. The student will also
receive a copy of this policy for her or his reference.
Disability Accommodations
All students with disabilities, visible or invisible, are entitled to reasonable accommodations by
the university and course instructor. For the protection and benefit of all parties, students who
qualify for accommodations because of a disability should receive documentation with the
university of that disability and appropriate accommodations. You should submit to the instructor
a letter from Disability Services within the first two weeks of class so that your needs can be
addressed as early in the semester as possible, ensuring the best chances of effectiveness. Any
student whose disability is still being documented during this period should submit the appropriate
paperwork to the instructor as soon as it is received. The instructor will make a consistent and
earnest effort to accommodate all student abilities and to create a fair, consistent, accessible, and
cooperative learning environment. For additional information and assistance, see
http:colorado.edu/resources/disability-services or meet with me.
E-mail Policy
E-mail can be an easy and effective way to communicate with your instructor. Students should
check their CU e-mail at least once a day, as it is the official mode of the communication for the
university. All e-mails addressed to instructors should be brief, direct, and professional in nature
including a salutation, proper spelling and grammar, and your name. Subject headings should
include the course name or number (PSCI 3054). E-mails may be take up to 24 business hours to
receive a response. Please plan accordingly. Grades will not be discussed over e-mail.
4. PSCI 3054: American Political Thought
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Student Support Hours
All students are encouraged to attend student support hours at least once this semester. Student
support hours (SSH) are an excellent way to communicate with the instructor one-on-one, receive
additional help or instruction on an assignment, discuss course-related material, or receive
advising. If you have never been to student support hours before (sometimes called âoffice hours,â
challenge yourself to attend! No appointment is necessary to attend, you may simply show up
alone or with a friend with a comment, question, or request. Student support hours also have the
benefit of letting the students get to know the instructor better and vice versa. Any student who
attends and has a substantive conversation with the instructor on course-related material will
receive participation credit for their visit. SSH takes place in my office unless stated otherwise or
requested in an appropriate location, like Norlin Library or Pekoe Coffee House on campus.
Grade Changes and Additional Feedback
If a student does not understand why she or he received a particular grade, they may request
additional feedback on an assignment at any point in the semester (note: a request does not
guarantee additional feedback, but in most cases, these requests will be granted). Any student who
believes an assignment was mis-graded may request a re-grade no sooner than 24 hours and up
to one week after the assignment was graded. Requests must be made in writing (no more than two
double-spaced pages of writing) and explain why the student believes a re-grade and additional
credit should be granted. Well-written and well-reasoned arguments will be more likely to see a
grade change, but no changes are guaranteed. Additionally, any re-grade may result in the studentâs
grade being raised, lowered, or remaining the same.
Late Assignment Policy
It is each studentâs responsibility to complete all assignments and turn them in on time. Late
quizzes will not be accepted. Late papers will be accepted with a 10% deduction per day they are
late, beginning the minutes after the assignment is due. After 10 days, the assignment will not be
accepted and the student will be given a â0â.
In-Class Behavior
Students are expected to come to class and treat the instructor and all other students with respect.
All students should be listened to without disruption when speaking during discussion. Students
should wait to be called on by the instructor during discussion to facilitate order and allow for a
range of student voices to be heard. Students are expected to remain on-topic for the entirety of
class.
Disparaging remarks, personal attacks, or insults made to other students or the instructor will not
be tolerated. Academic and non-academic discipline may apply in these cases, including removal
from the course in extreme cases. Students engaging in excessive talking, laughing, working on
non-course related matters, or sleeping during class will not be given attendance or participation
credit for that day of class and may be asked to leave for the day.
Electronic Devices
Electronic devices, including computers, tablets, and mobile phones, are prohibited in class. The
use of these devices causes serious disruption in class and affects the learning of other students.
5. PSCI 3054: American Political Thought
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Computers, phones and other devices must be turned off and put away during class. Students who
have provided documentation from disability services requiring the use of a computer may receive
authorization to use a computer. Students who receive permission in these cases but do not use
their computers strictly for class-related activities may have these privileges revoked.
Discrimination and Harassment Policy
The University of Colorado Boulder (CU Boulder) is committed to maintaining a positive learning,
working, and living environment. CU Boulder will not tolerate acts of sexual misconduct,
discrimination, harassment or related retaliation against or by any employee or student. CU's
Sexual Misconduct Policy prohibits sexual assault, sexual exploitation, sexual harassment,
intimate partner abuse (dating or domestic violence), stalking or related retaliation. CU Boulder's
Discrimination and Harassment Policy prohibits discrimination, harassment or related retaliation
based on race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual
orientation, gender identity, gender expression, veteran status, political affiliation or political
philosophy. Individuals who believe they have been subject to misconduct under either policy
should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127.
Information about the OIEC, the above referenced policies, and the campus resources available to
assist individuals regarding sexual misconduct, discrimination, harassment or related retaliation
can be found at the OIEC website.
Honor Code Violations
All students enrolled in a University of Colorado Boulder course are responsible for knowing and
adhering to the academic integrity policy of the institution. Violations of the policy may include:
plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access, clicker fraud,
resubmission, and aiding academic dishonesty. All incidents of academic misconduct will be
reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are
found responsible for violating the academic integrity policy will be subject to nonacademic
sanctions from the Honor Code Council as well as academic sanctions from the faculty member.
Additional information regarding the academic integrity policy can be found at
honorcode.colorado.edu. The instructor reserves the right to fail a student for the course for any
case of academic dishonesty.
6. PSCI 3054: American Political Thought
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Week1 Introduction and Colonial Thought
Jan. 17 Syllabus and Introductions
Jan. 19 John Winthrop, âA Model of Christian Charityâ (D2L)
John Winthrop, âThe Little Speechâ (APT 16-19)
Roger Williams, âIntro,â âThe Bloody Tenetâ parts 1 & 2 (APT 19-23)
Roger Williams, âA Plea for Religious Libertyâ (D2L)
Week 2 The Colonies and Independence
Jan. 24 Benjamin Franklin, selections (APT 33-42)
Samuel Adams, âThe Rights of the Colonistsâ (APT 44-48)
Thomas Paine, âCommon Sense;â âThe Crisisâ (APT 54-62)
Thomas Jefferson, âThe Declaration of Independenceâ (APT 64-66)
Jan. 26 John Adams, selections (APT 72-83)
Articles of Confederation (APT 66-72)
The Constitution of the United States (APT 83-93)
Thomas Paine, The Rights of Man (APT 62-64)
Week 3 The American Constitution
Jan. 31 In favor of Adoption of the Constitution (APT 93-128)
Against Adoption of the Constitution (APT 128-142)
Feb. 2 Alexander Hamiltonâs Program (APT 142-154)
Thomas Jefferson: Principles and Program(APT 154-179)
Week 4 Americaâs Landscape, People, and Values
Feb. 7 Alexis de Tocqueville, Democracy in America, Vol. 1 â Introduction, chps.
3, 4 (D2L)
Feb. 9 Alexis de Tocqueville, Democracy in America, Vol. 2, Pt. 2, chps. 1, 2, 3, 4
(D2L)
Week 5 Tensions in the Civil War Era
Feb. 14 Thomas Paine, âAgrarian Justice,â (D2L)
Orestes Brownson, âThe Laboring Classesâ (APT 224-231)
George Fitzhugh, âCannibals All!â (APT, 276-285)
Cazneau, âAnnexation,â (APT 231-238)
Paper 1 Due
Feb. 16 Benjamin Rush, selections (APT 48-54)
Henry David Thoreau, âCivil Disobedienceâ (APT, 238-248)
William Lloyd Garrison, âDeclaration of the SentimentsâŚâ (APT 217-220)
Frederick Douglass, selections (APT 252-260)
Sojourner Truth, âAinât I a Woman?â (APT 272-276)
Elizabeth Cady Stanton, all (APT 248-252)
Robert Ingersoll (APT, 373-379)
7. PSCI 3054: American Political Thought
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Week 6 The Civil War and post-War Economics
Feb. 21 Abraham Lincoln, selections (APT 285-306)
The Civil War Amendments, 13th
-15th
(APT, 320-330)
Mark Twain, âThe War Prayerâ (APT 389-392)
Ambrose Bierce, âThe Devilâs Dictionaryâ (APT 385-389)
Feb. 23 William Graham Sumner âWhat Social Classes Owe to Each Otherâ (APT
336-349)
Andrew Carnegie, âWealthâ (APT 359-368)
Frederick Taylor, âThe Nature of Scientific Management,â (APT 475-482)
Herbert Croly, The Promise of American Life (APT, 448-458)
Week 7 Alternatives to Emerging Economics and Politics
Feb. 28 Populism, selections (APT 368-373)
Emma Goldman, Anarchism: What it Really Stands For (APT, 420-429)
Eugene Debs, Revolutionary Socialism; Speech to the Jury (APT, 433-448)
Mar. 2 Progressivism (APT, 469-475) (1912-1933)
Theodore Roosevelt, âThe New Nationalismâ (APT, 458-469)
Woodrow Wilson, The Meaning of Democracy (APT 482-487)
Franklin D. Roosevelt, selections (499-514)
Week 8 Midterm Week
Mar. 7 Catch up day 1
Mar. 9 Midterm Exam
Week 9 Persistent Identities, Diverging Problems
Mar. 14 Anna Howard Shaw, âFundamental Principle of a Republicâ (D2L)
Emma Goldman, the Tragedy of Womanâs Emancipation (APT 429-433)
Emma Goldman, âWoman Suffrageâ (D2L)
Anti-womenâs suffrage website, OSU, âDifferences,â âWomen Donât Want
It,â âConsequencesâ (D2L)
Mar. 16 W.E.B. Du Bois, The Souls of Black Folk (APT 408-420)
Hurston âHow It Feels to be Colored Meâ (APT 495-499)
Langston Hughes, selected poems (APT 499-514)
Black Elk âBeing the Life StoryâŚâ (APT 392-398)
Week 10 1960s: Civil Rights Movements
Mar. 21 Walter Lippmann, âThe Public Philosophyâ (APT 530-543)
John F. Kennedy, âInaugural Addressâ (APT 562-565)
Lyndon B. Johnson, âThe Great Society,â (APT, 596-600) (1964)
Young Americans for Freedom, The Sharon Statement (APT 585-586)
8. PSCI 3054: American Political Thought
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Students for a Democratic Society, The Port Huron Statement (APT 586-
596)
Mar. 23 Martin Luther King, Jr. Letter from the Birmingham City Jail (APT 578-
585); âI Have a Dreamâ speech (D2L)
Malcolm X, The Ballot or the Bullet (D2L)
La Alianza Federal de Mercedes, (APT 624-637)
Week 11 Spring Break
Mar. 28 No class
Mar. 30 No class
Week 12 Civil Rights (Continued) and Responses
Apr. 4 Ayn Rand âHow Does One Lead a Rational LifeâŚâ (APT 574-578)
Milton Friedman with Rose Friedman, âThe Role of Government in a Free
Societyâ (APT 565-574)
Ronald Reagan, (APT 600-608; 688-697); 1974 CPAC speech (D2L)
Christopher Lasch, âThe Culture of Narcissism,â (APT, 657-662)
Apr. 6 Phyllis Schlafly, âThe Power of the Positive Womanâ (D2L)
Betty Friedan, Our Revolution is Unique (APT 619-624)
NOW Statement of Purpose (D2L)
Week 13 Post-Civil Rights Era
Apr. 11 George F. Will, âStatecraft as Soulcraftâ (APT 697-707)
National Conference of Catholic Bishops, âEconomic Justice for Allâ (APT
707-715)
Glen C. Loury, âAchieving the Dreamâ (APT 715-725)
Cesar Chavez, â1984 Address to Commonwealth Club of Californiaâ (D2L)
Apr. 13 Western Political Science Association â No Class
Paper 2 Due
Week 14 Post-Civil Rights Era Continued and Neoconservatism
Apr. 18 LaDuke âAll Our Relationsâ (APT 735-739)
bell hooks, âFeminism is for Everybodyâ (APT 751-758)
Rudolf A. Anaya âElegy on the Death of CĂŠsar ChĂĄvezâ (APT 739-743)
Americans with Disabilities Act (APT 758-785)
Lorde, âAge, Race, Class, and Sexâ (D2L)
Apr. 20 Wolfowitz, âU.S. Strategyâ (APT 725-730)
Patrick J. Buchanan, âWhere the Right Went Wrongâ (APT 730-735)
George W. Bush, âNational Security Strategyâ (APT 743-747)
9. PSCI 3054: American Political Thought
9
Week 15 Identity During and Following the Obama Era
Apr. 25 Barack Obama, âA More Perfect Union,â (APT 801-818)
Donald J. Trump, Republican Presidential Nomination Acceptance Speech
and Inaugural Address (D2L)
Hillary Rodham Clinton, Democratic Presidential Nomination Acceptance
Speech and Presidential Election Concession Speech (D2L)
Apr. 27 Black Lives Matter, âAbout,â âA Herstory,â and âGuiding Principlesâ
(D2L)
No DAPL, âAll Eyes Are On Standing Rockâ (D2L)
Womenâs March on Washington, âMission & Visionâ (D2L)
United We Dream, âAbout Us,â âHistory,â and âAccomplishmentsâ (D2L)
Week 16 What Happened? Final Lessons, Catch-up, and Class Review
May 2 âEverything Mattered: Lessons from 2016âs Bizarre Presidential Electionâ
(D2L)
Catch up day 2/Course overview
May 4 Catch up day 3
Final Exam: Sunday May 7, 4:30p-6p