CASSM 2008 Intro Lecture
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The document outlines the Clinical and Applied Social Sciences Module (CASSM) for medical students. It discusses the goals of integrating basic, applied, social and behavioral sciences with clinical medicine. Students choose a clinical topic of interest, research it independently, and meet with three relevant patients. They write a 7,500 word dissertation and three 1,250 word case reports integrating what they've learned. The deadline is September 7th and students are assessed on their ability to meet the course objectives. Protected time is provided in March, May and June to work on the project.
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TO Political Science StudentsFROM Professor Wallace
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
PSY 790 Final Project Guidelines and Rubric Overview .docx
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold to the final
submissions. These milestones will be submitted in Modules Two, Four, and Six. The final capstone project will be submitted in Module Nine.
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are three separate components of the project, but
they all operate together to make up the whole capstone experience and are not assessed separately. You will be evaluated on all three components as a unit in
determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of
your strengths and weaknesses in relation to the course outcomes as you progress through the class. Your work is expected to meet the highest professional
standards.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Advocate for and extend psychology’s role and responsibility in promoting agency and the psychological well-being of individuals, communities, and
organizations
Adapt to shifting demands and ill-structured problems by critically evaluating the relevance, priority, and appropriateness of various information and
potential courses of action
Design, conduct, and evaluate research through the lens of its potential to advance knowledge in psychology as well as the psychological well-being of
individuals, communities, and organizations
Integrate psychological theories, methods, and research to generate new knowledge and promote agency and the psychological well-being of individuals,
communities, and organizations
Incorporate empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives into efforts to promote agency and the psychological
well-being of individuals, communities, and organizations
Protect the integrity and professional responsibility of psychology through the demonstration of ethical comportment in all aspects of the profession
Prompt
For the capstone project, you will first develop a research concept paper that introduces your topic, research question, literature review, research methodology,
and ethical considerations. You will also submit a presentation that should be developed for your identified target audience, as we ...
TO Political Science StudentsFROM Professor Wallace.docx
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docx
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
PSY 2010, Abnormal Psychology 1 Course Description .docx
PSY 2010, Abnormal Psychology 1
Course Description
Explores the definition of abnormal behavior and causes, classifications, and assessments for psychological disorders.
Prerequisites
PSY 1010: General Psychology or equivalent
Course Textbook
Nevid, J. S., Rathus, S. A., & Green, B. (2011). Abnormal psychology in a changing world (8th ed.)
Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Distinguish abnormal psychology and psychopathology from other areas of psychology.
2. Demonstrate how the DSM-IV-TR defines mental disorders.
3. Analyze the importance of recognizing cultural bias and using scientific research to establish the validity
of approaches to understanding and treating psychopathology.
4. Compare the contributions of nature and nurture in the development of abnormal behavior.
5. Examine the history of institutional treatment of mental disorders as a context for current treatments.
6. Analyze current treatments for mental illness.
7. Assess the validity of the theories underlining the current treatments for mental illness.
8. Classify and compare the assessment techniques used in the diagnosis of mental illness.
9. Illustrate the process of diagnosis by use of the DSM-IV-TR and its rules and terms.
10. Examine the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of the
various disorders.
11. Differentiate the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
psychological strain and/or disorders related to stress and physical health from general treatment.
12. Compare the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
adjustment disorders and characteristics of life cycle transitions to disorders in general.
13. Summarize legal issues associated with mental health and assess the impact on care delivery.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
PSY 2010, Abnormal Psychology
Course Syllabus
PSY 2010, Abnormal Psychology 2
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in Unit IV to aid students in their course of study. CSU Online Library is
suggested in Units I, III, V, VI, and VII as a Supplemental Resource.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, III, IV, and V
to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course ...
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Womens Reproductive RightsWomens reproductive rights are contr.docx
Women's Reproductive Rights
Women's reproductive rights are controlled in a myriad of ways through both pro-natalist and anti-natalist policies.
Pro-natalist polices prohibit use of birth control and abortion in an attempt to grow populations. Romania is a perfect example.
Anti-natalist policies put restrictions on women's ability to have children. China's one child policy is a good example of an anti-natalist policy. Women from marginalized and historically oppressed groups in many cultures are sterilized in an attempt at controlling those populations seen as undesirable. This happened so frequently to black women in the U.S., that it was called the "Mississippi Appendectomy." Latinas, Puerto Rican women and Native American Indian women were also sterilized against their will in large numbers.
Answer the following questions 2 pages
1). In Kligman's Political Demography: The Banning of Abortion in Ceacescu's Romania, how were women's bodies tied to reproduction and pro-natalism?
2). How were women's bodies policed under these policies? What did women do when abortion was criminalized?
3). How does reproduction serve as an opportunity to control women's bodies across cultures including here in the U.S.?
School of Security and Global Studies
Program Name: Security Management Course Number: SCMT498
Course Name: Senior Seminar in Security Management
Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow the student to review, analyze and integrate the work the student has completed toward a degree in Security Management. The student will complete an approved academic project or paper that demonstrates mastery of their program of study in a meaningful culmination of their learning and to assess their level of mastery of the stated outcomes of their degree requirements. NOTE: All required, core, and major courses must be completed prior to enrollment in this course. Student must have SENIOR standing to register.
Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and best practices. The student will synthesize, integrate, and apply program learning into a capstone paper or project. Students will be required to participate in class discussions, complete an annotated bibliography per APA Publication Manual, submit a formal research proposal for professor approval, complete a research paper or project, present the research to the class, and critically comment on classmate’s papers and projects.
T.
Womens Reproductive RightsWomens reproductive rights are contr.docx
Women's Reproductive Rights
Women's reproductive rights are controlled in a myriad of ways through both pro-natalist and anti-natalist policies.
Pro-natalist polices prohibit use of birth control and abortion in an attempt to grow populations. Romania is a perfect example.
Anti-natalist policies put restrictions on women's ability to have children. China's one child policy is a good example of an anti-natalist policy. Women from marginalized and historically oppressed groups in many cultures are sterilized in an attempt at controlling those populations seen as undesirable. This happened so frequently to black women in the U.S., that it was called the "Mississippi Appendectomy." Latinas, Puerto Rican women and Native American Indian women were also sterilized against their will in large numbers.
Answer the following questions 2 pages
1). In Kligman's Political Demography: The Banning of Abortion in Ceacescu's Romania, how were women's bodies tied to reproduction and pro-natalism?
2). How were women's bodies policed under these policies? What did women do when abortion was criminalized?
3). How does reproduction serve as an opportunity to control women's bodies across cultures including here in the U.S.?
School of Security and Global Studies
Program Name: Security Management Course Number: SCMT498
Course Name: Senior Seminar in Security Management
Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow the student to review, analyze and integrate the work the student has completed toward a degree in Security Management. The student will complete an approved academic project or paper that demonstrates mastery of their program of study in a meaningful culmination of their learning and to assess their level of mastery of the stated outcomes of their degree requirements. NOTE: All required, core, and major courses must be completed prior to enrollment in this course. Student must have SENIOR standing to register.
Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and best practices. The student will synthesize, integrate, and apply program learning into a capstone paper or project. Students will be required to participate in class discussions, complete an annotated bibliography per APA Publication Manual, submit a formal research proposal for professor approval, complete a research paper or project, present the research to the class, and critically comment on classmate’s papers and projects.
T ...
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TO Political Science StudentsFROM Professor Wallace
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
PSY 790 Final Project Guidelines and Rubric Overview .docx
PSY 790 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and
skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will
be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself
professionally. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold to the final
submissions. These milestones will be submitted in Modules Two, Four, and Six. The final capstone project will be submitted in Module Nine.
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are three separate components of the project, but
they all operate together to make up the whole capstone experience and are not assessed separately. You will be evaluated on all three components as a unit in
determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of
your strengths and weaknesses in relation to the course outcomes as you progress through the class. Your work is expected to meet the highest professional
standards.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Advocate for and extend psychology’s role and responsibility in promoting agency and the psychological well-being of individuals, communities, and
organizations
Adapt to shifting demands and ill-structured problems by critically evaluating the relevance, priority, and appropriateness of various information and
potential courses of action
Design, conduct, and evaluate research through the lens of its potential to advance knowledge in psychology as well as the psychological well-being of
individuals, communities, and organizations
Integrate psychological theories, methods, and research to generate new knowledge and promote agency and the psychological well-being of individuals,
communities, and organizations
Incorporate empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives into efforts to promote agency and the psychological
well-being of individuals, communities, and organizations
Protect the integrity and professional responsibility of psychology through the demonstration of ethical comportment in all aspects of the profession
Prompt
For the capstone project, you will first develop a research concept paper that introduces your topic, research question, literature review, research methodology,
and ethical considerations. You will also submit a presentation that should be developed for your identified target audience, as we ...
TO Political Science StudentsFROM Professor Wallace.docx
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docx
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
PSY 2010, Abnormal Psychology 1 Course Description .docx
PSY 2010, Abnormal Psychology 1
Course Description
Explores the definition of abnormal behavior and causes, classifications, and assessments for psychological disorders.
Prerequisites
PSY 1010: General Psychology or equivalent
Course Textbook
Nevid, J. S., Rathus, S. A., & Green, B. (2011). Abnormal psychology in a changing world (8th ed.)
Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Distinguish abnormal psychology and psychopathology from other areas of psychology.
2. Demonstrate how the DSM-IV-TR defines mental disorders.
3. Analyze the importance of recognizing cultural bias and using scientific research to establish the validity
of approaches to understanding and treating psychopathology.
4. Compare the contributions of nature and nurture in the development of abnormal behavior.
5. Examine the history of institutional treatment of mental disorders as a context for current treatments.
6. Analyze current treatments for mental illness.
7. Assess the validity of the theories underlining the current treatments for mental illness.
8. Classify and compare the assessment techniques used in the diagnosis of mental illness.
9. Illustrate the process of diagnosis by use of the DSM-IV-TR and its rules and terms.
10. Examine the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of the
various disorders.
11. Differentiate the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
psychological strain and/or disorders related to stress and physical health from general treatment.
12. Compare the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
adjustment disorders and characteristics of life cycle transitions to disorders in general.
13. Summarize legal issues associated with mental health and assess the impact on care delivery.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
PSY 2010, Abnormal Psychology
Course Syllabus
PSY 2010, Abnormal Psychology 2
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in Unit IV to aid students in their course of study. CSU Online Library is
suggested in Units I, III, V, VI, and VII as a Supplemental Resource.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, III, IV, and V
to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course ...
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Womens Reproductive RightsWomens reproductive rights are contr.docx
Women's Reproductive Rights
Women's reproductive rights are controlled in a myriad of ways through both pro-natalist and anti-natalist policies.
Pro-natalist polices prohibit use of birth control and abortion in an attempt to grow populations. Romania is a perfect example.
Anti-natalist policies put restrictions on women's ability to have children. China's one child policy is a good example of an anti-natalist policy. Women from marginalized and historically oppressed groups in many cultures are sterilized in an attempt at controlling those populations seen as undesirable. This happened so frequently to black women in the U.S., that it was called the "Mississippi Appendectomy." Latinas, Puerto Rican women and Native American Indian women were also sterilized against their will in large numbers.
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2). How were women's bodies policed under these policies? What did women do when abortion was criminalized?
3). How does reproduction serve as an opportunity to control women's bodies across cultures including here in the U.S.?
School of Security and Global Studies
Program Name: Security Management Course Number: SCMT498
Course Name: Senior Seminar in Security Management
Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow the student to review, analyze and integrate the work the student has completed toward a degree in Security Management. The student will complete an approved academic project or paper that demonstrates mastery of their program of study in a meaningful culmination of their learning and to assess their level of mastery of the stated outcomes of their degree requirements. NOTE: All required, core, and major courses must be completed prior to enrollment in this course. Student must have SENIOR standing to register.
Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and best practices. The student will synthesize, integrate, and apply program learning into a capstone paper or project. Students will be required to participate in class discussions, complete an annotated bibliography per APA Publication Manual, submit a formal research proposal for professor approval, complete a research paper or project, present the research to the class, and critically comment on classmate’s papers and projects.
T.
Womens Reproductive RightsWomens reproductive rights are contr.docx
Women's Reproductive Rights
Women's reproductive rights are controlled in a myriad of ways through both pro-natalist and anti-natalist policies.
Pro-natalist polices prohibit use of birth control and abortion in an attempt to grow populations. Romania is a perfect example.
Anti-natalist policies put restrictions on women's ability to have children. China's one child policy is a good example of an anti-natalist policy. Women from marginalized and historically oppressed groups in many cultures are sterilized in an attempt at controlling those populations seen as undesirable. This happened so frequently to black women in the U.S., that it was called the "Mississippi Appendectomy." Latinas, Puerto Rican women and Native American Indian women were also sterilized against their will in large numbers.
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3). How does reproduction serve as an opportunity to control women's bodies across cultures including here in the U.S.?
School of Security and Global Studies
Program Name: Security Management Course Number: SCMT498
Course Name: Senior Seminar in Security Management
Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow the student to review, analyze and integrate the work the student has completed toward a degree in Security Management. The student will complete an approved academic project or paper that demonstrates mastery of their program of study in a meaningful culmination of their learning and to assess their level of mastery of the stated outcomes of their degree requirements. NOTE: All required, core, and major courses must be completed prior to enrollment in this course. Student must have SENIOR standing to register.
Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and best practices. The student will synthesize, integrate, and apply program learning into a capstone paper or project. Students will be required to participate in class discussions, complete an annotated bibliography per APA Publication Manual, submit a formal research proposal for professor approval, complete a research paper or project, present the research to the class, and critically comment on classmate’s papers and projects.
T ...
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