Class #01
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This document provides an overview and instructions for an upcoming class. It lists topics to be covered such as course policies, learning outcomes, assignments including essays and a semester project. It discusses expectations around class participation and collaboration. It also outlines some student questions and perspectives on what they hope to get out of the course and topics they would like addressed such as Catholic views on various ethical issues. Readings are assigned from the course packet and a book on reserve in the library.
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Class #01
This document provides an overview and instructions for an upcoming class. It includes:
1) A list of tasks for students to complete before the next class such as reading assignments and reviewing the syllabus.
2) Notes from a discussion with students about expectations and concerns for the class including topics like collaboration, respect, and learning outcomes.
3) The grading breakdown and assessment components for the class.
4) An excerpt from the instructor posing questions about ethics and morality to help guide students' thinking.
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This document provides an overview and instructions for an upcoming class. It includes:
1) A list of tasks for students to complete before the next class such as reading assignments and reviewing the syllabus.
2) Notes from a discussion with students about expectations and concerns for the class including topics like collaboration, respect, and learning outcomes.
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This document provides an overview of an introductory class session. It lists topics that were discussed, including course policies, learning outcomes, and student questions and opinions about the class format and subject matter. Students expressed a desire for open discussion of different views rather than one-sided lectures. The document also outlines class assignments, grading criteria, and required readings including a book on death penalty issues.
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I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
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I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
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Ethical Issues for Administrators: What is Ethics FALL17
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Ethical Issues for Administrators: What is Ethics FALL17
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The document outlines the agenda for a class discussion that will:
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We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
Presentation13
The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.
Presentation12
The document outlines the schedule and learning outcomes for a class session. It will include drawing up and negotiating a sample surrogacy contract in small groups, discussing the activity and readings, and an example surrogacy scenario. Students will roleplay a surrogacy arrangement, examine the morality of surrogacy and potential exploitation of women, and do a self-assessment of their contributions and takeaways from negotiating a surrogacy contract.
Presentation11
Today's class will involve a 25-minute activity on reproductive technology where students simulate shopping at a sperm bank or filling out forms for embryo cryopreservation. Students will then share their conclusions with the other half of the class for 20 minutes. Finally, students will evaluate the Church's teaching on assisted reproduction using this activity and an email from a Saint Mary's alum over 25 minutes.
Presentation10
The document outlines the plan for a class which includes taking a moral stance on abortion, applying Church teachings to positions held by Cuomo and Pacholczyk, evaluating their views for an upcoming paper, and a self-assessment where students reflect on their contributions and if the class changed their paper perspective.
Presentation9
This document outlines an agenda for a class discussion that will include nudging both the pro-life and pro-choice sides on their perspectives. It will focus on considering implications of twinning and Warren's criteria for personhood from the pro-life side, and assessing Callahan's critique of choice and its implications for feminism from the pro-choice side. Students will also self-assess their contributions and whether the discussion made their views on abortion less black and white.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Class #01
- 4. “ the same type of things every class” an opinion “is ever seen as wrong by students or a professor just because it is different” “ push ideas on us” rather than “inform us thoroughly so we can make educated beliefs” “ a class where someone is judged for expressing an unpopular opinion” “ one-sided discussions” “ each class session is a lecture” “ lecture, quiz, lecture, test” “ should not be vague” without “background or supporting information for me to be able to actively participate” “ close-minded, by-the-book teachings” “ tell us what to think” rather than “help us understand the facts to we can form an opinion” “ relies on PowerPoint to teach”