Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond ...
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
1 School of Computer & Information Scien.docxShiraPrater50
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS831 – Information Technology Importance in Strategic Planning; Section – 41
Fall 2019 – MAIN term – Hybrid Course with Required Residency
Residency Session Date: Oct 4 – 6, 2019; Friday 5pm – 10pm; Saturday 8am – 10pm; Sunday 8am-1:30pm
Residency Session Course Site: UC @ NOVA Alexandria Campus - 5000 Dawes Ave. Alexandria, VA 22311
Professor: James E. Price, Ph.D.
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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 leader’s collaborative roles working with an organization’s
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
technology’s role in contributing to organizational resiliency.
Alignment
Matrix
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
Be proactive with risk management practices;
Understand IT business management;
Understand how to balance customer and shareholder value;
Understand the economics of cloud computing;
Understand the benefits of eco-efficient technology adoption; and
Understand how emerging technologies effect strategic planning.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Pearlson, K., Saunders, C., Galletta, D. (2016). Managing and Using Information Systems: A Strategic
Approach, 6th ed. Burlington, MA: Wiley ISBN: 9781119244288
Recommended Materials/Resources:
Some interesting readings will be added in the content to expand the knowledge. Please see the module
folders each week for these additional readings.
Course Expectations
Course Activities
and Experiences:
Students are expected to:
• Review any assigned reading material and prepare responses to homework assigned.
• Actively participate in activities, Case assignments, and discussions.
• Evaluate and react to each other’s work in a supportive, constructive manner.
• Complete specific assignments and exams when specified and in a professional manner.
• Utilize learned technologies for class assign ...
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
1 School of Computer & Information Scien.docxadkinspaige22
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
1 School of Computer & Information Scien.docxShiraPrater50
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS831 – Information Technology Importance in Strategic Planning; Section – 41
Fall 2019 – MAIN term – Hybrid Course with Required Residency
Residency Session Date: Oct 4 – 6, 2019; Friday 5pm – 10pm; Saturday 8am – 10pm; Sunday 8am-1:30pm
Residency Session Course Site: UC @ NOVA Alexandria Campus - 5000 Dawes Ave. Alexandria, VA 22311
Professor: James E. Price, Ph.D.
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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 leader’s collaborative roles working with an organization’s
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
technology’s role in contributing to organizational resiliency.
Alignment
Matrix
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
Be proactive with risk management practices;
Understand IT business management;
Understand how to balance customer and shareholder value;
Understand the economics of cloud computing;
Understand the benefits of eco-efficient technology adoption; and
Understand how emerging technologies effect strategic planning.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Pearlson, K., Saunders, C., Galletta, D. (2016). Managing and Using Information Systems: A Strategic
Approach, 6th ed. Burlington, MA: Wiley ISBN: 9781119244288
Recommended Materials/Resources:
Some interesting readings will be added in the content to expand the knowledge. Please see the module
folders each week for these additional readings.
Course Expectations
Course Activities
and Experiences:
Students are expected to:
• Review any assigned reading material and prepare responses to homework assigned.
• Actively participate in activities, Case assignments, and discussions.
• Evaluate and react to each other’s work in a supportive, constructive manner.
• Complete specific assignments and exams when specified and in a professional manner.
• Utilize learned technologies for class assign ...
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
1 School of Computer & Information Scien.docxadkinspaige22
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
1 School of Computer & Information Sciendrennanmicah
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste ...
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – 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 Cumberlands’ community who use the University’s 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 today’s 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.
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 other’s 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 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – 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 Cumberlands’ community who use the University’s 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 today’s 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.
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 other’s 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
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – 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 leader’s collaborative roles working with an organization’s 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 technology’s 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.
School of computer and information sciences course syllabusAKHIL969626
This course syllabus outlines an online graduate course on organizational leadership and decision making. The course will use a case study approach to examine technology decisions in business. Students will develop skills in understanding the components of technology decisions and assessing associated risks. The syllabus provides information on the instructor, course objectives, learner outcomes, required materials, assignments, and policies. Students will be evaluated based on exams, assignments, discussions, and a practical connection project. The course schedule lists weekly topics, resources, and assignment due dates.
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
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 – Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term – 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 Cumberlands’ community who use the University’s 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) leader’s collaborative roles working with an organization’s 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 technology’s 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 manager’s 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 ...
CMAT 465 Syllabus--Communication and Technology Vinita Agarwal
This document outlines the course policies, schedule, assignments, and expectations for a Communication and Technology course taught by Dr. Vinita Agarwal in Spring 2014. The course will examine innovations in communication techniques and applications of emerging technologies. It will meet on Tuesdays and Thursdays from 9:30-10:45AM. Assignments include a weekly blog, technology review presentations, mini-thought papers, two exams, daily class participation, and a final portfolio. The document provides details on attendance, late policies, grading scale, academic integrity and support services. Important semester dates are also listed.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
This course is designed to familiarize teachers with digital citizenship and how to apply its nine elements in middle school classrooms. Over nine weeks, students will study each element, present their learning to colleagues, evaluate a school's technology policy, and develop a plan for teaching digital citizenship. Assessments include discussions, a professional blog, presentation, and final school plan. The instructor will be available online and expects students to regularly participate and complete assignments by weekly deadlines.
This course is designed to familiarize teachers with digital citizenship and how to apply its nine elements in middle school classrooms. Over nine weeks, students will study each element, develop plans for teaching it, and create resources to educate their colleagues. Assessments include online discussions, a professional blog, a presentation, reviewing a school's technology policy, and a digital citizenship training plan. The instructor will be available virtually and expects students to regularly participate and complete assignments by posted deadlines.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
Thompson Syllabus 8
CRS 325.8 : Presentational Speaking SYRACUSE UNIVERSITYFall 2017 SYLLABUS DEP. OF COMMUNICATION & RHETORICAL STUDIES
Teaching Assistant: Hunter C. Thompson Office Hours: Tuesdays 1-3 P.M
Email:[email protected]Or by Appointment
Office Location: Sims Hall, Room 137
Course Description
Public speaking is considered the most common fear; however, this fear can be conquered through proper instruction, preparation, and support. This course is designed to explore the conceptual and practical dimensions of public speaking and presenting. Emphasis will be placed upon audience analysis, adaptation, strategic organization and development of ideas, and verbal and nonverbal presentational skills. Speech is an extremely important professional and life skill, it’s how arguments are presented, problems are solved, bodies are motivated/moved, social change occurs, and so on. I believe this course can give you skills to be utilized for numerous exigencies that occur outside the classroom. It is my hope that through this course, you will be given a foundation for you to begin to create your own voice, thus enhancing your engagement and ability to participate in the social, political, and professional endeavors of life.
Course Mission & Objectives
By the end of the semester, we will build presentational competence grounded in theoretical understanding, which will allow you to:
· Conceptualize the dynamics of speaking situations and practices
· Organize a message
· Structure a Speech
· Adapt messages to audience
· Speak extemporaneously
· Critically analyze and create a cohesive argument
· Understand the importance of rhetoric and public speaking in our society
Course Policies
Attendance
Documentation is required in the instance of a university-sanctioned absence (athletic teams, extra circulars ,etc.) or for illness. Attendance means showing up on time and participating in class. Since this class is presentation based its imperative that you show up on time and respect your classmates while presenting. Unexcused absences will negatively impact your grade. Two or more (as this class meets once a week) absences may result in a failing grade. In instances of emergency, contact me as soon as possible to ensure that we can work out the situation.
Speech Days
On speech days, you need to be a good audience member.Audience members are attentive, considerate, and listen. They DO NOT fall asleep, use their phone, be disruptive, or work on assignments during a speech. If these things occur it will result in a 10% deduction from your own speech grade. The purpose of this course is to not only help build a foundation to make you a better speaker, but also better at listening. Being an excellent communicator is not only being able to speak eloquently, it also entails active listening. If you are late on a speech day, please remain outside the door and wait until you hear applause. I do not tolerate late students disrupting speeches.
If yo ...
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
School of Computer & Information SciencesCOURSEtroutmanboris
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS831 – Info-Tech Import Strat Plan
Section – 11
Fall 2020 – Bi-term –Asynchronous (Online)
Professor:
Dr. George J Trawick
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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) leader’s collaborative roles working with an organization’s 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 IT’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of the course, students will be able to:
a. Explain what managers must know about both using and managing information.
b. Explain the linkages between business and IT strategy, linkages between organizational
and IT strategy, collaboration and individual work, and business processes.
c. Explain the manager’s 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.
Professional Associations
• International Information Systems Security Certification Consortium, Inc., (ISC)²® - This Web site provides access to current industry information. It also provides opportunities in networking and contains valuable career tools. http://www.isc2.org/
• ISACA - This Web site provides access to original research, practical education, career-enhancing certification, industry-leading standards, and best practices. It also provides a network of likeminded colleagues and contains professional resources and technical/managerial publications. https://www.isaca.org/Pages/default.aspx
• International Association of Privacy Professionals (IAPP) - This Web site provides an opportunity to interact with a community of privacy professionals and to learn from their experiences. This Web site also provides valuable career advice. https://www.privacyassociation.org/
Course Expectations
Course Activities and Experiences:
Students ar ...
This document outlines the course information for HT-375 Tourism, Culture and Place. The course examines the impacts of tourism on diverse cultures, including the influence of visitor expectations on local peoples and the effects of tourism on cultural and racial aspects. The course objectives are to recognize how historical tourism practices have affected indigenous peoples, examine how visitor perceptions influence ethnic transformation in destinations, and assess the impacts of tourism on cultural facilities and identity. Requirements include discussions, challenge questions, and briefing note analyses. The instructor contact information and policies on participation, late assignments, disabilities, and academic integrity are also provided.
BU3010 –Business LawCourse SyllabusSchool of Professiona.docxAASTHA76
BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND President’s Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
Yes, there is an ethical violation in this situation:
1. The title of the article "Famous actress abused by husband" is misleading and does not accurately reflect what the actress stated in the interview. She only mentioned they had constant arguments, not that she was abused. This violates the principle of honesty.
2. By implying she was abused without evidence, it risks damaging the reputation of the husband. This violates the principle of avoiding harm.
3. The journalist Juan has a responsibility to report facts accurately instead of sensationalizing for clicks/views. This violates the principle of truthfulness.
In summary, the misleading title without basis violates communication ethics principles of honesty, avoiding harm, and truthful reporting of facts
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
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1 School of Computer & Information Sciendrennanmicah
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste ...
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – 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 Cumberlands’ community who use the University’s 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 today’s 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.
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 other’s 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 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – 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 Cumberlands’ community who use the University’s 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 today’s 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.
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 other’s 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
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – 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 leader’s collaborative roles working with an organization’s 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 technology’s 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.
School of computer and information sciences course syllabusAKHIL969626
This course syllabus outlines an online graduate course on organizational leadership and decision making. The course will use a case study approach to examine technology decisions in business. Students will develop skills in understanding the components of technology decisions and assessing associated risks. The syllabus provides information on the instructor, course objectives, learner outcomes, required materials, assignments, and policies. Students will be evaluated based on exams, assignments, discussions, and a practical connection project. The course schedule lists weekly topics, resources, and assignment due dates.
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
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 – Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term – 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 Cumberlands’ community who use the University’s 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) leader’s collaborative roles working with an organization’s 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 technology’s 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 manager’s 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 ...
CMAT 465 Syllabus--Communication and Technology Vinita Agarwal
This document outlines the course policies, schedule, assignments, and expectations for a Communication and Technology course taught by Dr. Vinita Agarwal in Spring 2014. The course will examine innovations in communication techniques and applications of emerging technologies. It will meet on Tuesdays and Thursdays from 9:30-10:45AM. Assignments include a weekly blog, technology review presentations, mini-thought papers, two exams, daily class participation, and a final portfolio. The document provides details on attendance, late policies, grading scale, academic integrity and support services. Important semester dates are also listed.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
This course is designed to familiarize teachers with digital citizenship and how to apply its nine elements in middle school classrooms. Over nine weeks, students will study each element, present their learning to colleagues, evaluate a school's technology policy, and develop a plan for teaching digital citizenship. Assessments include discussions, a professional blog, presentation, and final school plan. The instructor will be available online and expects students to regularly participate and complete assignments by weekly deadlines.
This course is designed to familiarize teachers with digital citizenship and how to apply its nine elements in middle school classrooms. Over nine weeks, students will study each element, develop plans for teaching it, and create resources to educate their colleagues. Assessments include online discussions, a professional blog, a presentation, reviewing a school's technology policy, and a digital citizenship training plan. The instructor will be available virtually and expects students to regularly participate and complete assignments by posted deadlines.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
Thompson Syllabus 8
CRS 325.8 : Presentational Speaking SYRACUSE UNIVERSITYFall 2017 SYLLABUS DEP. OF COMMUNICATION & RHETORICAL STUDIES
Teaching Assistant: Hunter C. Thompson Office Hours: Tuesdays 1-3 P.M
Email:[email protected]Or by Appointment
Office Location: Sims Hall, Room 137
Course Description
Public speaking is considered the most common fear; however, this fear can be conquered through proper instruction, preparation, and support. This course is designed to explore the conceptual and practical dimensions of public speaking and presenting. Emphasis will be placed upon audience analysis, adaptation, strategic organization and development of ideas, and verbal and nonverbal presentational skills. Speech is an extremely important professional and life skill, it’s how arguments are presented, problems are solved, bodies are motivated/moved, social change occurs, and so on. I believe this course can give you skills to be utilized for numerous exigencies that occur outside the classroom. It is my hope that through this course, you will be given a foundation for you to begin to create your own voice, thus enhancing your engagement and ability to participate in the social, political, and professional endeavors of life.
Course Mission & Objectives
By the end of the semester, we will build presentational competence grounded in theoretical understanding, which will allow you to:
· Conceptualize the dynamics of speaking situations and practices
· Organize a message
· Structure a Speech
· Adapt messages to audience
· Speak extemporaneously
· Critically analyze and create a cohesive argument
· Understand the importance of rhetoric and public speaking in our society
Course Policies
Attendance
Documentation is required in the instance of a university-sanctioned absence (athletic teams, extra circulars ,etc.) or for illness. Attendance means showing up on time and participating in class. Since this class is presentation based its imperative that you show up on time and respect your classmates while presenting. Unexcused absences will negatively impact your grade. Two or more (as this class meets once a week) absences may result in a failing grade. In instances of emergency, contact me as soon as possible to ensure that we can work out the situation.
Speech Days
On speech days, you need to be a good audience member.Audience members are attentive, considerate, and listen. They DO NOT fall asleep, use their phone, be disruptive, or work on assignments during a speech. If these things occur it will result in a 10% deduction from your own speech grade. The purpose of this course is to not only help build a foundation to make you a better speaker, but also better at listening. Being an excellent communicator is not only being able to speak eloquently, it also entails active listening. If you are late on a speech day, please remain outside the door and wait until you hear applause. I do not tolerate late students disrupting speeches.
If yo ...
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
School of Computer & Information SciencesCOURSEtroutmanboris
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS831 – Info-Tech Import Strat Plan
Section – 11
Fall 2020 – Bi-term –Asynchronous (Online)
Professor:
Dr. George J Trawick
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s 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) leader’s collaborative roles working with an organization’s 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 IT’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of the course, students will be able to:
a. Explain what managers must know about both using and managing information.
b. Explain the linkages between business and IT strategy, linkages between organizational
and IT strategy, collaboration and individual work, and business processes.
c. Explain the manager’s 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.
Professional Associations
• International Information Systems Security Certification Consortium, Inc., (ISC)²® - This Web site provides access to current industry information. It also provides opportunities in networking and contains valuable career tools. http://www.isc2.org/
• ISACA - This Web site provides access to original research, practical education, career-enhancing certification, industry-leading standards, and best practices. It also provides a network of likeminded colleagues and contains professional resources and technical/managerial publications. https://www.isaca.org/Pages/default.aspx
• International Association of Privacy Professionals (IAPP) - This Web site provides an opportunity to interact with a community of privacy professionals and to learn from their experiences. This Web site also provides valuable career advice. https://www.privacyassociation.org/
Course Expectations
Course Activities and Experiences:
Students ar ...
This document outlines the course information for HT-375 Tourism, Culture and Place. The course examines the impacts of tourism on diverse cultures, including the influence of visitor expectations on local peoples and the effects of tourism on cultural and racial aspects. The course objectives are to recognize how historical tourism practices have affected indigenous peoples, examine how visitor perceptions influence ethnic transformation in destinations, and assess the impacts of tourism on cultural facilities and identity. Requirements include discussions, challenge questions, and briefing note analyses. The instructor contact information and policies on participation, late assignments, disabilities, and academic integrity are also provided.
BU3010 –Business LawCourse SyllabusSchool of Professiona.docxAASTHA76
BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND President’s Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
Yes, there is an ethical violation in this situation:
1. The title of the article "Famous actress abused by husband" is misleading and does not accurately reflect what the actress stated in the interview. She only mentioned they had constant arguments, not that she was abused. This violates the principle of honesty.
2. By implying she was abused without evidence, it risks damaging the reputation of the husband. This violates the principle of avoiding harm.
3. The journalist Juan has a responsibility to report facts accurately instead of sensationalizing for clicks/views. This violates the principle of truthfulness.
In summary, the misleading title without basis violates communication ethics principles of honesty, avoiding harm, and truthful reporting of facts
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
Similar to Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx (20)
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
Option Wireless LTD v. OpenPeak, Inc.Be sure to save an elec.docxmccormicknadine86
Option Wireless LTD v. OpenPeak, Inc.
Be sure to save an electronic copy of your answers before submitting it to Ashworth College for grading. Unless otherwise stated, you should answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format.
Your response should be a minimum of four (4) double-spaced pages; refer to the Length and Formatting instructions below for additional details.
In complete sentences respond to the following prompts:
Summarize the facts of the case;
Identify the parties and explain each party’s position;
Outline the case’s procedural history including any appeals;
What is the legal issue in question in this case?
How did the court rule on the legal issue of this case?
What facts did the court find to be most important in making its decision?
Respond to the following questions:
Are there any situations in which it might be a good idea to include additional or different terms in the “acceptance” without making the acceptance expressly conditional on assent to the additional or different terms?
Under what conditions can a contract be formed by the parties’ conduct? Why wasn’t the conduct of the parties here used as the basis for a contract?
Do you agree or disagree with the court’s decision? Provide an explanation for your reasoning either agree or disagree.
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF FLORIDA CASE NO. 12-80165-CIV-MARRA
OPTION WIRELESS, LTD., an Irish limited liability company, Plaintiff, v. OPENPEAK, INC., a Delaware corporation, Defendant. ______________________________/
OPINION AND ORDER
THIS CAUSE is before the Court upon Plaintiff/Counter-Defendant’s Motion to Dismiss Defendant/Counter-Plaintiff’s Counterclaim (DE 6). Counter-Plaintiff OpenPeak Inc. filed its 1 Memorandum in Opposition (DE 8). Counter-Defendant Option Wireless, Ltd, replied. (DE 12). The Court has carefully considered the briefs ofthe parties and is otherwise fully advised in the premises. I. Introduction2 In July 2010, Counter-Plaintiff OpenPeak Inc. was producing a computer tablet product for AT&T. (DE 4 ¶ 5). Seeking embedded wireless data modules for the tablet, Counter-Plaintiff submitted a purchase order to Counter-Defendant Option Wireless, Ltd, for 12,300 units of the modules at the price of $848,700.00. (DE 4 ¶ 4). Section 9 of the purchase order, labeled “BUYER’S TERMS AND CONDITIONS,” provided that [a]ll purchase orders and sales are made only upon these terms and conditions and those on the front of this document. This document, and not any quotation, invoice, or other Seller document (which, if construed to be an offer is hereby rejected), will Option Wireless, Ltd. v. OpenPeak, Inc. Doc. 19 Dockets.Justia.com 2 be deemed an offer or an appropriate counter-offer and is a rejection of any other terms or conditions. Seller, byaccepting any orders or deliverin.
Option A Land SharkWhen is a shark just a shark Consider the.docxmccormicknadine86
Option A: Land Shark
When is a shark just a shark? Consider the movie
Jaws
. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.
Next, think about a theatrical staging of
Jaws
. Describe the artistic choices you would make to bring
Jaws
the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of
Jaws
as a stage play or musical.
Create
a response to these concepts in one of the following formats:
350- to 700-word paper
Apply
appropriate APA formatting.
.
Option 3 Discuss your thoughts on drugs and deviance. Do you think .docxmccormicknadine86
Option 3: Discuss your thoughts on drugs and deviance. Do you think using drugs is deviant behavior? Why do you think alcohol and tobacco are legal drugs and their use is not considered deviant when they are addictive, physically harmful, and socially disruptive?
No quotes or references needed.
.
OPTION 2 Can we make the changes we need to make After the pandemi.docxmccormicknadine86
OPTION 2: Can we make the changes we need to make? After the pandemic, we are in a time of significant upheaval and transition. We are all more keenly aware that economic shifts and transformations can happen suddenly and dramatically. As the World shut itself down in March 2020, it makes us all aware that we can change behavior globally and as a matter of will. In the U.S., people began to quarantine themselves ahead of government action more often than as a result of government mandates. Write a cohesive 1-2 page single-spaced document that answers the following questions.
2a. Reflecting on the profound changes we have all seen in the past year, how does that change your views regarding what might be possible with regard to energy use, carbon reductions, or other major transformations that might be needed to impact the type of climate change Earth has been experiencing.
2b. Reflect on the type of transformations that would be involved to address global warming. Now that you have seen the recent major transformations, does this make you believe that global warming threats can prompt the type of major economic and industrial changes needed to reduce the impacts that have been anticipated with increasing climate changes?
2c. What are the "experts" saying about the possibility of these transformations in light of what they have seen during the pandemic? Are researchers more or less optimistic about our global ability to reduce green house gases and control climate change after seeing the impact of the pandemic? Be sure to include REFERENCES both at the end of the text and in the text, like (Author, year)
.
Option 1 You will create a PowerPoint (or equivalent) of your p.docxmccormicknadine86
Option 1: You will create a PowerPoint (or equivalent) of your presentation and add voice over.
Option 2: If you are unable to add voice over to your PowerPoint, you will create a PowerPoint (or equivalent) of your presentation. Next, you will use
Screencast-o-
Matic
(or a similar program) to create a video recording of your screen and voice as your present the information. Third, you will upload the video presentation to
YouTube
so your instructor can view it. If you choose this option, you will submit your article as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.
Guidelines:
The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
The presentation should include the following three aspects:
An overview of your specific topic and its importance and application in current society. Include historical information as appropriate to understand your topic.
Identification, discussion, and
critical evaluation
of the most frequently used assessment instruments related to your topic. Include the typical settings and purposes for which assessment instruments are used.
Discussion of the ethical, cultural, and societal issues concerning the use of psychological tests and assessment as related to your topic.
The presentation must be 15 minutes long (no more than 20).
The presentation must include information from at least 10 scholarly sources (if used, the course textbook does not count as one of these 10 sources).
APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.
Resources:
.
Option A Description of Dance StylesSelect two styles of danc.docxmccormicknadine86
Option A: Description of Dance Styles
Select
two styles of dance, such as ballet, modern dance, or folk dance.
Describe
each style of dance, and
include
the following:
History and development of the style
Discussion of your understanding of the use of line, form, repetition, and rhythm in each piece
Description of what the movements of both styles communicate to you in terms of mood
Description of how artistic choice can affect the viewer in the selected style
Submit
your assignment in one of the following formats:
700- to 1,050-word paper
.
Option #2Provide several slides that explain the key section.docxmccormicknadine86
Option #2
Provide several slides that explain the key sections of your strategy you will use in the final Portfolio Project. Provide section headers and a brief description of each.
FINAL PROJECT GUIDE
In a 6- to 10-page paper, as the local Union President, design a managing union handbook for union relationship building and a process that favors union employees as well as identifying key components of the bargaining process that can easily be sold to your union members. Apply theory and design systems and policies throughout your work covering:
Contextual factors (historical and legislative) that have impacted and still impact the union environment;
policies that create a more sustainable union model;
management strategy for union collective bargaining that includes: innovative wage, benefit, and non-wage factors; and
employee engagement and involvement strategies that take into consideration the diverse and changing labor force.
.
Option 2 Slavery vs. Indentured ServitudeExplain how and wh.docxmccormicknadine86
Option 2: Slavery vs. Indentured Servitude
Explain how and why slavery developed in the American colonies.
Describe in what ways the practice of slavery was different between each colonial region in British North America.
Analyze the differences between slaves and indentured servants.
Writing Requirements (APA format)
Length: 1-2 pages (not including title page or references page)
Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
No abstract is required
In-text citations that correspond with your end references
.
Option 2 ArtSelect any 2 of works of art about the Holocaus.docxmccormicknadine86
Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Link: List of Artists/Artworks
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
LIST OF ARTISTS AND ARTWORK
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
.
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
Option A Gender CrimesCriminal acts occur against individu.docxmccormicknadine86
Option A: Gender Crimes
Criminal acts occur against individuals because of gender – some of these are labeled as hate crimes in the U.S. (consider cases of violence against transgendered and homosexual individuals) and others occur across cultures. Choose two other types of “gender crimes” and discuss what these acts reveal about deep-seated cultural values and beliefs. One possibility is to examine bride burning or dowry death in India.
Submit a paper (750-1250 words) that explores gender crimes. Provide at least three references cited within the text and listed in the references section.
.
opic 4 Discussion Question 1 May students express religious bel.docxmccormicknadine86
opic 4: Discussion Question 1
May students express religious beliefs in class discussion or assignments or engage in prayer in the classroom? What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.
Topic 4: Discussion Question 2
Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.
.
Option 1Choose a philosopher who interests you. Research that p.docxmccormicknadine86
Option 1:
Choose a philosopher who interests you. Research that philosopher, detailing how they developed their ideas and the importance of those ideas to the progress of philosophy and human understanding. Keep in mind that you should be focusing on their philosophy, not simply their biography, although some basic details of their life not related to philosophy may be needed, especially when it involves experiences that influenced their thinking.
Option 2:
Look at a specific Philosophical movement. Explain the ideas important to that movement (such as existentialism and positivism) and the influence they had. I am pretty flexible on what you can do with this one, so if you have an idea, don’t hesitate to ask!
Requirements
The typed body of your paper must be a minimum of 1500 words.
It should be typed, 12 point, double spaced. A minimum of three sources must be used,
.
Option #1The Stanford University Prison Experiment Structu.docxmccormicknadine86
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for in.docxmccormicknadine86
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for instruction which is
blue highlighted
and I already
highlighted yellow
for the section that you need to answer which is
SECTION 2.
I
uploaded 2 articles that you need to read to answer the questions
and Pay attention to (Individual In-Depth Case Study Rubric).
.
onsider whether you think means-tested programs, such as the Tem.docxmccormicknadine86
onsider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.
By Day 4
Post
an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.
Support your post with specific references to the resources. Be sure to provide full APA citations for
.
Operations security - PPT should cover below questions (chapter 1 to 6)
Compare & Contrast access control in relations to risk, threat and vulnerability.
Research and discuss how different auditing and monitoring techniques are used to identify & protect the system against network attacks.
Explain the relationship between access control and its impact on CIA (maintaining network confidentiality, integrity and availability).
Describe access control and its level of importance within operations security.
Argue the need for organizations to implement access controls in relations to maintaining confidentiality, integrity and availability (e.g., Is it a risky practice to store customer information for repeat visits?)
Describe the necessary components within an organization's access control metric.
Power Point Presentation
7 - 10 slides total (
does not include title or summary slide
)
Try using the 6×6 rule to keep your content concise and clean looking. The 6×6 rule means a maximum of six bullet points per slide and six words per bullet point
Keep the colors simple
Use charts where applicable
Use notes section of slide
Include transitions
Include use of graphics / animations
.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
220711130082 Srabanti Bag Internet Resources For Natural Science
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
1. Communication 120 – Interpersonal
Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have
concerns or questions about this course. I am happy to arrange a
skype meeting, at a mutually convenient time, or we can discuss
questions or concerns via e-mail. Please feel free to reach out
with anything you need to discuss.
Course Overview
An examination of communication theory and research as it
applies to the creation, maintenance, or deterioration of
interpersonal relationships. Topics include the creation and
negotiation of meaning, identity development, social diversity
and cultural influences, verbal/nonverbal messages, perception,
conflict, power, self-disclosure, deception, empathy, the role of
mediated communication, and interaction patterns in
friendships, families, and work relationships. The course
combines theory application and experiential skill development.
3 credits –fulfills requirements in: Communication and Media
major; Corporate Communication major; Communication Minor;
Leadership and Social Change Minor; College of Leadership
and Social Change Core; Social and Behavioral Sciences LAI
Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
2. Your active participation in this course will produce the
following learning outcomes:
1. Demonstrate comprehension of communication principles and
theories that explain and/or predict effective personal and
professional relationships.
2. Demonstrate various effective interpersonal communication
skills and strategies that positively impact relationship
development and/or maintenance.
3. Demonstrate comprehension of variety of problematic
communication behaviors that contribute to the deterioration
and/or dissolution of interpersonal relationships and propose
viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such
as class, gender, race, status, power, etc. on communication
competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal
relations topic(s) within the communication and social sciences
literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole
story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers
elements that are essential to your success in this course.
Additionally, this class is highly interactive, so your active
participation is necessary to create a cooperative learning
experience for the entire class. You should expect that late
responses to the discussion forums will have a negative impact
on your learning, your success in this class, and your grade. The
participation grade will be evaluated based on your ability to
3. respond thoughtfully to the given prompts, apply course content
to personal examples, and your attentiveness to the input of
others.
As mentioned above, all absences and partial absences in the
discussion forums will negatively influence your participation
grade.
Deadlines
Assignments are due on the day noted in the syllabus. Like in
the real world, poor time management or bad judgment on your
part does not qualify as an acceptable excuse for late work.
Expect point deductions for assignments not turned in on time.
Plan your week accordingly and plan for the worst. Have extra
places to save documents and know where you can get back up
internet if for some reason yours is not working at the time of
an important deadline. It is your responsibility to have back up
plans for when things don’t go your way!
Carlow University E-mail
You are expected to regularly check and read e-mail sent to
your Carlow e-mail account. Due to the Family Education
Records Privacy Act (known as the ‘Buckley Amendment’), I
will not send e-mail to alternate e-mail accounts. Due to
federal law, faculty members are required to communicate with
you through your Carlow account.
If you would like to forward your e-mail from your Carlow
account to another, more convenient, e-mail account, please
consult the Carlow Help Desk for Information Technology.
Celtic Online
As this course is an online course, your ability to navigate
Celtic Online is crucial to your success. Please make sure you
are familiar with the lay out and ask questions when you can’t
find something!
4. Technology Requirements
Since this is an online course, you will need consistent and
reliable access to the internet. It is your responsibility to have
back up internet options in the case that your personal internet
source is unavailable for some reason. The excuse of “no
internet” when it comes to assignments being turned in on time
will not be acceptable. Your presentation will also be recorded;
therefore, you will need to have access to a computer with
recording capabilities (e.g., camera and mic with reliable and
good quality video output).
Library Research
Electronic Access to Library Sources:Carlow students may
connect to EBSCOhost or the Wilson Omnifile journal index, by
simply going to http://library.carlow.edu
If for any reason you experience trouble with this process,
please stop by the library, located in the Learning Commons, or
call the library at 412-578-6139, or e-mail the library at
[email protected]. Please do not contact the instructor. If you
do so, it may delay in getting you appropriate assistance and
technical support.
Credible Sources:You are required to use credible sources for
your evidence; this does not include Wikipedia. Access articles
from printed journals, newspapers, books or online databases,
which are available from the libraries home page. This also
includes credible media sources, such as radio shows (National
Public Radio-NPR) and TV news shows, as well as personal
interviews with appropriate credible individuals.
University Policies
Academic Integrity:
Carlow University aims to educate and challenge students to
reach their highest potential by guiding students along a path of
honesty and integrity throughout their intellectual pursuits.
5. Students are thus expected to uphold the highest standards of
academic integrity. Forms of academic misconduct include (but
are not limited to):
· Cheating—providing or receiving inappropriate assistance on
any coursework.
· Plagiarism—submitting another’s work as one’s own; not
properly citing sources, using exact wording without quotations
or proper attribution, paraphrasing without proper citation, or
improper paraphrasing; attributing citations to inaccurate or
misleading sources.
· Self-plagiarism—unauthorized use of one’s own work or part
of a work, either from the same course or from another course,
in more than one assignment.
· Academic deceit—use of false or altered information or
withholding information critical to the processes of the
University; providing false information or documentation with
the intent to obtain an exemption, extension or exception to
one’s coursework; signing other students into classes or on
group reports.
· Fabrication of data—using falsified or fabricated data,
forgery, or unsanctioned documents for research or other
coursework.
· Interference with other students’ learning or achievement—
sabotaging (including failing to contribute to) group projects or
laboratory work, disrupting in-class work, altering computer
files or online posts, or making educational materials
unavailable to others.
· Unauthorized acquisition or exchange of coursework—
purchasing, borrowing, stealing, or otherwise obtaining material
with the intent to use as one’s own coursework; selling, lending,
or otherwise offering one’s own coursework to others with the
intent of allowing the recipient to use the work as one’s own;
obtaining a copy of one’s own completed tests and exams
(either a physical copy, an electronic image, or a screenshot)
without explicit permission from the course instructor.
· Copyright violation—distributing copyrighted material,
6. including course material provided by the instructor or obtained
from the textbook, without explicit permission from the
copyright holder.
All violations of Carlow’s academic integrity policy will be
kept on permanent record. Serious or multiple violations will be
forwarded to the Academic Integrity Committee for a judicial
hearing.
It is the student’s responsibility to become familiarized with
Carlow’s Academic Integrity Policy. The full policy can be
found in the Course Catalog.
Policy on Sharing of Course Material
All course material, including but not limited to presentation
slides, lecture notes, handouts, audio or video recordings,
syllabi, assignments, quizzes, tests, and exams, are the legal
property of the instructor who developed them, the University
that commissioned the work, or the textbook publisher. Students
may use this material for their own learning and for discussion
with other students in the class, but may not redistribute it in
any way, including uploading it online for others to access.
Doing so violates the copyright law and Carlow’s policy on
sharing of course material. In addition, sharing or accessing
course material for the purpose of gaining an unfair advantage
in the course or allowing others to gain an unfair advantage in
the course violates Carlow’s academic integrity policy.
Students with Disabilities Policy
Carlow University makes every effort to provide reasonable
accommodations for students with disabilities. This includes
individuals with physical disabilities, learning disabilities and
mental health disorders who meet the definition of disability
under the Americans with Disabilities Act. Students with
disabilities have the same responsibility as other students to
meet the University's academic, technical, and behavioral
standards and to follow the University's general policies and
guidelines regarding standards of conduct. Students who plan
7. to request accommodations should contact the Disabilities
Services Office at the beginning of each semester since
accommodations cannot be granted retroactively. To determine
whether you qualify for accommodations, or if you have
questions about services and procedures for students with
disabilities contact:
Jacqueline M. Smith
Disabilities Services Office
University Commons, 4th floor
Phone - 412.578.6257 (Office line)
412.578.6050 (Direct line)
Fax - 412 578.2027
[email protected]
Carlow University Temporary Disability Policy
Carlow University values each student and is invested in
encouraging his or her academic success in line with the Mercy
mission “to respond reverently to God and others; and to
embrace an ethic of service for a just and merciful world.” In
keeping with the mission, the University has chosen to offer
assistance to those with temporary conditions such as short term
illnesses, injuries, or other temporary medical conditions. While
the University is not required to provide such support under the
Americans with Disabilities Act, some assistance may be
arranged via the Disability Services Office (DSO). Each
situation will be reviewed; however, the office cannot guarantee
that services will be provided.
In order to determine if a student with a temporary condition
may receive some assistance via the DSO, he/she should contact
the office at 412 578-6257. The student will be asked to meet
with Jackie Smith, Disabilities Services Representative, and to
provide the requisite documentation of his/her condition. Mrs.
Smith will review the documentation and may consult with the
student accommodation committee to determine what, if any,
8. assistance may be provided. All documentation will remain
confidential.
Academic Support
McGinley Center for Academic Achievement:
The Center for Academic Achievement (CAA), 4th floor
University Commons, offers free in-person tutoring for
improving writing skills and understanding course content.
They also offer academic coaching for time management and
learning skills. Make an appointment through
https://carlow.mywconline.com at least 48 hours in advance, or
call 412-578-6146. Cancellations can be made online within 8
hours of the appointment time. For last minute cancellations,
please call 412-578-6146. Students can also access “CAA
Resources” under Groups on Celtic Online for guides on college
survival skills, reading, learning strategies, math, and
writing/research.
Hopkins Communication Lab:
Carlow is fortunate to have a state-of-the-art communication lab
opened to all members of the university. The Hopkins
Communication Lab is located on the 4th floor of the University
Commons. Well-trained peer tutors and/or the Lab Director are
available 7 days a week and 2 evenings to assist. The
communication lab team members can help you with
brainstorming a topic for any presentation, researching your
speech, outlining your speech, building your persuasive
argument through evidence, creating your visual aids, coping
with speech anxiety, taping your speech, or practicing your
speech. They can also assist with video creation/editing skills
using Camtasia.
To schedule an appointment please email the staff at
[email protected] or call 412-578-8761. You can also stop by
the lab for walk in hours or to receive scheduling help. The lab
9. hours are posted on your Celtic Online site or on the student
portal under the “Hopkins Communication Lab.”
Celtic Online Course Management Technology -- Additional
Support Services
· Technical assistance with Celtic Onlineis available from:
Center for Digital Learning & Innovation – 4th Floor of
University Commons.
· Assistance with Technicalconcerns/questions regarding
computers, access, log-in process, passwords, viruses, etc., is
available from Carlow’s Information Technology help desk.
Their contact numbers are (412) 587-8700 or (866) 767-9509
answered 24 hours a day. Or you may contact them by e-mail at
[email protected]
· Please make use of these university support systems whenever
appropriate. Please do not contact the instructor… as this will
only delay the appropriate assistance and technical support you
require.
NOTE THIS EXCEPTION: If you have non-technical-related
questions related to course materials or links for the course in
Celtic Online, please e-mail me.
Mental Health and Counseling Support
Diminished mental health can interfere with optimal academic
performance. The source of symptoms might be related to your
course work; if so, please speak with me.
However, problems with other parts of your life can also
contribute to decreased academic performance. Carlow's
Counseling Center provides free and confidential mental health
services to help you manage personal challenges that threaten
your emotional or academic well-being.
Remember, getting help is a smart and courageous thing to do --
for yourself and for those who care about you.
Make an appointment by calling 412-578-8731 or 412-578-
10. 6306. The Counseling Center is located on the 4th floor of
Frances Warde Hall, and open from 9AM to 4:30PM Monday
through Friday.
If you are in crisis and need immediate assistance, please
contact the Carlow Police at 412-578-6007orcallRe:Solve Crisis
Networkat 1-888-796-8226. Both are available 24/7.
Course Assignments and Evaluation
Assignments
Assignment
Points
Due date
Reading journals or discussion posts and class participation
200
10 out of 13 options
Tests
100
10 out of 12 options
Short Reports (2)
100
#1 due end of week 3
#2 due end of week 6
Multimedia Presentation
100
End of week 7
Self-assessment Portfolio
100
End of week 8
Total 600 points
Discussion posts – 10 of 13 options graded – 10 points for each
original post and 10 points for interactivity with other students -
200 points
11. To obtain greater meaning from the course text and additional
materials in the Celtic Online course management site, you will
be posting original comments and discussing course content
with other students throughout the semester. These entries
should help you with your comprehension and application of the
course material. Your active participation and engagement with
the other students throughout these discussions are of the
utmost importance for your course outcomes as well as your
course grade.
Remember to always show tolerance and respect for differing
ideas and perspectives in your comments. You will be evaluated
on your ability to extend on/or tactfully critique others’ input.
Diverse opinions are encouraged and respected in this class.
Rude, disrespectful, or threatening comments regarding others
will NOT be tolerated. Anyone acting in such an inappropriate
manner will be asked to leave the class and the Dean of
Students and Academic Dean will be notified.
Tests - 10 of 12 administered – 10 points each – 100 points
Each chapter in the text book will have a corresponding test.
There are 12 chapters we will cover and each will have a test
associated with that specific content. You may take all 12 tests
if you wish and your Best 10 Test scores will be recorded for
your final grade. If you choose to take only 10 of the quizzes
then those are the 10 that will be recorded for your final grade.
Short Reports – 2 at 50 points each - 100 points
In the short reports, you will have an opportunity to explore
interpersonal communication research on a topic and report on
the insights that you have gained. The due date of each report is
listed on the schedule. In your short reports, include an
introduction, thesis, body, conclusion, and in-text citations. The
report should be 3-3.5 pages, double spaced, not including the
references. Please proofread your paper because you will be
graded down for typos, spelling mistakes, and grammatical
errors. Include at least two journal articles; no Wikipedia. Note
how to complete good library research from the video lecture at
the beginning of this course. Use APA formatting for all
12. references and in-text citations. Please see assignment sheet for
more detailed information about this assignment.
Short report 1: TV/movie/song analysis
Short Report 2: Relationship analysis
Multimedia presentation – 100 points
This assignment is intended to facilitate a greater awareness of
how our course content matters beyond the walls of the
classroom and challenge you to critically think about/analyze
what is transpiring in the world around you – or suggest what
should be taking place instead in order to improve interpersonal
relations. Students may select topics from the host of topics
discussed in class, prompted by the course readings, discovered
through research, suggested by the professor, or otherwise
newly identified by you that are clearly relevant to issues
associated with interpersonal relations. Your presentation
should demonstrate your learning and teach/educate/persuade
(or otherwise have potential for creating a meaningful impact on
a public audience as if the presentation were to be published).
Please see assignment sheet for more detailed information about
this assignment.
Self-assessment portfolio – 100 points
Complete 10 self-assessments and complete a 2 page
assignment/reflection on each. These 10 assessments and
reflections will be put together to create a self-assessment
portfolio that will give you a very broad picture of your own
interpersonal communication skills and practices. Please see
assignment sheet for more detailed information about this
assignment.
Course Schedule
Week 1 (1/13/20 – 1/19/20)
· Read chapter 1: About Communication
· Watch lecture on Chapter 1
13. · Take test on Chapter 1
· Read chapter 2: Culture and Gender
· Watch lecture on Chapter 2
· Take test on Chapter 2
· Additional reading and discussion topics
· 1. Complete the Cultural explorations exercise
· Post unique discussion post and engage in class discussion on
discussion board
· Complete “Library Research and resources” folder. You will
find a to-do list in this folder. Complete all required items in
this folder to be adequately prepared for the quality research
required for this course. BONUS POINTS OPPORTUNITY
Week 2 (1/20/20 – 1/26/20)
· Read chapter 3: Communication and the Self
· Watch lecture on Chapter 3
· Take test on Chapter 3
· Read chapter 4: Interpersonal Perception
· Watch lecture on Chapter 4
· Take test on Chapter 4
· Additional reading and discussion topics
· 2. Complete the “Who am I” exercise
· Post unique discussion post and engage in class discussion on
discussion board
· 3. Read the “Social Perception” reading
· Post unique discussion post and engage in class discussion on
discussion board
Week 3 (1/27/20 – 2/2/20)
· Read chapter 5: Language
· Watch lecture on Chapter 5
· Take test on Chapter 5
· Read chapter 6: Nonverbal Communication
· Watch lecture on Chapter 6
· Take test on Chapter 6
· Additional reading and discussion topics
14. · 4. Complete the “Thinking Critically about the Media”
exercise
· Post unique discussion post and engage in class discussion on
discussion board
· 5. Read the “Becoming desensitized to hate words” reading
· Post unique discussion post and engage in class discussion on
discussion board
· 6. Read the Washington Post article about personal space and
then listen to the NPR podcast on personal space in different
cultures.
· Post unique discussion post and engage in class discussion on
discussion board
· Short Report #1 Due
Week 4 (2/3/20 – 2/9/20)
· Read chapter 7: Listening
· Watch lecture on Chapter 7
· Take test on Chapter 7
· Read chapter 8: Emotion
· Watch lecture on Chapter 8
· Take test on Chapter 8
· Additional reading and discussion topics
· 7. Watch “The power of listening”
· Post unique discussion post and engage in class discussion on
discussion board
Week 5 (2/10/20 – 2/16/20)
· Read chapter 9: Forming and Maintaining personal
relationships
· Watch lecture on Chapter 9
· Take test on Chapter 9
· Read chapter 10: Interpersonal Communication in close
relationships
· Watch lecture on Chapter 10
· Take test on Chapter 10
· Additional reading and discussion topics
15. · 8. Read the case study on Space
· Post unique discussion post and engage in class discussion on
discussion board
· 9. Go to ProCon.org micro-website
http://socialnetworking.procon.org/#pro_con. Consider the
debate: “Are social networking sites good for society?” It
includes a brief overview, a series of pro and con arguments, a
video gallery with brief clips from: CBS news (re: teens &
parents learning dangers of social networking sites); The Daily
Show (re: Twittering); and CNN (re: the use of social
networking during the protests in Iran). Decide which side of
the debate you favor and why?
· Post unique discussion post and engage in class discussion on
discussion board
Week 6 (2/17/20 – 2/23/20)
· Read chapter 11: Interpersonal Conflict
· Watch lecture on Chapter 11
· Take test on Chapter 11
· Additional reading and discussion topics
· 10. Read article on Interpersonal Relationships and Conflict
Resolution
· Post unique discussion post and engage in class discussion on
discussion board
· 11. Review the 2 "Conflict Resolution tips" documents
· Post unique discussion post and engage in class discussion on
discussion board
· Short Report #2 due
Week 7 (2/24/20 – 3/1/20)
· Read chapter 12: Deceptive Communication
· Watch lecture on Chapter 12
· Take test on Chapter 12
· Additional reading and discussion topics
· 12. Visit the “Psychology Today Deception” website
· Post unique discussion post and engage in class discussion on
16. discussion board
· 13. Research on your own: Online Deception - See discussion
prompt for more information
· Post unique discussion post and engage in class discussion on
discussion board
· Creative Presentation Due
Week 8 (3/2/20 – 3/6/20)
· Watch and/or read all Creative Presentations from your
classmates
· Post unique discussion post for each and engage in class
discussion on discussion board
· Self-Assessment Portfolio due
Course ProjectCriteriaPointsDescribes the patient that is the
subject of the project including diagnoses, medications, and
history OR describes the community, its strengths and problems
and the mental health issue that will be the subject of the
paper.4Includes any substance abuse or violence issues for the
patient or community 2Discusses attempted interventions, what
has been successful and what has not.4Describes own personal
thoughts about the patient's or community's mental health
issues. 4Describes any cognitive concerns and possible
interventions.2Writes a nursing care plan including three
priority nursing diagnoses with r/t and AEB factors.4Includes
outcomes in Nursing Outcomes Classification language and
interventions in Nursing Intervention Classification language
with a plan for evaluation.4Identifies mental health resources
that can be used with the patient or community. Includes an
educational tool.4Supports answers using academic resources,
with citations in APA format.2Total30
17. 1
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal
communication skills and evaluate your effectiveness as a
communicator in interpersonal situations. There are a variety of
self-assessments to choose from and the documents containing
these assessments are in a folder on the course CelticOnline
page. Choose 10 assessments to complete and make sure to
complete the assessment first before reading more about what
the assessment attempts to measure. Try to choose a variety of
assessments to obtain a well-rounded understanding of your
interpersonal communication skills.
After completing the assessments, for each assessment you will
need to complete a 2-page assignment in which you need to
address the following concerns:
· Description —describe the exercise/assignment using the
concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the
exercise to the principles or theories discussed in class, in the
textbook, in additional readings, and/or additional information
provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you
learned and how you came to realize key concepts related to the
purpose; analyze your strengths and limitations related to this
competency.
· Self-Assessment —conclude your report by stating how
principles learned can be applied to your personal
18. communication skills and/or your success in interpersonal
relationships; what have you learned to help you develop this
competency?
I suggest you complete assessments as we cover the
corresponding material in class. Additional documents contain
original research that cover the purposes and definitions of each
assessment.
BE SURE TO GIVE PROPER CITATIONS FOR
WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN.
Each assignment should have a reference sheet where you site
your sources that contributed to your understanding of that
assessment.
Your Self-Assessment Portfolio is due at the end of week 8.
Please compile all the materials into one document. Each
assessment should be included with your responses noted,
followed by its reflection assignment and then the reference
sheet. This order will occur 10 times for all 10 self-assessments.
You will be penalized for lack of organization in this manner.
This portfolio is worth 100 points.