Course SyllabusHIEU 201History of Western Civilization I.docx
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Course Syllabus HIEU 201 History of Western Civilization I Course Description A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648. Rationale The History Department offers courses in the study of humanity so that students can understand their own traditions as well as world cultures. HIEU 201 is taught with a distinctively Christian worldview for the purpose of preparing students to be good citizens and effective Christians. History of Western Civilization I fulfills a General Education requirement for the Bachelor’s Degree at Liberty University. I. Prerequisites None II. Required Resource Purchase Perry, Marvin, et al. eds. Western Civilization: Ideas, Politics, and Society . 10th ed. Boston: Wadsworth, Cengage Learning, 2013. ISBN: 9781111831707. Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource. III. Additional Materials for Learning A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Word IV. Measurable Learning Outcomes Upon successful completion of this course, the student will be able to: A. Identify major figures and events in Western Civilization from earliest civilizations to 1648. B. Describe the stages of development of Western Civilization from earliest civilizations to 1648. C. Explain how political, economic, military, religious, and cultural factors influenced the development of Western Civilization from earliest civilizations to 1648. D. Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648. E. Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648. V. Core Competency Outcomes Upon successful completion of this course, the student will be able to: A. Apply Reading Comprehension strategies including interpreting, evaluating, and analyzing written content. B. Write a persuasive comparison/contrast essay on an historical topic, incorporating research skills and the communication of ideas through effective writing. C. Integrate sources accurately and effectively. VI. Course Requirements and Assignments A. Textbook readings, lecture presentations, videos, and articles B. Course Requirements Checklist After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in Module/Week 1. C. Class Introductions During the first Module/Week, the student will post an introductory post into the Discussion Board Forum. This will serve as a chance for the student to get to know his or her classmates’. Each post must include a little personal information, some academic/professional information, and any other information the stud.
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Course Delivery Method Academic Services
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Table of Contents
Course Description (Catalog)
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Create an 8- to 10-slide Microsoft® PowerPoint® presentati.docx
Create
an 8- to 10-slide Microsoft
®
PowerPoint
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presentation on spatial organization with speaker notes.
Describe
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The concept of spatial organization
How spatial organization affects visual perception
How perception influences behavior
Format
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.
Create three Venn diagrams that show the differences and similarit.docx
Create
three Venn diagrams that show the differences and similarities of the Byzantine Empire, the Islamic empires, and the Western kingdoms.
The first diagram will focus on the Early Middle Ages (c. 500 CE to 1000 CE)
The second diagram will focus on the High Middle Ages (c. 1001 CE to 1300 CE)
The third diagram will focus on the Late Middle Ages (c. 1301 CE to 1500 CE)
Focus
on the technological, religious, social, and political aspects of each group.
.
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St. Thomas Aquinas College West Point Campus Histo.docx
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
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Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
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communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
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Discussion 25%
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Please answer the question presented below in at least 500 O.docx
Please answer the question presented below in at least 500
ORIGINAL words. Answers should be submitted as WORD
DOCUMENTS to the appropriate and corresponding 'Critical
Engagement Exercise 2' dropbox on this e-Learn course site
no later than 11:59PM on this Sunday, June 12.
NOTE: please read and understand the warning I posted in
the News Item below about assignment submissions. You
have each and all been warned. If you need clarification
about this assignment, then please contact me before Friday
at 12PM or visit my regularly scheduled office hours
(Tues/Thurs 3:00-4:30PM).
The question for this week is as follows:
Compare and contrast the northern and southern
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people who moved to these colonies, their
motivations, and the structures of everyday life.
Properly Submitting Assignments--A Warning Actions for Properly Submitting
Assignments--A Warning
Dear Class,
For the most part, the assignments I received for Critical Engagement Exercise 1
were of decent quality---though I expect to see gradual improvements in each of
your academic writing skills as we progress through the semester based on my
feedback regarding your work.
There were, however, enough violations of course policies to warrant this
intervention on my part before issuing the instructions for Critical Engagement
Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will
automatically receive a "0-F" grade for the assignment. If you plagiarize a second
time on any of your assignments, then you will automatically fail the entire course
and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you
should have read the syllabus more thoroughly----as well as the Student Handbook
here at TSU before becoming a student here. Plagiarism violates international
intellectual property and copyright laws---enforced by the Executive Branch of the
Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for
Critical Engagement Exercise 1 under 'News' on the right side of the course
homepage here on e-Learn. What some of you decided to do was to get help from
other students I have taught in past semesters; those of you who did this, did the
wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and
offended that you are utilizing the e-Learn sites of former students rather than
following the course content on your own e-Learn course page for THIS SEMESTER.
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JustinLessonDraft Revised
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
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EH 1020, English Composition II Course Syllabus Course Descri.docx
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
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a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
Innovation through i2Flex: The Transformation of a Classic in the Humanities ...
This document discusses the transformation of the Honors Humanities program at ACS Athens from a traditional face-to-face course to an i2Flex model. i2Flex incorporates independent, inquiry-based, and flexible student learning supported by technology. The Humanities program was redesigned to include online learning activities to provide context before class, allowing class time to focus on discussion. Student feedback found the i2Flex approach helped understanding while valuing face-to-face discussion. Benefits included meeting diverse student needs and challenges included balancing online and in-person learning.
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This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week is on biographical sketches, including understanding, writing, and presenting them. The procedures provide tasks for each day to introduce, discuss, practice, and evaluate skills for writing biographical sketches. The log also includes reflections on students' progress and requests for assistance from supervisors.
Daily Lesson Log English 10 Quarter 2 Lesson 33.docx
This daily lesson log outlines a week of English lessons for 10th grade students focusing on argumentative texts. The objectives are for students to understand the key structural elements of argumentative texts and compose their own persuasive texts. Each day focuses on a different element, such as identifying the three parts of an argument, summarizing outlines, and expressing opinions on common community issues. Lessons incorporate discussion, analysis of examples, and writing practice. The teacher evaluates student mastery and requires remediation for some.
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The course seeks to enhance International Development major students’ understanding of the past, present and future of the United Nations. It also provides background information and analysis of major multilateral institutions working with the UN in the area of international development. The first part of the course is devoted to understanding the big picture of what the UN has done in the past, the current activities of the UN and the direction it is going. The main aim of this first part is to establish a firm foundation of how the UN works and to become familiar with its complex bureaucracy. The main focus of the second part of the course is to understand the nature of the problems confronted by the UN and international community in their efforts to maintain international peace and security, cooperate in solving international problems such as eradicate poverty, promote respect for human rights and sustainable development. The main purpose is to assess the UN efforts in addressing these substantive problems. Not only should the students be experts on the UN activity, by the end of the course they should develop a firm grasp on the major problems that characterize international politics and global governance.
School AMU Course Number ARTH220 Course Name Histo.docx
School: AMU
Course Number: ARTH220
Course Name: History of World Architecture
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite: none
Table of Contents
Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Resources Selected Bibliography
Table of Contents
Course Description (Catalog)
ARTH220 History of World Architecture (3 hours) This course will introduce the history of the
built environment, from the Prehistoric Era to the contemporary world of globalization. This
survey includes environmental, religious, and political/ideological impulses which form the
history of architecture. While examining the major movements within their socio-cultural
contexts, emphasis is placed on terminology and concepts relating to construction, style, and
significant innovations. No prior art classes or experiences are required.
Table of Contents
Course Scope
ARTH220 History of World Architecture is a survey of world architecture. Students will learn to
examine, write about, and interpret major works of architecture from throughout the world.
Topics will begin with the fundamental terminology for examining architecture and then
proceed to build on the foundations, with an introduction to materials and techniques, and
then progress to an exploration of complex thought and ideas behind architects’ motivations
and their completed projects.
Table of Contents
Course Objectives
After successfully completing this course, you will be able to do the following:
• Define various architectural styles from the Ancient through Post-Modern era.
• Recognize architectural terms and identify these terms within the context of world
architecture.
• Recognize and identify the most common Western and Non-Western architectural
styles.
• Understand the importance of structure, function, and place in terms of the built
environment.
• Know the various historical, political, aesthetic, social, religious, and cultural functions
and purposes of architecture.
• Be able to utilize a method of analyzing and researching basic architectural forms.
• Appropriately examine the life and work of several important architects in various time
periods.
• Be able to write a six page art historical term paper in order to demonstrate your ability
to locate and incorporate art historical research methods, and you understanding of
terminology and theories presented in the course.
Table of Contents
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a
flexible manner, completely online. Course materials and access to an online learning
management system will be made available to each student. Online assignments are due by
Sunday evening of the week as noted and include Forum questions (accomplished in groups
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This course focuses on sustainability and sustainable food systems. Over 12 weeks, students will learn about sustainability through site visits, guest lectures, and online coursework. They will analyze the economic, environmental, political, and social aspects of sustainability and food systems. Students will complete weekly readings, discussion posts, a group project, and an individual final project on a sustainability organization. The course aims to help students understand sustainability concepts and issues in order to think critically about food systems and their role in creating a sustainable future.
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This document contains a daily lesson log created by Greg M et al for an English class of 10th grade students. It outlines the objectives, content, learning resources, and procedures for a lesson on using information from various sources like news reports, speeches and discussions in everyday conversations. The lesson aims to teach students how to extract relevant information, summarize main points, critically analyze perspectives and meaningfully incorporate information into discussions. The procedures include introducing strategies, modeling skills, guided practice and role plays. Formative assessments evaluate students' ability to apply the skills.
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This document outlines the syllabus for an introductory philosophy course. The course will introduce students to major philosophers like Plato, Descartes, and Kant, and cover issues such as the nature of reality, knowledge, ethics, and social and political thought. Students will develop skills in critical analysis and argumentation. They will complete readings, discussions, essays and exams on topics from each of the course's four modules covering areas like metaphysics, epistemology, ethics and political philosophy. The goal is for students to gain foundational knowledge of philosophical issues and the ability to communicate and evaluate philosophical arguments.
Com 101 fall 15 mvcc
This document provides a course syllabus for Communications 101 at Moraine Valley Community College for the Fall 2015 semester. The course is taught by Matt Schering and meets Monday, Wednesday, and Friday from 7-7:50am in room D-231. Students will learn techniques for effective expository writing with a focus on organization, clarity, and adapting writing style for different audiences. Major assignments include an academic memoir, photo essay, rhetorical analysis, and annotated bibliography. Students will also complete minor assignments like discussion boards, in-class writing, and quizzes. The final exam will be scheduled later in the semester. Attendance, participation, and adherence to academic integrity policies are expected.
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Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...
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St. Thomas Aquinas College West Point Campus Histo.docx
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spreadsheet in which you track the budget, schedule, and milestone completion of the project.
Combine
these elements into a Microsoft
®
PowerPoint
®
presentation suitable for use as a performance report for stakeholders and management. Include the following items in an appendix to the presentation: a project scope statement, a WBS, a project organization chart, a communication plan matrix, and a change management flowchart.
Explain
, in no more than 700 words, the importance of the project leader’s attitude and leadership in reporting progress to stakeholders and senior management. Submit this separately from the performance report.
.
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Create your own voters’ ranking lists, including at least 9 voters and 4 candidates. Calculate all 8 voting methods’ winners for your rankings. Create your list so that each candidate should be the winner for at least one of the voting methods. Numerically support your answers. – (Voting Theory
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1. Plurality.
2. vote for 2.
3.Hare.
4.Borda count.
5 condorcet's method.
6. sequential pairwise with a fixed a genda.
7.Approval voting.
8. Dictatorship
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Create a diagram in which you illustrate the energy flow among org.docx
Create
a diagram in which you illustrate the energy flow among organisms of a food chain in a particular ecosystem. See Ch. 20 of the textbook for details and examples.
Select
an ecosystem, such as a temperate forest,
desert biome
, or
the Everglades
.
Determine
the interdependency of life in your ecosystem by examining its organisms.
Include
the following in your diagram:
List the organisms that can be found in your ecosystem.
Identify the structure and function of the main organs in at least two organisms, and indicate why they are suited for that environment.
Label major organisms that live in your selected ecosystem:
P
for producers,
C
for consumers, and
D
for decomposers.
Name the types of consumers in your ecosystem.
List the food chains associated with your ecosystem. Address the following items:
Name of the plant or animal
What it eats
What eats it
How it adapts to the ecosystem
Describe the ecosystem's population growth and regulation through community interactions.
Evaluate potential hazards caused by humans that might affect your ecosystem's stability, such as environmental pollution.
Include
labels and associated details in the diagram.
.
Create a 5-slide Microsoft® PowerPoint® presentation dis.docx
Create
a 5-slide Microsoft
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PowerPoint
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presentation
discussing perception, attention, encoding, and performance. Addressthe following in your presentation:
The effects of perception, attention, and encoding on performance
Include
at least two scholarly peer-reviewed articles, in addition to the course text.
Include
speaker notes with your presentation. These should thoroughly explain the bullet points from each slide.
Course text book-
Anderson J. R. (2010). Cognitive psychology and its implications (7th ed.). New York, NY: Worth Publishers.
APA Style
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Create a 12- to 15-slide Microsoft® PowerPoint® presentati.docx
create
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PowerPoint
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Present a timeline of the historical development of police agencies and their jurisdiction.
Address the relationship between the historical development of police agencies and policing styles.
Describe the law enforcement agencies under the jurisdiction of the Department of Homeland Security and their responsibilities.
Address the primary purposes of police patrol.
Describe the role of police in contemporary society.
Explain at least two issues facing today’s police departments.
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- 2. Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource. III. Additional Materials for Learning A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Word IV. Measurable Learning Outcomes Upon successful completion of this course, the student will be able to: A. Identify major figures and events in Western Civilization from earliest civilizations to 1648. B. Describe the stages of development of Western Civilization from earliest civilizations to 1648. C. Explain how political, economic, military, religious, and
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- 8. B. Scale A = 900–1010 B = 800–899 C = 700–799 D = 600–699 F = 0–599