This document outlines the requirements for a directed studies course on spiritual direction. The course will focus on methods of spiritual direction through one-on-one meetings between the student and instructor. Students will read four required texts and write various papers responding to the readings. These papers include two brief papers on theological anthropology and the student's understanding of spiritual direction. Students will also write critical reviews and personal reflections of each text. Additionally, students must create a "Rule of Life" and a major paper on a recommended author. The course aims to help students develop their skills and understanding of spiritual direction through reading, writing, and regular meetings with the instructor.
Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
SYLLABUSCOURSE NUMBER NGR 5110COURSE TITLE Nursing Research.docxmabelf3
SYLLABUSCOURSE NUMBER: NGR 5110
COURSE TITLE: Nursing Research
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
1. Text and materials:
Ruth M. Tappen. (2015). Nursing Research. Advanced Nursing Research: From Theory to Practice. (2nd ed.). ISBN-13: 9781284048308. ISBN-10: 1284048306. Publisher: Jones & Bartlett Learning
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course description: This course examines the relationship of research and practice and the use of data as a basis for decision-making. Various approaches to the research process are explored. Ethical considerations in research are presented.
3. Learning Outcomes:
a. Upon successful completion of this class, the MSN student will be able to gain understanding of essential steps of the planning phase to conduct a research study: topic selection, literature review, relationship between theory and research, and the developmental stages of theory (AACN Essentials I, II, IV, V, VI, and VIII).
b. Upon successful completion of this course, the MSN student will be able to understand the necessary steps to conduct a nursing research: study design, type of study, research ethics, data collection, data analysis, implementation, and interpretation phase (AACN Essentials I, II, IV, V, VI, and VIII).
c. Upon successful completion of this course, the MSN student will be able to demonstrate the ability to use the complex steps of the reporting phase: presenting research findings, preparing research proposals, publishing results, and using evidence-based practice (AACN Essentials I, II, IV, V, VI, and VIII).
1. Objectives
a. The student will be able to identify research topics, review the literature, and interpret the developmental stages of theories (Descriptive/Explanatory/Predictive), and use a selected research article to test a theory as related to nursing practice.
b. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
c. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
d. The student will be able to distinguish type of studies (Qualitative/Quantitative/Experimental/Descriptive/Epidemiological/and Longitudinal) by interpreting scholarly articles.
e. The student will be able to demonstrate knowledge of the reporting phase of nursing research by preparing a research proposal using a poster or a virtual presentation.
f. The student will be able to conduct an individual research by writing a paper based on a research proposal reflecting evidence-based nursing practice.
4. Course Requirements
· Assignments: (Please also refer to assignment section in Blackboard)
Library Assignment # 1: AACN Essential Pape.
Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
SYLLABUSCOURSE NUMBER NGR 5110COURSE TITLE Nursing Research.docxmabelf3
SYLLABUSCOURSE NUMBER: NGR 5110
COURSE TITLE: Nursing Research
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
1. Text and materials:
Ruth M. Tappen. (2015). Nursing Research. Advanced Nursing Research: From Theory to Practice. (2nd ed.). ISBN-13: 9781284048308. ISBN-10: 1284048306. Publisher: Jones & Bartlett Learning
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course description: This course examines the relationship of research and practice and the use of data as a basis for decision-making. Various approaches to the research process are explored. Ethical considerations in research are presented.
3. Learning Outcomes:
a. Upon successful completion of this class, the MSN student will be able to gain understanding of essential steps of the planning phase to conduct a research study: topic selection, literature review, relationship between theory and research, and the developmental stages of theory (AACN Essentials I, II, IV, V, VI, and VIII).
b. Upon successful completion of this course, the MSN student will be able to understand the necessary steps to conduct a nursing research: study design, type of study, research ethics, data collection, data analysis, implementation, and interpretation phase (AACN Essentials I, II, IV, V, VI, and VIII).
c. Upon successful completion of this course, the MSN student will be able to demonstrate the ability to use the complex steps of the reporting phase: presenting research findings, preparing research proposals, publishing results, and using evidence-based practice (AACN Essentials I, II, IV, V, VI, and VIII).
1. Objectives
a. The student will be able to identify research topics, review the literature, and interpret the developmental stages of theories (Descriptive/Explanatory/Predictive), and use a selected research article to test a theory as related to nursing practice.
b. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
c. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
d. The student will be able to distinguish type of studies (Qualitative/Quantitative/Experimental/Descriptive/Epidemiological/and Longitudinal) by interpreting scholarly articles.
e. The student will be able to demonstrate knowledge of the reporting phase of nursing research by preparing a research proposal using a poster or a virtual presentation.
f. The student will be able to conduct an individual research by writing a paper based on a research proposal reflecting evidence-based nursing practice.
4. Course Requirements
· Assignments: (Please also refer to assignment section in Blackboard)
Library Assignment # 1: AACN Essential Pape.
Case Study Response Considerations Please note that not .docxtidwellveronique
Case Study Response Considerations
*Please note that not all of these questions may be applicable to your case. Please use these
questions and structure to help you evaluate and frame your case response.
Recognize the problem:
What facts do we know about the individuals, the school, the family, and the community?
What discrepancies exist between the individuals’ expectations and actual events?
What are the major problems in the case?
Reframe the problem:
What underlying assumptions, values, or beliefs do individuals involved hold about each
of the problems?
Which major problems are the most important to the various individuals or groups
involved?
What values or beliefs regarding the major problems do individuals or groups hold in
common?
Search for alternatives:
What can you learn about the major problems from those who have experience and
expertise?
What alternatives might address the major problems involved in the case?
What short- and long-term consequences will each alternative have for the student,
school, family, and community?
Which alternatives best address the important problems?
Develop and implement a plan of action?
How can you prioritize the goals to facilitate implementation?
What activities, referrals, resources, and strategies must be included in the plan of action
to address the goals?
Who is responsible for performing the various components of the plan of action?
What criteria will you use to evaluate progress?
Evaluate progress:
What progress has been made based on established criteria?
Are all individuals and groups satisfied with the progress?
What new problems have developed?
What revisions to the plan of action need to be made?
Research Paper: There will be a required research paper in this course. The writing requirements for the paper are included below. Students will choose from the following list of topics for their paper. The key deadline dates are listed below:
1. October 9: A draft Works Cited page in APA format is due. Email the document to the professor. It should include all sources used as of this due date.
1. November 20: Research paper is due.
Research Paper Topic Choices
Students will choose one of the following topics for their research paper. Some suggestions on key questions to answer in the research are provided as guidance. Students should expand their inquiry beyond these few questions based on their own individual research and interests. The textbook is an excellent source.
1. What is the impact of illegal immigration on homeland security?
0. Students will research both illegal and legal immigration contemporary statistics in the United States and identify patterns and evaluate their impact on homeland security.
0. Students will research and report on the activities of the Department of Homeland Security (DHS) agencies involved with immigration and evaluate the effectiveness of philosophies, metho ...
STUDENT WARNING This course syllabus is from a previous seme.docxflorriezhamphrey3065
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory
reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the
updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may
NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course
textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material
of APUS.
School of Arts & Humanities
Child and Family Development
CHFD498
Senior Seminar in Child and Family Development
3 Credit Hours
8 Week Course
Table of Contents
Instructor Information Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Materials
Instructor Information
Instructor: APUS Faculty
Table of Contents
Course Description (Catalog)
This course covers major issues within the field of child and family development. Historical
underpinnings of theory and practice, factors influencing family function and dysfunction across
the lifespan, family education and guidance, law and public policy related to children and
families, family resource management, and ethical and professional issues confronting
practitioners in field are examined. Extensive research, reading and synthesis of scholarly and
professional resources are required.
Prerequisite: Student must have SENIOR standing to register.
Table of Contents
Course Scope
This capstone course incorporates child and family development related knowledge domains
from the student’s undergraduate degree program, including fundamental and advance degree
and discipline related concepts. It provides students with opportunities to demonstrate what they
have learned during their academic careers and to prepare for entering their respective
professional field specialties.
Table of Contents
Course Objectives
Students successfully completing this course will demonstrate the following knowledge and
skills:
1. Describes fundamental and advanced concepts concerning the processes of child and
family development
2. Summarizes key contemporary issues facing children and families in contemporary
society
3. Evaluates the validity of discipline related literature.
4. Explains the key ethical and professional issues confronting practitioners in field of child
and family development
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. Assignments include classroom dialogs accomplished in
groups through threaded forums, examinations, and various written assignments.
Table of Contents
C.
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
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Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
International BusinessUnit I Assignment TemplatePart 1 Pick.docxnormanibarber20063
International Business
Unit I Assignment Template
Part 1: Pick three individual countries, one in the Middle East, one in Asia, and one in Europe. Apply Hofstede’s characteristics to each one, and state if the characteristic is low, medium, or high in each country. Also, explain why you think each country deserves that description.
Characteristics
[Middle East]
[Asia]
[Europe]
Power Distance
Uncertainty Avoidance
Individualism/Collectivism
Masculinity/Femininity
Long-term/Short-term Orientation
Part 2: Given your descriptions, explain which country is most like the United States and which country is most unlike the United States.
Answer:
Ashford 4: - Week 3 - Assignment
Summarize Your Sources for the Final Research Paper
If you'd like to see a bigger version of the tutorial, please click here.
Please review the instructions for the Final Research Paper in Week Five before you begin working on this assignment. This assignment is designed to help you get started on your Final Research Paper by requiring you to choose the topic and sources you will use, as well as summarize those sources. It will also give your instructor a chance to provide you with feedback on your thesis statement and your topic.
Please review the Tutorial for the Week 3 Worksheet before beginning to fill out the worksheet for this assignment.
See the Final Paper Flow Chart for a quick overview of the Final Research Paper.
Now that you’ve reviewed the Final Research Paper requirements, you are ready to complete the Week Three Assignment Worksheet, which contains further instructions.
Writing specialists are here 24/7, every day of the year, ready to support you!
· Click HERE to instantly chat with an online tutor.
· Click HERE to submit your paper for a review. Papers are returned within 24 hours with a revision plan.
· Click HERE to email us any writing questions.
· For additional writing resources like Grammarly, click on the Writing Center tab in the left navigation pane.
Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
In Ashford courses, there are two different ways to submit assignments for grading. Depending on the system the course utilizes, assignments will either be submitted via the classroom Assignment Basket or Waypoint .
Waypoint Assignment Submission
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment.
1. Click on the Assignment Submission button above. The Waypoint "Student Dashboard" will appear.
2. Browse for your assignment.
3..
English 300 Definition Essay Definition Essay is Due ___________.docxSALU18
English 300 Definition Essay
Definition Essay is Due ________________. It is to meet the following criteria:
1. 2-3pages in length; not including the Works Cited page
2. Follow your formatting style and provide both in-text citing and a bibliography page.
3. A clear thesis statement is required.
4. Use a minimum of three outside sources for support and since you are defining a concept in your field of study and will be doing an annotated bibliography, keep that is mind for possibly using these three sources as part of that assignment.
5. NEVER use Wikipedia – self policed websites cannot be counted on for truthful and credible information.
6. A clean, printed, hard copy is to be turned in to the professor in class.
7. The essays are due on the assigned day (on the syllabus) and will be docked one letter grade per day that they are late. That means EVERY day, not just class days.
Purpose: The purpose for definition writing is to provide a more detailed and extended definition than is generally found in a dictionary or simple definition. If you take an informative approach the tone should be detached and objective. If the tone takes a persuasive slant, the tone might be more urgent. A third possibility for definition is satiric, where a funny approach works well.
When taking the purpose into account, it is imperative that the purpose be kept in mind so that the essay stays focused on the stated thesis.
Audience: If the essay is meant to inform for general readers, helpful sources should include examples, characteristics and origins. If the essay is meant to persuade then the focus may shift toward a more emotional tone that ignites the reader’s feelings and wish for change. If the approach is satiric the focus can show a more humorous definition but be sure to choose a topic that is appropriate for humor. As always, the audience for college essays should be inclusionary and be for all to read and written at an adult level.
· When developing the information to be added to a definition essay remember to:
· 1st – choose a term that fulfills the definition requirement and is a topic that is broad enough to define (i.e. cult, friend, loyalty, academic honesty, effective parenting)
· 2nd – Classify the term (i.e. Academic dishonesty – cheating)
· 3rd – Characteristics (i.e. cheating on a test, looking up answers on a phone, plagiarism, copying another person’s homework, etc.)
· Develop the extended definition by asking questions:
· How does X look, taste, smell, feel and sound? (Narration)
· What are some typical instances of X? (Exemplification)
· How does X work? (Process Analysis)
· What leads to X? What are X’s consequences? (Cause-Effect)
· What does X do? (Narration)
· What are X’s component parts? What different forms can X take? (Division-Classification)
· What is X like or unlike? (Comparison-Contrast)
Organization and Development: Generally definition essays need to sharpen the focus of the reader by grabbing his or her atte ...
1
3
Title
Author Name
Professional Studies, Southwestern CollegeCourse ID: Course Title
Instructor’s Name and Title
Assignment Due Date
Abstract
If the assignment calls for an abstract, the page with the abstract is placed between the title page and the first page of the paper as is placed in this template. If an abstract is not required for the assignment, remove this page for your assignment. Note that the first sentence of the abstract is not indented as is otherwise required for the rest of the paper. Please consult the APA Seventh Edition Student Sample Paper for an example and explanation of what is expected in an abstract and its format.
Title of Paper
Start the paper here in paragraph format. Times New Roman 12-point font is preferred. Other sans serif or serif fonts such as 11-point Calibri, Arial, and Georgia, and 10-point Lucida Sans Unicode and Computer Modern may be used. The font selected must be used throughout the paper. Be sure to use one space after the period or question mark at the end of a sentence. All new paragraphs are indented. Double space the text throughout the paper with no extra spaces between paragraphs.
Headings
There are four types of headings that one may have within the body of a paper. Level 1 headings define the sections of the paper, are in bold title case, and are centered on the page. Use of this Template below is an example of a Level 1 heading. Note that there is not an introduction heading as the text after the paper’s title is considered the introduction. Level 1 headings may be defined by the assignment. As one example, level 1 headings may align with the assignment’s objectives with conclusions or recommendations being the last section, which aligns with what is expected with a formal report in a professional setting. An essay, on the other hand, may not expect level 1 headings as it requires a different style of writing.
Headings, above, is an example of a level 2 or second-level heading. Second-level headings are sub-sections. Please consult the APA Seventh Edition Student Sample Paper for examples and explanations about how to use and format second, third, and fourth-level headings as may be required for the assignment.
Use of this Template
The college’s recommendation is that you save two copies of this template at the beginning of each course as there may be enhancements to it. Keep one copy with the instructions for reference. Keep the other copy as the template for assignments but remove the text with instructions and leave the title page paper headers in place. The headers will be changed as each assignment is prepared. Please also consult the APA Seventh Edition Student Sample Paper for additional information and a more detailed example of the format of an APA Seventh Edition paper.
References
Solomon, A., Wilson, G., & Taylor, T. (2012). 100% information literacy success. (2nd ed.). Wadsworth Cengage.
The above is an example so please replace it with your own reference ...
Purpose The purpose of the graded collaborative discussions is t.docxwoodruffeloisa
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
· Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 3, 5, 6,
· Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 3, 4
· Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 5, 6
Due Date: Sunday, 11:59pm MT
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Total Points Possible: 50
Requirements:
Discussion Criteria
1. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
· Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
·
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a su ...
Page 1 of 5 In Search of a Voice and Other Adventures .docxbunyansaturnina
Page 1 of 5
In Search of a Voice and Other Adventures:
College Reading and Composition I--English 101-8218
Online Spring 2016 (8 weeks: 11 April-3 June)
H. Vishwanadha
e-mail: [email protected]
[email protected]
My voice restore for me
My mind restore for me
. . . . . . . .
It is finished in beauty
It is finished in beauty.
from the Navajo "Night Chant"
1. This course will focus on effective expository prose and critical reading--necessary survival
skills for your success in college and the professional world. In addition, we shall improve
our research skills through assignments in the library.
2. This class is taught entirely online and runs eight weeks from 11 April to 3 June. You are
expected to have a working computer with a reliable connection to the web via the
internet throughout the semester. Make sure you have installed on your computer the
necessary software to submit assignments in a format compatible with the ETUDES platform
and my computer (Word 2003 or later format or Rich Text Format for all documents). You
should become familiar with the ETUDES platform and other aspects of the online learning
environment. The home page of the online courses at myetudes.org is the main portal to gain
access to the course home page that has all the course materials. The web site also includes
helpful videos, FAQs, and other useful information to help orient you to the ETUDES
platform. Browse these sources as soon as possible. Take note of the Help Desk. For any
technical questions or problems, contact the Help Desk at 310.287.4305 or
[email protected] Regular participation in all online discussions is required.
Additional information about distance learning and online courses, visit
www.wlac.edu/online
3. Writing is a complex, enriching process. All of us should systematically go through the
prewriting/discovery, rough draft, and revision phases of the composing process. Rewriting is
the best form of writing. We shall continually revise our essays to make them informative,
thoughtful, and effective.
mailto:[email protected]
Page 2 of 5
4. The absolute TRUTH about composition according to Vishwanadha:
We write not just for grades and teachers but for real human beings.
We write not just correctly but effectively and gracefully.
We write not just to fill up paper but to inform and persuade.
Rewriting is the best form of writing.
5. Required texts:
a) A. Gawande. Complications. A Surgeon‟s Notes on an Imperfect Science. New York:
Picador, 2002.
b) S. Winchester. Professor and the Madman. New York: Harper Perennial, 2005.
c) A Pocket Style Manual. Ed. Diana Hacker. Boston: Bedford/St. Martin‟s, 2007.
d) A good desk dictionary.
1. Assignments:
Essays (about 4) 55%
Timed-writing assignments (about 6) 25%
Threaded discussions 15%
Journal (at least one entry a week) 5%
Carefully review the document titled “101Essa.
Course Home - Syllabus Spring 2, 2015 Public Mana.docxfaithxdunce63732
Course Home - Syllabus Spring 2, 2015
Public Management
Course Syllabus
Course Information
Course Description
The common and distinctive elements of management on the several levels of government
are studied. The management philosophy of public organizations, strategy, and
organizational behavior are discussed.
Core Learning Outcomes
Upon completion of this course, students will be able to:
1. Describe the core concepts of public management in a democratic society.
2. Apply public management concepts to public organizations at the federal,
state, and local levels.
3. Demonstrate how public management theory informs practice.
4. Analyze public management challenges and opportunities from multiple
perspectives.
5. Assess the implications that specific public issues and problems have for public
managers.
Course Assessments
Explanation of Assignments
Students are expected to follow these standards for all assignments:
1. All papers must be word-processed, double-spaced, written in 12-point font,
and 1inch margins.
2. Papers must contain no misspelled words or grammatical errors.
3. Use proper format for citations and footnotes, as well as quotation marks.
The Weekly Essays, Final Paper, and Book Review must be submitted in the Drop Box.
Response to Weekly Discussion Questions
(Due by 10:00 p.m. CT each Tuesday.)
Students are expected to respond to weekly discussion questions in the class threaded
discussions. Postings must be made by 10:00 p.m. On Tuesday in order to be
considered timely. Responses to weekly discussion questions will be graded based on the
following criteria:
• Response demonstrates an understanding of the course material by
referencing the course material – 6 pts possible
• Response includes an example –6 pts possible
• Response demonstrates professional writing skills and does not include errors
– 3 pts possible
Each weekly response is worth a maximum of 15 points.
Grading Rubric
Requirements and Points
Exceeds
Expectation
Meets
Expectation
Does Not Meet
Expectation
Requirement:Response
demonstrates an
understanding of the
course material by
referencing the course
material.
Points: /6 points
The student
demonstrates
a
comprehensive
understanding
of the course
material.
The student
demonstrates
a basic
understanding
of the course
material.
The student
fails to
demonstrate
a basic
understanding
of the course
material.
Requirement:Response Example is
thoroughly
The student
provides a
The student
fails to
includes an example.
Points: /6 points
explained and
directly
relevant.
relevant
example.
provide an
example.
Requirement:
Response demonstrates
professional writing
skills and does not
include errors
Points: /3 points
No errors. One or two
errors.
Three or more
errors.
Response to Peer Discussion Questions
(Due by 10:00 p.m. CT each Friday.)
.
Investigating Happiness at College SNAPSHOT T.docxbagotjesusa
Investigating Happiness at College
SNAPSHOT:
TOPIC Either a specific group related to college or a factor within
college life that possibly affects a specified group of college
students or students in general.
PITCH Present your topic and your research question to the class—
shark tank! Sound too scary? How about guppy tank ?).
Tentative due date: 2/5 & 2/7
ESSAY 1 The prospectus and the annotated bibliography.
Tentative due date: 2/21
ESSAY 2 Change in your topic or conducting your own study
Tentative due date: 3/16
ESSAY 3 Argument about a specific controversy within your topic
Tentative due date: 4/6
ESSAY 4 Answers and argues your refined research question about the
importance of your topic.
Tentative due date: 4/24
♥ Rough drafts with reflections about what is working and not working and
WHY will be required for the prospectus and essays 2 and 3. The work
on the rough draft and the reflections will count toward your essay grade.
♥ Final reflections submitted the class period after you submit your final
draft for essays 2-4 will also count as part of your essay grade.
♥ You will upload your drafts on Moodle. You will be asked to identify the
portions of the sources you used and submit hard copies of your sources
in a folder or files of your sources online.
Investigating Happiness at College:
Some questions that will help you form your own research
questions:
● Is happiness a necessity or a perk in college life?
● What do the expectations of happiness and the pursuit of
happiness reveal about a specific college group, college
students in general, or another college-related group?
● Considering both on-campus factors and off-campus factors
(at least at first), what most influences your group’s
happiness (or unhappiness)?
● Is there one major factor (on campus or off campus) you
would want to investigate that affects students’ happiness?
● How do the expectations about happiness that society has in
general or a certain specific segment of society (for
instance, parents) has, relate to college or college students?
● How much do preconceived notions and expectations about
college life affect student happiness?
● Hard work is hard to enjoy. So how do students balance that
hard work with the .
1. 1
Houston Graduate School of Theology
CS 767 Techniques and Principles of Spiritual Direction (Directed Studies)
Summer 2015 (Meeting Time and Place to be agreed upon)
Dr. Steve Stutz, Adjunct Assistant Professor of Spiritual Direction
scstutz@hotmail.com, sstutz@hgst.edu, or 281-804-6154
The mission of Houston Graduate School of Theology is empowering spiritual
leadership through the intellectual, spiritual, and vocational development
of men and women in order to advance the gospel of Jesus Christ
throughout the world.
I. Course Description
A study of methods of spiritual direction and related skills in directed studies context.
Attention will be given to both one-to-one and group spiritual direction, referral issues,
the relationship of spiritual direction to psychotherapy, the necessity of the director’s
familiarity with personality theory, listening skills, varieties of spiritual practice within
Christian and non-Christian traditions, with a special emphasis on the student’s personal
development as a director. Three hours.
II. Course Learning Outcomes
Upon completion of this course, the student will be able to:
A. Demonstrate an evolving understanding of spiritual direction through written
papers and classroom discussion, as described in the assigned texts;
B. Articulate his or her current personal understanding of spiritual direction through
a written paper.
III. Texts and Course Schedule
Required Reading:
Edwards, Tilden. Spiritual Director, Spiritual Companion: Guide to Tending the Soul.
Paulist Press, 2001. ISBN 0-8091-4011-X
Hart, Thomas N. The Art of Christian Listening. Paulist Press, 1980. ISBN 0-8901-2345-
2
Nemeck, Francis Kelly, and Marie Theresa Coombs. The Way of Spiritual Direction.
Collegeville, Minn.: Liturgical Press, 1993. ISBN 0-8146-5447-9
Smith, Paul R. Integral Christianity: The Spirit's Call to Evolve. St. Paul: Paragon House,
2011. ISBN 1557788006
Recommended Reading
Funk, Mary Margaret. Thoughts Matter: The Practice of Spiritual Life. Continuum, 1998.
ISBN 0-8264-1164-9
2. 2
---------. Tools Matter for Practicing the Spiritual Life. Continuum, 2001. ISBN 0-8264-
1351-X
Johnson, Robert A. Inner Work: Using Dreams and Active Imagination for Personal
Growth. HarperOne, 1989. ISBN 978-0062504319
Keating, Thomas. Open Mind, Open Heart: The Contemplative Dimension of the Gospel.
Continuum, 2006. ISBN 978-0826418890
May, Gerald G., M.D. The Dark Night of the Soul: A Psychiatrist Explores the
Connection Between Darkness and Spiritual Growth. HarperCollins, 2004. ISBN
0-06-055423-1
--------. The Wisdom of Wilderness: Experiencing the Healing Power of Nature.
HarperCollins, 2006. ISBN 978-0-06-084540-7
Merton, Thomas. New Seeds of Contemplation. New Directions, 2007. ISBN 978-
0811217248
Rohr, Richard. The Naked Now: Learning to See as the Mystics See. Crossroad
Publishing Company, 2009. ISBN 978-0-8245-2543-9
-------- and Andreas Ebert. The Enneagram: A Christian Perspective. Crossroad Pub.,
2001. ISBN 0-8245-1950-7
Wilber, Ken. Integral Spirituality: A Startling New Role for Religion in the Modern and
Postmodern World. Boston, Mass.: Integral Books, 2007. ISBN 1590305272
IV. Course Requirements (see Directed Study Assignment List below)
A. Essay and Research Papers
1. A two-page paper will be due one week after the first meeting with the
professor, discussing the student’s current understanding of God. This paper
will be corrected but not graded so that student will learn the professor’s
expectations regarding written assignments. The student must submit it via
email as a Word document. PDF is not acceptable because it cannot be
edited.
2. The student will write two brief papers (4-5 pages). Due dates will be
given at the first meeting with Dr. Stutz. The first will describe theological
anthropology from the student’s perspective and that of his or her tradition.
The second is to be entitled “An Understanding of Spiritual Direction.”
3. Critical Reviews (4-5 pages) and Personal Reflections (1-3 pages)
3. 3
The student will write a review and reflection of each of the required texts.
These should be submitted throughout the semester. It would be unwise to
allow work on these brief papers to accumulate until the end of the semester.
4. The student will write a “Rule of Life” based on his or her personal
integration of insights learned in this class. This “Rule” describes the
student’s spiritual disciplines and practices, make reference to their sources
in readings, and indicate how they comply with the student’s religious
tradition or deviate from it. The “Rule” should be 5 to 7 pages in length and
is due on the date listed below.
5. A major paper, due by the end of the semester. The student will choose
a writer from the list of recommended readings with the approval of the
professor, will write at least 7 pages explaining that writer’s theories in
depth, and will write the remaining pages describing the way that those
theories enhance the student’s understanding of spiritual direction and
personal spirituality. The wise student will begin planning this 10- to 15-
page paper near the beginning of the semester. Prior to turning in the project,
the wise student will spend a substantial amount of time editing the project in
its entirety.
C. Participation: The student will participate in meetings with the professor at
least four times during the semester, and more often if needed. The student
will arrive on time and notify the professor at least two days in advance of any
expected absences.
D. Expected Student Workload for this course: 119 hours
Class time – 3
Reading – (Edwards 219@20/hr = 11; Hart 120@20/hr = 6; Nemeck
220@20/hr = 11; Smith 381@20/hr = 19) - 47
Regular papers – 2 @ 10 hr = 20
Critical reviews – 4 @ 10 hr = 40
Personal reflections – 4 @ 6 hr = 24
Rule of Life – 7 pg @ 2/hr = 14
Major paper – 7 pg@2/hr = 14
Total = 119
V. Grading Polices. The following apply to written papers, which comprise 85% of
the student’s grade. Discussion and participation account for 15%.
A The paper shows superior mastery of the subject and excellent writing
skills
A- The paper shows mastery of the subject and very few writing errors.
B+ Above average competence and writing
4. 4
B The paper shows understanding of the subject and competent writing
B- The paper is acceptable.
C Paper is unacceptable for graduate work.
All papers will be reduced at least one-half letter grade for incompetent writing.
Be sure to read the Notes for Writing Assignments below for minimum standards.
VI. Classroom related Academic Policies
A. Regular attendance and regular submission of assignments on due dates in the
syllabus is expected. Each student must talk to the instructor about
circumstances affecting his or her ability to attend class and complete
assignments. A “T” will be noted in the attendance roster for students who
develop a pattern (3 times) of missing up to half of a class session by either
tardiness or early departure. Three “tardies,” as described above, will equal
one absence. More than three absences (excused or unexcused) will result in a
letter-grade reduction of the final grade and may result in failure of the course.
B. Work is expected on the due date. Late papers will receive no less than a one-
letter grade reduction.
C. Turnitin.com
1. All written assignments are subject to required submission to
www.turnitin.com to check for originality and style. The assignments that
are required for submission will be described in the syllabus.
2. Students will create an account at www.turnitin.com. After doing so, the
student will join the course page with the code and password supplied by
the instructor. A list of assignments and due dates will be available on the
course page.
3. Students will submit assignments by the due date and time and will be
required to submit the assignments in a hard copy format as well.
D. Electronic Equipment Usage in Classrooms
It is expected that students will use technology (cell phones, laptop computers,
iPads, etc.) during classes only for the purposes of class work. Therefore,
students should turn off cell phones and refrain from texting and using laptop
computers during classes except for the purposes of taking notes or doing
research specifically authorized by the course instructor. Students who have
emergency needs not covered by this policy must ask for an exception from
the course instructor.
E. Please review the Academic Catalog for policies regarding Incompletes and
Plagiarism. For more information on HGST and area Library Services, please
download the Library Handbook from the HGST website.
VII. Notes for Writing Assignments
For MDiv, MASD, MAML, or MTS students: All writing assignments should
conform to Kate Turabian, A Manual for Writers of Term Papers, Theses, and
Dissertations, 8th
Edition. This includes matters of style and format. The
instructor requires the use of footnotes for documentation when more than one
5. 5
resource is cited. The student must number pages. According to Turabian, page
numbers appear in the upper right hand corner, except on pages with major
headings (titles). Margins should be one inch on all four sides, except where
major headings (titles) require a two-inch top margin.
For MAC students: APA formatting is accepted as prescribed in the Publication
Manual of the American Psychological Association, 6th
edition.
All students shall utilize 12-point Times New Roman font throughout. The
instructor prefers that the student not use presentation or report binders or folders.
She prefers submission of papers with staples or binder clips.
Critical, or formal, writing differs from colloquial writing or spoken English at
several points. The student should note the following guidelines for critical
writing. The instructor expects students to follow these guidelines strictly for
academic-style assignments. Failure to do so will be penalized.
Avoid first- or second-person references, both singular and plural (“I,”
“we,” or “you”). Keep the written projects objective and professional. The
student must remember that imperative forms are second person.
Never use contractions.
Avoid passive voice construction (i.e., The student should write “God chose
Joshua” rather than “Joshua was chosen by God.”). Some exceptions are
necessary, but limiting the use of passive voice is a good policy.
Be sure that number and tense always agree (i.e., Do not write in one place
that “Brueggemann argues . . .” and at another place “Brueggemann argued
. . .”). Subject-verb agreement is imperative.
Spellcheck! Spellcheck! Spellcheck!
Grammar check works as well!
All pronouns should have clear antecedents. Avoiding “it is” and “there is”
in the paper removes much of the ambiguity of pronoun usage.
Sentence fragments are unacceptable. Every sentence must have a subject
and a predicate.
CS 767 Techniques and Principles of Spiritual Direction
Directed Study Assignment List
Initial Class: Introduction to the course, presentation of texts and syllabus, “faith
sharing” discussion, personal practices/disciplines
Regular Papers (the student will submit all papers as Word documents to
scstutz@hotmail.com. Do not submit a paper in PDF format. All papers to be
written in the third person):
1) “An Understanding of God” (2 pages, not to be graded)
6. 6
2) “Theological Anthropology” from the perspective of the student’s tradition and
the student’s own understanding (5 pages)
3) “The Student’s Understanding of Spiritual Direction” (5 pages)
4) Major paper (10-15 pages) on a work from the list of recommended readings,
chosen in consultation with the professor. Choose this author early in the semester.
Critical Reviews (4-5 pages) and Personal Reflections (1-3 pages)
The student will write a review and reflection of each of the required texts. These should
be submitted throughout the semester. It would be unwise to allow work on these brief
papers to accumulate until the end of the semester.
Video Presentations
The student will watch videos by Richard Rohr, Ron Rolheiser, Therese Taylor-Stinson,
and others in class with Dr. Stutz, though he encourages the student to view them prior to
class meeting. The videos are located on YouTube’s SDI channel or at
sdiworld.org/resources/videos.