Division of Social and Behavioral Sciences
Political Science Program
4200 Connecticut Avenue NW | Washington, DC 20008 | 202.274.7403 | www.udc.edu
Senior Seminar
Course Number: POLI 498-01 CRN 20278 (3 credits)
Semester: Spring 2021; Class Time: T 5:30-8:20pm and by appointment
Class Location: Emergency Remote Virtual
Instructor: Dr. Guy F. Shroyer
E-mail: [email protected]
Office Hours: Weekly by appointment
I. Course Description: This course applies skills learned in POLI 295 Political Research Skills
and POLI 497 Methods of Political Science, involving completion of a professional-level
Political Science research paper. Professional-level is defined as a research paper that could be
submitted to a refereed Political Science professional journal. The course requires students to
demonstrate understanding and knowledge of the scientific method as it is applied in the analysis
of a manageable research problem in Political Science.
Pre-Requisites: Poli 295 (Political Research Skills) and Poli 497 (Methods of Political Science)
Course Rationale: Required Course for the Political Science Program
Course Objective: This course will enable the student to use the skills acquired in POLI 295 and
497 and allow them to demonstrate their understanding of scientific methods and social inquiry
by designing and carrying out a manageable research project and the completion of a formal
research paper (final report).
Student Objective: This course will enable students the opportunity to engage in an advanced
level of scientific inquiry by focusing upon a research project that results in the completion and
submission of a professional quality paper, a presentation and defense.
Instructional Methodology: This course will meet synchronously online for approximately 10
in-group classroom meetings in addition to weekly consultations by appointment. Throughout
the semester, students are required to schedule virtual meetings with the instructor (number and
dates TBD). At these meetings, we will work through questions and problems regarding your
individual projects and address the scope and progress of your research and writing. We will use
Blackboard and WebEx as media of communication and Blackboard as the exclusive modality
for turning in assigned work. We will come together as a group near the end of the semester to
present your projects on a senior panel.
mailto:[email protected]
2
II. Program Objectives and Student Learning Outcomes:
Program Objectives Student Leaning Outcomes Corresponding Classwork,
Assignments
Assessments
1.0 Understand major
concepts, methods and
theories useful for
analyzing political and
social problems
1.0 Describe research topic
and question with clarity
Student will produce and
elaborate upon a formal social
scientific research question
Timely completi ...
WILMINGTON UNIVERSITYCOLLEGE OF TECHNOLOGYSYLLABUSFACULTY ME.docxambersalomon88660
WILMINGTON UNIVERSITY
COLLEGE OF TECHNOLOGYSYLLABUS
FACULTY MEMBER: Greg Hughes TERM: Summer 2016 Block 2
COURSE TITLE: IT Policy & Strategy
COURSE NUMBER: IST.7100
TEXTBOOK: TITLE:
AUTHOR:
If you would like more precise information regarding the textbook(s) for this class, please visit the bookstore website at http://www.wilmcoll.edu/bookstore
METHOD OF CONTACT:
PREREQUISITE: IST7000, IST7020, IST7040, IST7060
All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code.
I. COURSE DESCRIPTION
The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies, while experimenting with selected emerging technologies; and 5) The role of the CIO.
II. RATIONALE
Students develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. Working students and students with post-baccalaureate experience will be able to examine the current and potential impact of information and information technology on all aspects of their position, firm, and industry.
III. MAJOR INSTRUCTIONAL GOALS
Goal A. Understand the role of IT in reaching business objectives
Learning Outcomes: The student will be able to:
A-1 Differentiate between strategy, vision and strategic objectives
A-2 Differentiate between effective business strategies based on a company’s vision, strategy, and mission statements
A-3 Identify the significance of the five levels of Strategic Alignment Maturity
A-4 Identify the primary differences between strategic, tactical and operational processes
Goal B. Understand the role of governance and communication in the selection and use of organizational processes to make decisions about how to obtain and deploy IT resources
Learning Outcome:The student will be able to:
B-1 Understand the components of a strategic plan
B-2 Identify organizational types and use in case study application
B-3 Identify the components of IT architecture
B-4 Identify .
This document contains the syllabus for a course on People, Organization and Society taught during the 2009-2010 academic year. It provides details on the lecturer, Dr. Giuseppe Mario Saccone, including his contact information and office hours. The course will examine the relationship between individuals, organizations, and society. It will meet on Tuesdays and Fridays and require Jaffee's textbook. Students will be evaluated based on class participation, assignments, a midterm exam, and a final exam. The syllabus outlines the course objectives, schedule, policies and grading scale.
This document summarizes a lesson plan for a 12th grade Practical Research 2 class. The lesson focuses on research scope and delimitation, problem statements, and conceptual frameworks. Key activities include dividing students into groups to identify the scope and delimitation of sample research topics, writing problem statements based on provided research articles, and developing conceptual frameworks and presentations for assigned research questions. The teacher evaluates student understanding through essay questions and notes that additional remedial activities may be needed for students scoring below 80%.
This document provides details for a computing research project on the topic of digital wellbeing. It includes a research proposal with sections on the research topic, reasons for choosing the topic, a literature review, planned activities and timescales, and the proposed research approach and methodology. The research aims to examine how Facebook's Quiet Mode feature impacts users' digital wellbeing. The methodology describes a qualitative research design using semi-structured interviews to understand users' experiences with Quiet Mode and how it affects their social media usage habits and mental wellbeing. Ethics approval will be obtained and participants' anonymity will be maintained. The expected outcomes are a better understanding of how social media features can support or hinder users' digital wellbeing.
This document provides the syllabus for a Communication Research course taught in Fall 2017. It includes information about the instructor, course description and learning objectives, required textbook, class schedule, assignments including a literature review, research project, and exams, grading breakdown, and policies regarding attendance, participation, late work, and academic integrity. The course aims to introduce students to methods of social scientific research as applied to communication by having them master concepts and skills in both qualitative and quantitative analysis through in-class exercises, assignments, and a culminating research project.
MID-AMERICA CHRISTIAN UNIVERSITY College of Adult and G.docxMARRY7
MID-AMERICA CHRISTIAN UNIVERSITY
College of Adult and Graduate Studies
PSYCHOLOGY AND
ETHICS RESEARCH I
PSYC 3501
Syllabus
BACHELOR OF SCIENCE IN PSYCHOLOGY AND ETHICS
ADULT SCHOOL OF PSYCHOLOGY AND BEHAVIORAL SCIENCE
Revision: September 15, 2013
PSYC 3501 Psychology & Ethics Research I MACU College of Adult and Graduate Studies
2
Instructor
See Contact Information in D2L under News in Course Home.
Course Description
The second course in the research block expands the study of the fundamentals of research to designing a
research study that meets the criteria for Chapter 3 in a formal research project. Students will apply
evaluation criteria to critique their study to identify weaknesses in the research design and inappropriate or
biased selection of participants. Once approved, students will perform their study and prepare to write the
results in PSYC 4823. Prerequisite: PSYC 3403 Research and Ethical Decision Making
Course Overview
This course continues the study of writing and consuming as well as validating empirical research
through the continuation of the capstone research project. The student will have completed
Chapters 1 and 2 and then have completed Chapter 3 (Methods) by the end of this course. Students
will be initially presented with information on creating survey questions in research consistent with
their research design and will learn how to sample populations as well as how to construct
questions. Students will be asked to explore the current research and be able to identify the
different components of research within those articles. By doing this, students will be able to
critically review research and become good consumers of research.
Student Outcomes
Within this course, students will be introduced to and instructed in the application of research
methodology both as a producer and a consumer as well as research design. At course end,
students be able to:
1. Critically evaluate research from a scientific perspective.
2. Evaluate the statistical analysis of research to determine significance of the study.
3. Apply basic principles of research to their own career choice.
4. Design a survey questionnaire for use in their chosen career.
5. Examine the literature to produce questions for further research and evaluation.
6. Create a methods section to explore their research question.
7. Evaluate an hypothesis and to determine the significance of an effect in research.
8. Read and use research literature in their discipline.
9. Systematically and rationally use research in decision making.
10. Conduct library research and use computers in research.
11. Critically analyze research to be good consumers of research.
12. Scientifically develop research to be good producers of research.
13. Evaluate a methods section of a research article for clarity and significance.
14. Identify the differences in research desi ...
- The document outlines a course syllabus for a research methods course at Veritas College of Irosin.
- The course aims to develop future teachers' understanding of conducting research and its impact on education. Students will learn about research terminology, ethics, and quantitative, qualitative, and mixed methods approaches.
- The course content covers the research process, literature reviews, research design, methodology, and drafting chapters for a research proposal including the background, problem, framework, and methodology.
- Assessment includes exams, class activities, and students completing three chapters of a research proposal.
WILMINGTON UNIVERSITYCOLLEGE OF TECHNOLOGYSYLLABUSFACULTY ME.docxambersalomon88660
WILMINGTON UNIVERSITY
COLLEGE OF TECHNOLOGYSYLLABUS
FACULTY MEMBER: Greg Hughes TERM: Summer 2016 Block 2
COURSE TITLE: IT Policy & Strategy
COURSE NUMBER: IST.7100
TEXTBOOK: TITLE:
AUTHOR:
If you would like more precise information regarding the textbook(s) for this class, please visit the bookstore website at http://www.wilmcoll.edu/bookstore
METHOD OF CONTACT:
PREREQUISITE: IST7000, IST7020, IST7040, IST7060
All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code.
I. COURSE DESCRIPTION
The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies, while experimenting with selected emerging technologies; and 5) The role of the CIO.
II. RATIONALE
Students develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. Working students and students with post-baccalaureate experience will be able to examine the current and potential impact of information and information technology on all aspects of their position, firm, and industry.
III. MAJOR INSTRUCTIONAL GOALS
Goal A. Understand the role of IT in reaching business objectives
Learning Outcomes: The student will be able to:
A-1 Differentiate between strategy, vision and strategic objectives
A-2 Differentiate between effective business strategies based on a company’s vision, strategy, and mission statements
A-3 Identify the significance of the five levels of Strategic Alignment Maturity
A-4 Identify the primary differences between strategic, tactical and operational processes
Goal B. Understand the role of governance and communication in the selection and use of organizational processes to make decisions about how to obtain and deploy IT resources
Learning Outcome:The student will be able to:
B-1 Understand the components of a strategic plan
B-2 Identify organizational types and use in case study application
B-3 Identify the components of IT architecture
B-4 Identify .
This document contains the syllabus for a course on People, Organization and Society taught during the 2009-2010 academic year. It provides details on the lecturer, Dr. Giuseppe Mario Saccone, including his contact information and office hours. The course will examine the relationship between individuals, organizations, and society. It will meet on Tuesdays and Fridays and require Jaffee's textbook. Students will be evaluated based on class participation, assignments, a midterm exam, and a final exam. The syllabus outlines the course objectives, schedule, policies and grading scale.
This document summarizes a lesson plan for a 12th grade Practical Research 2 class. The lesson focuses on research scope and delimitation, problem statements, and conceptual frameworks. Key activities include dividing students into groups to identify the scope and delimitation of sample research topics, writing problem statements based on provided research articles, and developing conceptual frameworks and presentations for assigned research questions. The teacher evaluates student understanding through essay questions and notes that additional remedial activities may be needed for students scoring below 80%.
This document provides details for a computing research project on the topic of digital wellbeing. It includes a research proposal with sections on the research topic, reasons for choosing the topic, a literature review, planned activities and timescales, and the proposed research approach and methodology. The research aims to examine how Facebook's Quiet Mode feature impacts users' digital wellbeing. The methodology describes a qualitative research design using semi-structured interviews to understand users' experiences with Quiet Mode and how it affects their social media usage habits and mental wellbeing. Ethics approval will be obtained and participants' anonymity will be maintained. The expected outcomes are a better understanding of how social media features can support or hinder users' digital wellbeing.
This document provides the syllabus for a Communication Research course taught in Fall 2017. It includes information about the instructor, course description and learning objectives, required textbook, class schedule, assignments including a literature review, research project, and exams, grading breakdown, and policies regarding attendance, participation, late work, and academic integrity. The course aims to introduce students to methods of social scientific research as applied to communication by having them master concepts and skills in both qualitative and quantitative analysis through in-class exercises, assignments, and a culminating research project.
MID-AMERICA CHRISTIAN UNIVERSITY College of Adult and G.docxMARRY7
MID-AMERICA CHRISTIAN UNIVERSITY
College of Adult and Graduate Studies
PSYCHOLOGY AND
ETHICS RESEARCH I
PSYC 3501
Syllabus
BACHELOR OF SCIENCE IN PSYCHOLOGY AND ETHICS
ADULT SCHOOL OF PSYCHOLOGY AND BEHAVIORAL SCIENCE
Revision: September 15, 2013
PSYC 3501 Psychology & Ethics Research I MACU College of Adult and Graduate Studies
2
Instructor
See Contact Information in D2L under News in Course Home.
Course Description
The second course in the research block expands the study of the fundamentals of research to designing a
research study that meets the criteria for Chapter 3 in a formal research project. Students will apply
evaluation criteria to critique their study to identify weaknesses in the research design and inappropriate or
biased selection of participants. Once approved, students will perform their study and prepare to write the
results in PSYC 4823. Prerequisite: PSYC 3403 Research and Ethical Decision Making
Course Overview
This course continues the study of writing and consuming as well as validating empirical research
through the continuation of the capstone research project. The student will have completed
Chapters 1 and 2 and then have completed Chapter 3 (Methods) by the end of this course. Students
will be initially presented with information on creating survey questions in research consistent with
their research design and will learn how to sample populations as well as how to construct
questions. Students will be asked to explore the current research and be able to identify the
different components of research within those articles. By doing this, students will be able to
critically review research and become good consumers of research.
Student Outcomes
Within this course, students will be introduced to and instructed in the application of research
methodology both as a producer and a consumer as well as research design. At course end,
students be able to:
1. Critically evaluate research from a scientific perspective.
2. Evaluate the statistical analysis of research to determine significance of the study.
3. Apply basic principles of research to their own career choice.
4. Design a survey questionnaire for use in their chosen career.
5. Examine the literature to produce questions for further research and evaluation.
6. Create a methods section to explore their research question.
7. Evaluate an hypothesis and to determine the significance of an effect in research.
8. Read and use research literature in their discipline.
9. Systematically and rationally use research in decision making.
10. Conduct library research and use computers in research.
11. Critically analyze research to be good consumers of research.
12. Scientifically develop research to be good producers of research.
13. Evaluate a methods section of a research article for clarity and significance.
14. Identify the differences in research desi ...
- The document outlines a course syllabus for a research methods course at Veritas College of Irosin.
- The course aims to develop future teachers' understanding of conducting research and its impact on education. Students will learn about research terminology, ethics, and quantitative, qualitative, and mixed methods approaches.
- The course content covers the research process, literature reviews, research design, methodology, and drafting chapters for a research proposal including the background, problem, framework, and methodology.
- Assessment includes exams, class activities, and students completing three chapters of a research proposal.
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This document provides instructions for a coursework assignment assessing research methods. Students must complete an academic poster presentation summarizing their literature review on an approved topic. The 10-minute presentation will be delivered to two academics, one an expert in the topic. Instructions include poster content and structure, assessment criteria, submission details, and important policies on plagiarism, late penalties, and reassessments.
Module sprcification thesis (proposal) with lectures aleya docAfm Mohiuddin Akhand
This document provides information about a Master's level module called Dissertation (Proposal) for an M.A. in Interior Architecture program. The module introduces students to research concepts, procedures, and techniques to develop a dissertation proposal. Students will select a research topic in consultation with their supervisor, related to interior design. They will develop a proposal and present it. The goal is for students to establish a focused thesis proposition through research. Students may submit a written dissertation or design project as their final work, with supervisor guidance to determine the research problem. The module aims to extend students' theoretical and technical knowledge to construct a viable dissertation through various lessons and assignments.
INFS4887 Business Research Methods S1 2013.pdfBurcerMichael
This document provides the course outline for INFS4887 Business Research Methods. It includes information on the course staff, units of credit, aims and learning outcomes. The course involves lectures, workshops and assignments to develop skills in research instrument design, data analysis and research methodology. Students will complete individual assignments on data analysis, quantitative instrument design and qualitative instrument design, and must participate actively in workshops. The course aims to prepare students to conduct independent research projects and theses.
This document provides the syllabus for a secondary science teaching seminar for Maryland special education participants. It outlines the course objectives, meeting dates and location details, required resources, assignment due dates, and expectations. Participants will complete assessment projects analyzing content standards, literacy strategies, math integration, inquiry-based lessons, and using data to inform instruction. They will implement science teaching strategies, reflect on their lessons, and create a professional development plan to demonstrate their growth.
The document discusses the use of ePortfolios in CUNY Online to showcase student work and assess competencies. It outlines:
1) A pilot program using Blackboard and Digication ePortfolios in various courses to evaluate research methods and English assignments.
2) The development of an overall matrix mapping six basic competencies to various courses to provide scaffolding for students.
3) A second pilot in Fall 2009 involving five courses and 110 students using Digication ePortfolios, with faculty given wide latitude in implementation. Assessment of student and faculty participation was conducted.
This 3 credit course titled "Business Research Methods" is offered in the 6th semester of year 2 of the program. It aims to equip students with the ability and skills to conduct research in the field of business through developing their analytical, communication, and research skills. The course introduces students to research methods and focuses on analyzing business problems and using scientific research as a problem-solving tool. It involves lectures, case studies, group work, and students independently researching and presenting a proposal and findings. Assessment consists of assignments, a research proposal, presentation, and final exam.
The document provides information about an assessment task for a Design and Technology course. It includes:
1) An explanation of why the task was chosen - to help students consider the social and environmental consequences of their design decisions early in their project.
2) Details of the task which requires students to research and present on social or environmental issues related to their design project through a 2-page written report and 3-minute oral report.
3) How the task will be introduced to students, including unpacking the task, brainstorming examples, and having students prepare a plan.
This document provides an overview of the CSSA 506 "Assessment in Higher Education" course offered at Oregon State University in spring 2005. The course is designed to help students learn about assessment techniques and strategies that can be used to evaluate programs and services in student affairs. Over the 10-week course, students will complete group and individual assignments applying assessment skills, including facilitating discussions of assessment methods, designing an assessment proposal, and conducting a final assessment study. The course aims to help students develop competencies in areas like assessment design, data collection and analysis, and communicating findings.
Course Objectives:
1. To offer the opportunity for the young students to acquire on job the skills, knowledge, attitudes, and perceptions along with the experience needed to constitute a professional identity.
2. To provide means to immerse students in actual supervised professional experiences
3. To gain deeper understanding in specific areas
This document provides specifications for a level 7 assignment consisting of two components. It outlines the requirements, structure, assessment criteria, and deadlines for a literature evidence review (Component 1) and research design proposal (Component 2). Students must complete both components, each 2500-3000 words, to propose and design a comprehensive research project on an approved business-related topic. The assignment will be assessed based on the demonstrated ability to undertake research, apply appropriate methodologies, critically analyze literature, and propose and communicate research findings. Students must submit their work by the deadline of February 23, 2017.
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
This document outlines the course syllabus for a Master's level course titled "Fundamentals of Scientific Research". The 3 credit, 15 week course is intended to provide students with the skills needed to conduct research at the MSc level. Topics covered include research methodology, project management, problem identification, research design, development and evaluation techniques. Assessment includes exams, reports and research projects. The course aims to prepare students to undertake research through developing original ideas and practice necessary skills such as time management and technical writing.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
This document outlines the course Metodología 1 for the Pedagogía en Inglés career at Universidad Alberto Hurtado. The 8-credit, required course takes place in the second semester of 2014 and focuses on providing tools for teaching English as a foreign language. It covers topics such as classroom management, teaching across age and proficiency levels, and integrating technology. Assessment includes readings responses, classroom observations, lesson planning, and designing a digital learning object. The course aims to help students understand communicative language teaching approaches in the Chilean context.
Studio 4 arc60206 module outline (august 2015)Anthony Chew
This document provides information about the Architecture Design Studio 4 module taken by Bachelor of Science (Honours) in Architecture students. The module focuses on designing for environmental sustainability and community engagement through a project for a specific community within a given context. Students will explore precedent studies and design solutions that harness environmental qualities and conditions. Assessments include two design projects and a Taylor's Graduate Capabilities portfolio. The projects require consideration of environmental, social, and programmatic needs and utilize passive design strategies. Upon completing the module, students will be able to analyze site contexts, apply sustainability principles, and design architectural spaces that respond to environmental and user needs through clustered building typologies.
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
This document provides information about a course called UF 300 Transitional Foundations at Boise State University. The course is designed for students who have an associate's degree or have completed some foundational courses. It focuses on developing 21st century skills like critical thinking, communication, collaboration and creativity.
Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
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This document provides instructions for a coursework assignment assessing research methods. Students must complete an academic poster presentation summarizing their literature review on an approved topic. The 10-minute presentation will be delivered to two academics, one an expert in the topic. Instructions include poster content and structure, assessment criteria, submission details, and important policies on plagiarism, late penalties, and reassessments.
Module sprcification thesis (proposal) with lectures aleya docAfm Mohiuddin Akhand
This document provides information about a Master's level module called Dissertation (Proposal) for an M.A. in Interior Architecture program. The module introduces students to research concepts, procedures, and techniques to develop a dissertation proposal. Students will select a research topic in consultation with their supervisor, related to interior design. They will develop a proposal and present it. The goal is for students to establish a focused thesis proposition through research. Students may submit a written dissertation or design project as their final work, with supervisor guidance to determine the research problem. The module aims to extend students' theoretical and technical knowledge to construct a viable dissertation through various lessons and assignments.
INFS4887 Business Research Methods S1 2013.pdfBurcerMichael
This document provides the course outline for INFS4887 Business Research Methods. It includes information on the course staff, units of credit, aims and learning outcomes. The course involves lectures, workshops and assignments to develop skills in research instrument design, data analysis and research methodology. Students will complete individual assignments on data analysis, quantitative instrument design and qualitative instrument design, and must participate actively in workshops. The course aims to prepare students to conduct independent research projects and theses.
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The document discusses the use of ePortfolios in CUNY Online to showcase student work and assess competencies. It outlines:
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This 3 credit course titled "Business Research Methods" is offered in the 6th semester of year 2 of the program. It aims to equip students with the ability and skills to conduct research in the field of business through developing their analytical, communication, and research skills. The course introduces students to research methods and focuses on analyzing business problems and using scientific research as a problem-solving tool. It involves lectures, case studies, group work, and students independently researching and presenting a proposal and findings. Assessment consists of assignments, a research proposal, presentation, and final exam.
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Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
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Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
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BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
Similar to Division of Social and Behavioral Sciences (20)
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
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.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
What Is Septic TankSeptic or septic typically is used t.docxDustiBuckner14
What Is Septic Tank?
"Septic" or "septic" typically is used to describe the anaerobic bacteria environment that was created in Tank and decomposes to mineralizes domestic wastewater in the tank.
What exactly is septic tank Septic tank? It is a constructed in a scientifically sound underground chamber typically made of rcc, fiberglass, plain concrete, steel, or plastic. the domestic water, wastewater and fecal materials, excretory and toilet products flow into it to treat the primary source of waste material , which decomposes and transform into semi-solid or solid settleable liquid sludge.
In the United States, there are several types of ready-made Septic tanks that are available in the market. They include concrete septic tank plastic septic tank, as well as fibreglass septic tanks. Most well-known and widely used are concrete septic tanks for homes, based on the state and local rules and regulations.
When it comes to "what is a concrete septic tanks?", concrete septic tank is a basic design, water-tight container constructed from RCC or plain concrete typically rectangular or circular in shape and available in one chamber, two chambers, or three chambers that are that are used to treat primary liquid waste.
The typical capacity ranges from 500 to 1250 gallons 500 gallon or 750 gallon tanks are adequate for a two-bedroom home or a 1000 gallon concrete tank is sufficient for a three bedrooms, and a 1250 gallon septic tank is sufficient for a four bedroom house or a family of four.
In this regard, "what is the septic tank?", the septic tank is a single chamber or multi-chamber underground compartment that is composed out of RCC concrete fiberglass, plastic or steel used for the first-class treatment for domestic wastewater and fecal material as well as excretory products and toilets that
Also Read:
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What Are Septic Tank?
What is the septic tanks? Septic tank is an submerged sedimentation tanks for the primary treatment of household waste and fecal materials via the process of bioanaerobic digestion, or decomposition, which results in semi-solid or solid sludge that can be settled.
The majority of septic tanks for homes can hold between 4000 and 7500 millilitres or 1,000 - 2000 gals of effluent, or semi-solid sludge.
What Size of Septic Tank Do I Need
?
In this article, we'll be talking about underground septic tanks and the size is a reference to the tank's total capacity for handling. Read our article about above ground septic tanks to get additional information about these tanks and the systems.
The minimum requirements for capacity of a septic tank are based on various variables. The state, county or city guidelines may require approved sizes , as can the material used for tank construction and its installation.
The local geography and soil conditions play a significant role in the effectiveness of the system, which could affect the size of drain fields and the size of the septic tank.
The type of septic .
· You should respond to at least two of your peers by extending, r.docxDustiBuckner14
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
# 1
Hearing & Eye Age-Related Diseases
Presbycusis, also known as age-related hearing loss, is a debilitating disease with a complicated etiology that affects tens of millions of people worldwide and roughly half of those over 65 in the United States (Say et al., 2021). The loss is usually bilateral, causing difficulty hearing high-pitched tones and conversational speech (Meiner & Yeager, 2019). The causes of age-related hearing loss are thought to be genetic and environmental. Men are more affected by this condition than women. This condition's origin is yet unknown.
Some signs and symptoms that could be seen in patients with this condition are not answering when spoken to, talking loudly, paying attention to the speaker's lips, turning up the radio or TV volume, putting one palm over one ear, and tilting the head to one side when someone is speaking (Meiner & Yeager, 2019). The causes of presbycusis are multifaceted. In addition to physiologic and anatomical alterations brought on by aging-related deterioration, genetic factors are among the additional contributing elements (Cheslock & De Jesus, 2022). It is believed that glutamate signaling, glucocorticoids, and sex hormones all contribute to it. Hearing loss occurs more frequently in postmenopausal women who use progestin and a combination of hormone replacement therapy. Presbycusis has also been linked to exposure to loud noises and ototoxic substances such as salicylates, loop diuretics, aminoglycosides, and some chemotherapeutic drugs. Ototoxicity has also been linked to certain occupational and environmental exposures to toxins such as toluene, styrene, lead, carbon monoxide, mercury, and other toxins (Cheslock & De Jesus, 2022). This problem has also been associated to a history of ear infections and the presence of several systemic disorders.
Studies aimed at establishing a clear association for the cause have not been successful. As a result, the diagnosis entails eliminating other potential causes of hearing loss, such as infections, head trauma, metabolic disorders, vascular diseases, and heart disease (Meiner & Yeager, 2019). It is important for nurses when caring for patients with this condition to speak clearly and use a normal tone of voice. Patients and their families need to be instructed on how to use and where to obtain assistive listening devices (Meiner & Yeager, 2019). Nurses must educate patients and family members that when using hearing aids, they need to perform daily listening and battery checks. These devices must be stored in a hearing aid drying container with batteries removed.
Vision is an important sense that is needed to complete ADLs. Age-related changes and macular or.
You are a medical student working your way throughcollege and ar.docxDustiBuckner14
You are a medical student working your way through
college and are assigned to a hospital given background information on a patient.
You were provided the chief complaint and long-term history of the patient
outlined below. You are asked by the nurse in charge to read the following case,
investigate the topic (Diabetes mellitus and chronic renal failure) and complete a
written report in MLA format including references addressing each of the
questions identified below.
.
[removed]THIS IEP INCLUDES FORMCHECKBOX Transitions.docxDustiBuckner14
[removed]
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case#
-
Home District:
Service District:
Date:
/
/
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) .
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2.docxDustiBuckner14
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2011), describe specific practices that may or may not have a positive effect on workplace attitudes, motivation, and job satisfaction. Evaluate the possible future directions and potential of leadership practices for positive workplace attitudes, motivation, and job satisfaction within the current workplace.
.
What We Can Afford” Poem By Shavar X. Seabrooks L.docxDustiBuckner14
“What We Can Afford”
Poem By: Shavar X. Seabrooks
Like the rice fields of Charleston, the wind blows limitlessly.
The slaves give peace to the land that hands they have touch.
In the mist of blood, sweat and tears, still the heartbeat sticks in the sweetgrass of mercy.
Gathered near the Stono River, they earned for freedom press against time which is not a
companion.
Fort Mose just in their reach, still time is not their companion.
Looking back to the Ancient Civilization, were Dark Skin People were King and Queens.
Wear Kenta cloths adorning the skin like silk.
And were the land being harvest for love and not for gain.
The children to grow and not wanting to be enslaved and the lips of the masters impales
the dreams.
Yet, the circle that remains the same, but the horizon is just to come.
The wind shall tell the truth and the African Experiences will be a drum of remembrance.
References
Higginbotham, R. D., Wickwire, F., & Wickwire, M. (1970). Cornwallis: The American
adventure. The Journal of Southern History, 36(4), 591. doi:10.2307/2206317
Morgan, E. S. (1972). Slavery and freedom: The American paradox. The Journal of American
History, 59(1), 5. doi:10.2307/1888384
Video clips on Ancient African Civilizations, Kente Cloth
Miranda Isabella Hurt
20 October 2020
Haiku about Emmett Till
Just a young black boy
Stripped of all his life and dreams
Where is the justice
Cinquain about the Civil Rights Movement
A movement ignited by Parks
A peaceful dream promoted by Dr. King
An education organized by Clark
A call to let freedom ring
The first poem is about the murder of Emmett Till. Till’s tragic tale is described in the Eyes on the Prize:
Awakenings and in the study guide. On August 28, 1955, “Emmett Till, a black boy from Chicago visiting
his uncle Moses Wright in Mississippi, is murdered for inappropriately addressing a white woman (page
14).” Even though Till’s murderers eventually confessed to the crime, they were never charged for his
murder (because of the no double jeopardy clause in the fifth amendment of the Constitution). This is
one of many instances of injustice against African Americans in the south during the Civil Rights
Movement. However, even now in the 21st century, African Americans are still facing prejudices and
being killed by cops, the people who are supposed to protect them.
The second poet highlights three big names of the Civil Rights Movement, Rosa Parks, Dr. Martin Luther
King Jr, and Septima Clark. The Eyes on the Prize videos mention King a lot, because he was quite a
significant man, and The Awakenings and Ready from Within discusses Rosa Parks. Rosa Parks sparked
the Montgomery bus boycott by refusing to give up her seat to a white person. Septima Clark’s impact
on the Civil Rights Movement with her citizenship schools was the main topic of Ready from Within.
Clark played a crucial role in educating many African American.
What are the techniques in handling categorical attributesHow.docxDustiBuckner14
What are the techniques in handling categorical attributes?
How do continuous attributes differ from categorical attributes?
What is a concept hierarchy?
Note the major patterns of data and how they work.
What is K-means from a basic standpoint?
What are the various types of clusters and why is the distinction important?
What are the strengths and weaknesses of K-means?
What is a cluster evaluation?
.
University of the CumberlandsSchool of Computer & Information .docxDustiBuckner14
University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 8: Business Analytics
Chapter 8: Business Analytics
8.1 Architecture
8.2 Threats
8.3 Attack Surfaces
8.3.1 Attack Surface Enumeration
8.4 Mitigations
8.5 Administrative Controls
8.5.1 Enterprise Identity Systems (Authentication and Authorization)
8.6 Requirements
8.1 Architecture
Data science is a set of fundamental principles that guide the extraction of knowledge from data. Data mining is the extraction of knowledge from data via technologies that incorporate these principles.
Like many enterprises, Digital Diskus has many applications for the various processes that must be executed to run its business, from finance and accounting to sales, marketing, procurement, inventory, supply chain, and so forth. A great deal of data is generated across these systems. But, unfortunately, as a business grows into an enterprise, most of its business systems will be discreet. Getting a holistic view of the health of the business can be stymied by the organic growth of applications and data stores.
8.1 Architecture – Cont.
Figure 8.1 Business analytics logical data flow diagram (DFD).
8.1 Architecture – Cont.
Figure 8.2 Business analytics data interactions.
Figure 8.2 is a drill down view of the data gathering interactions of the business analytics system within the enterprise architecture. Is the visualization in Figure 8.2 perhaps a bit easier to understand? To reiterate, we are looking at the business analysis and intelligence system, which must touch almost every data gathering and transaction-processing system that exists in the internal network. And, as was noted, business analytics listens to the message bus, which includes messages that are sent from less trusted zones.
5
8.2 Treats
Figure 8.3 Business analytics system architecture.
As we move to system specificity, if we have predefined the relevant threats, we can apply the threats’ goals to the system under analysis. This application of goals leads directly on to the “AS” of ATASM: attack surfaces. Understanding your adversaries’ targets and objectives provides insight into possible attack surfaces and perhaps which attack surfaces are most important and should be prioritized.
It’s useful to understand a highly connected system like business analytics in situ, that is, as the system fits into its larger enterprise architectural context. However, we don’t yet have the architecture of the system itself. Figure 8.3 presents the logical components of this business analytics system.
There are five major components of the system:
1. Data Analysis processing
2. Reporting module
3. Data gathering module
4. Agents which are co-located with target data repositories
5. A management console
6
8.3 Attack Surfaces
In this context, where several components share the same host, how would you treat the communications between them? Should.
Theresa and Mike fully support creating a code of conduct for th.docxDustiBuckner14
Theresa and Mike fully support creating a code of conduct for the newly merged JEANSTYLE organization. They have asked you to recommend how they should approach the development of the code of conduct, especially given the need to merge the companies into one team with a shared mission, vision, and values. They are interested in knowing how the code of conduct will help establish the new organizational culture of JEANSTYLE.
Review the
scenario
( https://class.coloradotech.edu/CbFileShareCommon/ctu/INTD670/Assignment_Assets/ProblemB.pdf ) for this course, and address the following questions:
What set of steps should be used to create the
code of conduct
?
What topics should be included in the code of conduct?
What impact does a code of conduct have on an organization's culture?
Access the
assignment template
.
4-6 PAGES NEEDED
.
Unit VII 1. Suppose a firm uses sugar in a product tha.docxDustiBuckner14
Unit VII
1. Suppose a firm uses sugar in a product that you purchase. The firm vertically integrates by purchasing sugar farms that produce the sugar organically and in a way that makes it also sustainable for the environment. How would that influence your demand for that product? What other purpose than profitability might cause the firm to make this decision to vertically integrate in this way? 200 words min
2.
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario. 200 words3.
Instructions
Your assignment is to provide a final report for Ruby Red Movie Theater in which you address the concerns that have been outlined in the previous six units of this class, indicating any outsourcing or vertical integration options Ruby Red Movie Theater may be able to implement.
Be specific regarding the analysis you performed in each area of study. Your recommendations for improvements for the theater should be based on economic theory and your analysis. Your complete analysis of the theater, the industry, and opportunities that may exist are crucial for the future profitability of the theater.
Revise the information from previous assignments as needed and pull everything together to create a cohesive, comprehensive report. What this means is that this final report should be original updated work, though it is based on your previous assignments. Do not just copy and paste your previous assignments into one paper. Also, be sure to incorporate any suggestions your instructor made in your previous assignments.
New information will be added for Unit VII, which will focus on the information provided in this unit. The topics for this section will include why firms exist, the factors that create a situation where vertical integration is desirable, and why firms would use outsourcing, as well as how this information can be applied to the Ruby Red Movie Theatre.
The following is a list of items and sections you should include in your final report. Replace the unit numbers with appropriate titles for the information in each section.
· Title page
· Table of contents
· Introduction
· Unit I
· Results write-up from Unit I, including recommendations
· Unit II
· Results write-up from Unit II, including recommendations
· Unit II Tables
· Unit II Graphs
· Unit III
· Results write-up from Unit III, including recommendations
· Unit IV
· Results write-up from Unit IV, including recommendations
· Unit IV Tables
· Unit V
· Results write-up from Unit V, including recommendations
· Unit V Tables
· Unit VI
· Results write-up from Unit VI, including recommendations
· Unit VII
· Results write-up from Unit VII, including recommendations
· Conclusions and final recommendations
· Reference page
· Insert labeled tables after the reference page
Adhere to APA Style (APA 7th edition) when constructing this assignment, including in-text citations and references for all sources t.
Title If a compensation system works well for one business, that .docxDustiBuckner14
Title:
If a compensation system works well for one business, that same compensation system should not work well for other businesses.”
Company we choose : FEDEX & STARBUCKS
Introduction:
Contextual variables (Firm A and Firm B)
Based on the Title above and the companies provided just provide the overall introduction in the report and the contextual variables where we tell about the companies ( FEDEX & STARBUCKS)
.
Review the Article Below Keller, J. G., Miller, C., LasDulce, C.docxDustiBuckner14
Review the Article Below:
Keller, J. G., Miller, C., LasDulce, C., & Wohrle, R. G. (2021). Using a community-based participatory research model to encourage parental involvement in their children’s schools.
Children & Schools
,
43
(3), 149–158.
https://doi.org/10.1093/cs/cdab015
The article takes a participatory action approach. The text lists 7 criteria for participatory action research. How does the project described in the article you selected meet these 7 criteria?
Social phenomena are influenced by macro-level social influences.
Social structures and dynamics are contextualized by history
Theory and practice are simultaneously engaged.
Dialogue between the subject and the object is transformed into a single subject–subject
Research and action become a single process
Community and researcher produce knowledge together for social transformation
Research results should be immediately applied to a concrete state of affairs.
.
Teachers reach diverse learners by scaffolding instruction in ways t.docxDustiBuckner14
Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning.
Think back when you were a student or during your own field experiences in which culturally or linguistically diverse learners were part of a classroom.
1. How did these students participate in the class? How did the teacher respond? Were modifications made for them? If so, describe the nature of those modifications.
2.
Language and culture are inextricably connected
. What are the implications of this statement for classroom practice?
Search entries or author
.
ScenarioThe HIT Innovation Steering Committee of a large.docxDustiBuckner14
Scenario
The
HIT Innovation Steering Committee
of a large, integrated healthcare system is in the process of examining the potential impact for new emerging technologies. The Committee is aware that HIT is rapidly changing and that they need to proactively plan for upcoming changes. As a member of this committee, select an emerging technology discussed in the module readings and lectures. Research how this new technology could affect patients, healthcare delivery and data analytics. Based on your learnings, write a White Paper for the Committee describing your findings and recommendations.
Instructions
Create a WHITE PAPEr that includes:
Discussion on why emerging technology poses a challenge for healthcare organizations
Discussion of the chosen emerging technology including reason(s) for selection
Discussion on the potential impact on patients, healthcare delivery, and healthcare organizations
Provide insight into how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations
Provide recommendations on how the organization can strategically plan for emerging technology
Reference page of resources utilized
A - 4 - Mastery
Clear and thorough discussion on why emerging technology poses a challenge for healthcare organizations, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion of the chosen emerging technology including reason(s) for selection, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion on potential impact to patients, healthcare delivery, and healthcare organizations, including multiple examples and supporting details
A - 4 - Mastery
Clear and thorough explanation of how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations.
A - 4 - Mastery
Clear and thorough recommendations on how the organization can strategically plan for emerging technology, including multiple examples and supporting details.
.
Space ... the final frontier. So, as I am sure everyone knows, .docxDustiBuckner14
Space ... the final frontier. So, as I am sure everyone knows, the National Aeronautical Space Administration (NASA) is located right here in H-town. OK, well, technically in Clear Lake. One rarely thinks of space exploration as an extension of government, but remember, one of President John F. Kennedy's challenges promises to the nation was sending an American to the moon.
Well recently, with the call to put an astronaut on Mars by President George W. Bush, and with the founding of SpaceX by Elon Musk, the discussion about space exploration has re-emerged. I would like you to address the following debate. What extent should the government use tax-payer dollars to fund space exploration? Should we leave space travel up to the private sector, or should the government invest more NASA mission. Perhaps there is a healthy balance between the two? What are your thoughts.
Below are some recent (and old) articles about this subject. In addition, I have also linked a report that NASA contributed to about the benefits of space exploration, and a finding by the Congressional Budget Office suggesting how money could be spent elsewhere.
you must reference at least one article correctly in the body of the post (not simply cutting and pasting the URL after your post), respond respectfully to one-classmate, use college level grammar and sentence structure, and be at least 250 words long.
Selected Articles:
https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/
https://www.cbo.gov/budget-options/2018/54771
https://www.nytimes.com/2020/07/28/science/mars-nasa-science.html
https://abcnews.go.com/Business/spacex-ula-score-multi-million-dollar-military-launch/story?id=72280019
https://www.planetary.org/articles/cost-of-perseverance-in-context
https://www.nasa.gov/sites/default/files/files/Benefits-Stemming-from-Space-Exploration-2013-TAGGED.pdf
https://www.texastribune.org/2017/03/21/trump-signs-nasa-bill-aimed-landing-mars/
https://newrepublic.com/article/60759/case-cutting-nasas-budget
.
The Internal EnvironmentInstitutionStudent’s name.docxDustiBuckner14
The Internal Environment
Institution:
Student’s name:
Date:
Part 1.
In business, "corporate culture" refers to the rules, customs, and beliefs that all employees follow and are taught (Wheelen, Thomas., & Hunger, J. David, 2014). However, in today's world, the CEO, CFO, and other top executives' actions and attitudes have a direct impact on the company's culture. FedEx has a culture that demonstrates to its employees and customers how much they are valued. FedEx prioritizes service, people, honesty, innovation, responsibility, safety, and loyalty (FedEx, 2019). FedEx understands the importance of a positive work environment and a strong corporate culture in order to achieve operational success and provide excellent customer service. As a result, FedEx has implemented a "People-Service-Profit strategy" (P-S-P) and continues to promote a high-performance culture. (FedEx, 2019). Frederick Smith, the company's current CEO and founder, came up with this idea because he believed that investing in employees would result in better work and, as a result, financial success. This philosophy emphasizes the importance of treating employees with respect and dignity, as well as rewarding team members based on how well they perform their duties.
FedEx believes that its employees are the best way to make big decisions, and it attributes its success to its innovative culture. Because service providers' employees are the ones who directly interact with customers, this philosophy is especially important in the service industry. Training, giving employees power, and providing incentives are all critical in a company whose culture is based on this philosophy (Peoplematters, 2019). FedEx Corporation's plan to make more money, in my opinion, is consistent with its core value of putting people first. People who are enthusiastic about their jobs are always more creative and productive. On the review site Glassdoor, current FedEx employees gave CEO Frederick Smith an 84% approval rating, and 73% said they would recommend working there to a friend (Glassdoor, 2019). FedEx is the company most likely to hire these individuals as a result of this. In addition, some FedEx freight drivers chose not to join a union in 2017, indicating a favorable work environment (Dcvelocity, 2017). FedEx Corporation employs approximately 300,000 people in over 250 countries and territories. As a result, there are numerous programs in place to thank employees for their efforts. This demonstrates how much FedEx cares about and values its employees.
There is a list of awards and recognition programs on the main website, including "The Humanitarian Award," "The Five Star," "Bravo Zulu," and "Purple Promise" (FedEx, 2019). A five-star rating is the highest you can achieve at FedEx. The manager gives the staff theater tickets and quick cash bonuses in the form of Bravo Zulu. Pilots, couriers, customer service representatives, and meteorologists are among those who benefit from the "purple promise.
THE RESEARCH PROPOSAL BUS8100 8Chapter 2 - Literature ReviewTh.docxDustiBuckner14
THE RESEARCH PROPOSAL BUS8100 8
Chapter 2 - Literature Review
The purpose of this quantitative correlational study was to examine whether relationships
exist among job performance, transformational leadership style, and employee turnover intention
in the United States. Interest grew in the past 30 years, combining transformational leadership
and employee turnover intention, based on the assumptions that employees are likely to be
influenced by their leader’s behavior (Gyensare et al., 2016). Gyensare et al. (2016) noted
transformational leadership style was a key variable in lowered employee turnover intention and
enhanced employee well-being. Buil et al. (2019) stated job performance was an organizational
benefit deriving from transformational leadership style.
This literature review was structured to provide key concepts and related factors to the
research variables. In the first section, the researcher defined job performance and measurements
related to this performance. This included the 360-feedback and performance appraisal. The next
section discussed and measured transformational leadership style followed by employee turnover
intention. The fourth section covered contrasting and supporting theories relative to my
theoretical framework. The final section entailed profitability and a discussion of the auto
manufacturing industry.
The existing research in the literature review focused on the relationships between the
variables of employee turnover intention, transformational leadership style, and job performance.
The top journals used include the International Journal of Academic Research in Business and
Social Sciences, International Journal of Productivity and performance management, Journal of
Managerial Psychology, International Journal of Business and Management, Journal of Human
Resources in Hospitality & Tourism, International Journal of Business Administration,
International Journal of Selection & Assessment, SAM advanced management journal, and
Journal of Applied Biobehavioral Research.
To locate research for this study, EbscoHosts and Education Resources Information
Center (ERIC) were used. The keywords used in the searches include employee turnover
intention, transformational leadership style, factors of employee turnover intention, job
performance impact, employee turnover and job performance, transformational and
transactional leadership style, the cost of employee turnover intention, LMX theory, measuring
job performance, employee turnover and profit, transformational leadership theory, and
measuring employee turnover intention.
The Automotive Industry
In the early days, the majority of U.S. manufacturing was centered in a small part of the
Northwest and eastern side of the Midwest (Krugman, 1991). The early automotive
manufacturers primarily put together the completed product by components and parts brought
from outside suppliers (Peterson, 1987). Henry Ford established a vision of the automobile by
introducing the Model T .
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Division of Social and Behavioral Sciences
Political Science
Program
4200 Connecticut Avenue NW | Washington, DC 20008 |
202.274.7403 | www.udc.edu
Senior Seminar
Course Number: POLI 498-01 CRN 20278 (3 credits)
Semester: Spring 2021; Class Time: T 5:30-8:20pm and by
appointment
Class Location: Emergency Remote Virtual
Instructor: Dr. Guy F. Shroyer
E-mail: [email protected]
2. Office Hours: Weekly by appointment
I. Course Description: This course applies skills learned in
POLI 295 Political Research Skills
and POLI 497 Methods of Political Science, involving
completion of a professional-level
Political Science research paper. Professional-level is defined
as a research paper that could be
submitted to a refereed Political Science professional journal.
The course requires students to
demonstrate understanding and knowledge of the scientific
method as it is applied in the analysis
of a manageable research problem in Political Science.
Pre-Requisites: Poli 295 (Political Research Skills) and Poli 497
(Methods of Political Science)
Course Rationale: Required Course for the Political Science
Program
Course Objective: This course will enable the student to use the
skills acquired in POLI 295 and
497 and allow them to demonstrate their understanding of
scientific methods and social inquiry
by designing and carrying out a manageable research project
and the completion of a formal
3. research paper (final report).
Student Objective: This course will enable students the
opportunity to engage in an advanced
level of scientific inquiry by focusing upon a research project
that results in the completion and
submission of a professional quality paper, a presentation and
defense.
Instructional Methodology: This course will meet synchronously
online for approximately 10
in-group classroom meetings in addition to weekly consultations
by appointment. Throughout
the semester, students are required to schedule virtual meetings
with the instructor (number and
dates TBD). At these meetings, we will work through questions
and problems regarding your
individual projects and address the scope and progress of your
research and writing. We will use
Blackboard and WebEx as media of communication and
Blackboard as the exclusive modality
for turning in assigned work. We will come together as a group
near the end of the semester to
present your projects on a senior panel.
4. mailto:[email protected]
2
II. Program Objectives and Student Learning Outcomes:
Program Objectives Student Leaning Outcomes Corresponding
Classwork,
Assignments
Assessments
1.0 Understand major
concepts, methods and
theories useful for
analyzing political and
social problems
1.0 Describe research topic
and question with clarity
Student will produce and
elaborate upon a formal social
5. scientific research question
Timely completion of the stages of
the project, completion of the
research report and formal
presentation
2.0 Development of
proficiency in analytical
and research skills
through completion of a
senior research project
2.0 Illustrate which method is
being employed to answer the
research question
Students will be advised as to
theoretical and methodological
decisions necessary to optimize
their project
Timely completion of the stages of
the project, completion of the
research report and formal
presentation
6. 3.0 Prepare students for
advanced studies in
graduate and law school,
as well as for
employment in the public
and private sectors
3.0 Depict and analyze data
carefully and
comprehensively;
Mentoring and consultation will
take place throughout the
semester through the process of
analytical interpretation and
presenting professional
scholarly work
Timely completion of the stages of
the project, completion of the
research report and formal
presentation
7. 3.0 Prepare students for
advanced studies in
graduate and law school,
as well as for
employment in the public
and private sectors
4.0 Present research to peers
and defend research design
orally
Mentoring and consultation will
take place throughout the
semester through the process of
analytical interpretation and
presenting professional
scholarly work
Timely completion of the stages of
the project, completion of the
research report and formal
presentation
8. III. Course Requirements
Textbook:
Required: Available in Blackboard Course Content Section
Style Manual for Political Science. Revised 2006 Washington,
DC: American Political Science
Association. ISBN: 1-87814-733-1.
A. Course Content: Learning Outcomes 1.0, 2.0 and 3.0 will be
addressed in the course of
student research, analysis, writing and oral presentation.
B. Class Attendance Policy: Attendance at scheduled virtual
meetings is absolutely required.
There will be no exception to this policy.
C. Written Work Must Be Submitted Via Blackboard:
All written work for this class must conform to the following
guidelines:
• All written work must be typed, double-spaced with one-inch
margins, and in twelve
9. point font. Use of APSA style for all writing assignments is
required unless otherwise
specified by the instructor.
• All papers should have a cover page. The cover page has the
title of the paper centered at
the top of the page, in twelve-point font. It also includes the
student’s name and the name
of the course.
• All pages except the cover page should be numbered in a
consistent manner. If the
numbering is in the center it should be that way throughout the
paper.
3
D. Deadlines: Students are expected to submit all assignments
via Blackboard in a timely
manner.
IV. Formats and Procedures
Instructional Delivery: The method of instructional delivery for
this course is virtual online
10. “Emergency Remote” held by course schedule or by
appointment through Blackboard and other
university-provided platforms.
V. Student Resources:
❖ Blackboard. “From http://udc.blackboard.com, you can
review and complete
assignments, view your grades, send messages to your professor
or your classmates,
access course content, print another syllabus, or read sample
essays.”
❖ UDC Email. All students must use a UDC e-mail account.
UDC e-mail is the only e-mail
for academic use and will be the address that instructors use to
communicate with
students from inside Blackboard.
❖ Student Manual and Academic Policies and Procedures
Manual (available on
my.udc.edu)
VI. Course Schedule and Alignment:
Topics and dates SLOs Readings/Assignments Assessment
11. Module I: Thesis
Chapter1
Weeks 1-3
1.0 Describe research topic
and question with clarity
Working Group review and sharing
of comments
Draft of Ch. 1
Module II: Thesis
Chapters 2
Weeks 4-5
2.0 Illustrate which
method is being employed
to answer the research
question
Working Group review and sharing
of comments
12. Draft of Ch. 2
Chapter 3
Weeks 6-7
2.0 Illustrate which
method is being employed
to answer the research
question
Working Group review and sharing
of comments
Draft of Ch. 3
Module III: Thesis
Chapter 4
Weeks 8-9
3.0 Depict and analyze
data carefully and
comprehensively
Working Group review and sharing
of comments
13. Draft of Ch. 4
Module IV: Thesis
Chapters 5-6
Weeks 10-11
3.0 Depict and analyze
data carefully and
comprehensively
Working Group review and sharing
of comments
Draft of Chs. 5-6
First Draft of Thesis due
March 30
Partial Thesis grade
Final Draft
.of Thesis due April 6
Thesis grade
Presentations April 6-20 4.0 Present research to
14. peers and defend research
design orally
Presentation grade
http://udc.blackboard.com/
4
VII. Assessment Procedures and Alignment:
Alignment of SLOs, Course materials and Assessment
Instruments
Student Learning Outcomes Addressed
in this Course
Course Content that Allows Students to
Learn Material to Achieve Outcome
Assessment(s) to Determine Whether
Students have Achieved Outcome
1.0 Describe research topic and question
15. with clarity
Student will produce and elaborate upon a
formal social scientific research question
Timely completion of the stages of the
project, completion of the research report
and formal presentation
2.0 illustrate which method is being
employed to answer the research question
Students will be advised as to theoretical
and methodological decisions necessary to
optimize their project
Timely completion of the stages of the
project, completion of the research report
and formal presentation
3.0 depict and analyze data carefully and
comprehensively
16. Mentoring and consultation will take
place throughout the semester through the
process of analytical interpretation and
presenting professional scholarly work
Timely completion of the stages of the
project, completion of the research report
and formal presentation
Extra Credit: No extra credit assignments will be given for this
course.
VIII. Grading Criteria:
All students will work throughout the semester in groups. The
group members will read and
comment on their colleagues’ draft material.
90-100 % = A
Assignments 35% 80-89 % = B
Oral Report 15% 70-79 % = C
Final Paper 50% 60-69 % = D
_________ Below 60 = F
17. 100%
IX. Policy Statements:
Recommended COVID-19 Syllabus Statement (continuously
evolving based on new
guidance) "We know from existing data that wearing a mask in
public can help prevent the
spread of COVID-19 in the community" (Lyu & Wehby, 2020;
CDC, 2020; Johns Hopkins
Medicine, 2020). Following the DC Department of Health
regulations and guidance from the
Centers for Disease Control and Prevention (CDC). The
University of the District of Columbia
has determined that everyone will be required to wear a face
mask in University buildings,
including classrooms. You MUST wear a mask appropriately
(i.e., covering both your mouth and
nose) in the building if you are attending class in-person. Masks
will be provided for students,
instructors, and staff, and everyone is expected to wear one
while inside any University building.
This is to protect the health and safety of classmates,
instructors, and the University community.
18. Anyone attending class in-person without a mask will be asked
to put one on or leave. Instructors
will end class if anyone present refuses to wear a mask for the
duration of class appropriately.
Students should also be sure they are situated at least six feet
away from their fellow students
and seated in a seat that is designated to ensure that distance.
Students who refuse to wear masks
appropriately or adhere to other stated requirements may face
disciplinary action for the Student
5
Code of Conduct violations. On a case-by-case basis, students
may consult with Accessibility
Resources Center for accommodations if they cannot wear a
mask.
A. Americans with Disabilities Act Statement:
Any student with a documented disability (physical or
cognitive) who requires academic
accommodation should contact the Disability Resources Center
at (202) 274-6000 (voice) or
19. (202) 274-6152 (TTY for users who are deaf or hard of hearing)
as soon as possible to request an
official letter outlining authorized accommodations.
B. Sexual Harassment and Racial Discrimination Policy
Statement:
It is the policy of the University of the District of Columbia that
sexual harassment and racial
harassment in any way of its students, staff and applicants for
admission to the University are
prohibited.
X. Academic Integrity: Plagiarism and Cheating:
Students enrolling at the University of the District of Columbia
assume the obligation to
maintain standards of academic integrity. Violations of
academic obligations include: unethical
practices and acts of academic dishonesty, such as cheating,
plagiarism, falsification, and the
facilitation of such acts. Cheating includes the actual giving or
receiving of any unauthorized aid
or assistance or the actual giving or receiving of any unfair
advantage on any form of academic
work. Plagiarism is the use of another’s ideas or words, or
20. both, as if they were one’s own.
However, ideas or direct quotations from others are acceptable
with appropriate citation of
source. Students are subject to dismissal from a degree program
for unethical practices and acts
of academic dishonesty. It should also be stated that a plea of
ignorance of the policy will not be
accepted. The following actions are prescribed whenever a
violation of academic integrity is
noted:
• The Instructor will provide to the chairperson a written report
with documentation of the
academic offense.
• The chairperson will present the facts to the departmental
Academic Affairs Committee.
• The departmental Academic Affairs Committee will review the
report, meet with all
parties concerned, and make a formal recommendation to the
department chair for
transmittal to the academic dean.
If it is determined that a student has violated the Academic
Integrity Policy, the academic dean
may suspend the student from the University.
21. XI. Equal Opportunity and Affirmative Action Statement:
The University of the District of Columbia is an Equal
Opportunity Affirmative Action
institution. The University prohibits discrimination or
harassment against any person on the
basis of the actual or perceived actual race, color, religion,
national origin, sex, age, disability,
sexual orientation, gender identity or expression, family
responsibilities, matriculation, political
affiliation, marital status, personal appearance, genetic
information, familial status, source of
income, status as a victim of an intra-family offense, place of
residence or business, or status as
a covered veteran, as provided for and to the extent required by
District and Federal statutes and
regulations. This policy covers all programs, services policies ,
and procedures of the University,
6
including admission to educational programs and employment.
22. The University emphasizes the
recruitment of minorities, women, disabled individuals, disabled
veterans, Vietnam era veterans,
and other eligible veterans. For further information regarding
this policy statement or to file a
complaint of discrimination or harassment please contact:
Yasmin J. Mitchell, SPHR, Equal Opportunity Officer
University of the District of Columbia, 4200 Connecticut
Avenue, NW, Building 38, Room 301,
Washington, DC 20008, 202.274.5442, [email protected]
XII. Course Evaluations:
Evaluations should include questions about the use of learning
outcomes and the assessment
process.
Course evaluations will be scheduled and administered by the
College.
This syllabus is subject to change
24. (POLS: 498: Senior Seminar), your name, and the date should
also appear on this title page. The title
should include critical key words such as your dependent and
independent variables. Avoid unnecessary
words like “A Study of …” It is often a good idea to have a
subtitle that explains or supplements the main
title.
Abstract Page
Provide an abstract of the analysis, which is a brief summary of
the content of the full study. It may
include the purpose, hypothesis, methodology, and significance
of the study or project. Some phrases or
words are “abstracted” from the main body of the text and so,
some repetition is acceptable. The length
should be about 300 words or less. The abstract is usually
included on a separate page, although it is
often acceptable to have it on top of the first page of the
proposal or final report. The abstract should be
single-spaced and hanging (hanging-indentation). All other
sections of the proposal should be double
spaced. It is a good idea to write your final abstract after all
other sections of the paper and analysis are
completed.
25. Table of Contents
Self explanatory
Chapter I: Introduction
Two most important things in the introduction section are the
purpose and significance of the study. You
start off your introduction section with a brief narrative
introduction to the issue or topic of
research. You then continue with the following sections.
A. Statement of the problem (need). What is the (social,
administrative, or political) problem that
will be studied? If no specific problem will be addressed,
some basic information about the topic can
be provided in this section. This section describes the issue
and the context of the study you propose.
B. Purpose of the study. This section begins with “The purpose
of this study is ….” The purpose should
be clearly articulated in a grammatically correct sentence or
two. This sentence should say exactly
what the ultimate goal of your research is, and nothing more.
C. Research questions. Research questions are expressed in the
26. question format and hypotheses are
expressed in the statement format. Questions are broader than
hypotheses; otherwise, research
questions and hypotheses are very similar. Questions and
hypotheses are directly correlated to each
other: For each question there will be corresponding
hypotheses. Limit your questions and hypotheses
to no more than four each. If you are conducting a qualitative
study, you may only have one very
general question.
D. Hypotheses. Express the hypothesis in the research
hypothesis format (not in the null hypothesis
8
format). Directional or causal hypotheses are preferred. Each
hypothesis should indicate the dependent
and independent variables. Also, identify one or two control
variables that may affect the relationship
between the independent and dependent variables. Limit the
number of hypotheses to four. For
27. qualitative work, you may find you do not have detailed
hypotheses.
E. Importance (significance) of the study. Why should we care
about the topic? Why is the study
important? Does the study add new pieces of information to
the existing literature?
F. Uniqueness of the study. How is the study different from
other studies? What’s new? There are many
studies on the topic, but how does your study address
different aspects of the topic? Does it study
different populations? For example, most studies were done
with old people, but your study will be
done with young people. Most studies were done at the national
level, but your study will be done in a
smaller geographical area or with only one organization. Your
study may propose to use different
research methods. For example, most studies were done with
secondary data, but yours will be done
with in-depth interviews. What makes your study special?
G. Definitions of terms. Defines unusual terms and phrases that
are not commonly used or widely
known to a general audience. (This section may go to an
28. appendix).
H. Delimitations of the Study. This section defines or narrows
the scope of the study by explaining what
will be studied and what will NOT be studied. In most cases,
we cannot study all aspects of a topic
because we do not have enough time, energy, or technical
skills. So, we delimit the scope of the study
by focusing on only one or more aspects of a topic. For
example, assume that we plan to study the
issue of quality of life. We may state that we will study the
issue of quality of life only in terms of
social relationships (excluding the financial, health, and
other aspects of quality of life). Then, we are
delimiting the scope of the study. We may also delimit the
scope of the study by defining or narrowing
the study population. For example, we may state that the
study will deal with the issue of quality of life
only among the senior citizens in one city. This way, we are
delimiting the scope of the study to the
population of senior citizens in that particular city.
I. Limitations of the study. This section discusses various
weaknesses of the study. For example, if the
29. sample is not representative of the population (because it is a
nonrandom sample), its findings may not
be generalized to the study population (the study has a
weakness or a limitation). If the study deals with
perceptions, but not facts, its findings may have limited
applications. If the study deals with only young
people’s behavior, its findings may not be generalized to the
general public.
Chapter II: Review of the Literature
This section presents an organized review of the relevant
literature. What have other scholars or
researchers written about the variables, research questions, and
hypotheses? In other words, what is
known and what is not known? The review should be organized,
relevant (particularly to the research
questions and hypotheses), and critical, to some extent. The
literature you review should also be current,
meaning, it should have been published within the last five
years, unless you use a classic publication.
The last part of this section should clearly explain why/how
your study is different from the existing
studies. It is best to organize the literature review around the
research questions/hypotheses (or around
30. 9
the dependent and independent variables). Usually it is NOT a
good idea to organize it in chronological
order or from the most import to the least important or as strung
together annotations. When writing your
literature review, you are required to review five scholarly
articles from leading journals, preferably peer-
reviewed. You must cite all material and information that did
not originate in your own head or thinking.
Furthermore, you cannot use anonymous referrals, such as
“senior administration officials cite that the
current deficit does not matter.” If you make such a statement
you must identify and cite who these
individuals are who made such statements. When referring to
secondary sources found within a primary
source, it is best to get the secondary source such that you can
cite it as a primary source.
Chapter III: Theoretical Framework
This section explains the theories of the research. Theories
explain why the independent variable leads to
31. the dependent variable in each of the hypotheses. Theories are
also the framework that supports the
ideology behind your questions or hypotheses. You may use
other peoples’ theories from your literature
review or develop your own. You should name your theory and
explain the background, structure, and
components of the theory or theories. Diagrams or figures may
be useful in explaining them. For
example, a study on learning would include a theoretical
discussion on cognitive development. Keep in
mind that hypotheses that are supported by a growing body of
data evolve into theories.
Chapter IV: Methodology
The methodology section specifically lays out exactly how you
will go about your study. What are your
plan, your blueprint, your instrument, proposed measurement,
and your sample? It will include most of
the following sections depending upon whether or not your
study is qualitative or quantitative.
A. Research design. A design is the complete strategy for your
research agenda. This should include the
components of the entire research process. It should talk about
32. the data you collected and analyzed and
how you completed this. You should specify whether or not
your research was qualitative or quantitative.
B. Measurement of variables. How were the concepts (variables)
in the hypotheses measured? More
specifically, what were the indicators of the variables? If the
variables were measured with survey
questions, your instrument and the specific survey questions
should be attached in your appendix.
However, which instruments measure what variables should be
explained here.
C. Sampling. Define the study population and sample. What was
the specific sample that was used?
How were the sample elements selected? Did you use a
random sample, simple random, stratified
sampling, snowball and so on.
D. Research Methods. What was the method by which the
information was collected? Was it a
survey, field study, a meta analysis of existing data
(secondary data), focus group, content analysis, in-
depth interview, etc?
33. E. Plan of Analysis. Please explain the following:
1. Data acquisition and management procedures (coding,
inputting, cleaning, etc.)
2. Analysis Methods. What statistical methods. Why they are
appropriate?
3. Analysis expectations. What is expected from the analysis?
10
Chapter V: Findings
In this section, which will be one of the final sections to be
written, you will need to organize your
analysis and results or findings in a way that the reader can
follow. You may choose to organize your
findings around your research questions and hypotheses. If you
used statistics, you need not show
formulas for standard procedures, but do so for complicated
statistics. Present your descriptive statistics
first and organize large numbers of statistics in tables and give
each table a number. When you describe
your statistics in the tables, point out only the highlights for the
reader, do not go over each number.
Spell-out numbers that are less then ten (example: Seven
34. respondents ….. and spell out numbers that
start a sentence. Qualitative results should be verbalized in an
organized and clear manner.
Chapter VI : Discussion
It is sometimes best to start this section with a summary: at
least point out the questions you answered
that were raised by your research questions. Make sure you
refer to your research questions,
hypotheses, and purpose, all of which you stated in your
introduction. Talk about how the results are
consistent with the results in the literature or how your findings
differ. Consider interpreting your
results and offering explanations for your findings. What do
your findings mean? Talk about the
strengths and limitations of your study and if possible, tell the
reader the implications of the results.
You should close this section by making specific
recommendations for future research.
Endnotes
(If there are any and if footnotes are not used in the text)
Appendixes
Survey questions, model diagrams, preliminary data, statistical
formulas, and/or other relevant
35. information may be included. Anything that is important to your
study, but does not belong in the body
of the text.
References
At least five scholarly articles need to be referenced in addition
to any other sources cited in your work.
Other references such as books, policy manuals, company
annual reports, budgets, newspaper and
magazine articles may be included as well. Keep in mind, you
need to cite any material that provided new
information to you during this research process, this means,
anything new or that you learned while
preparing to write your introduction, literature review,
theoretical section, and discussion needs to be
cited. When writing, you must cite the sources of each idea or
item of information you use, whether you
quote, paraphrase, summarize, or merely refer to it. Follow the
format for the APSA Author-date style.
2. Guidelines for Final Paper Delivery
36. Presentations should last no more than 10 minutes in panels.
The discussant (Dr. Shroyer)
will summarize and discuss what you reveal from your study
and call for questions and answers
from the audience after all papers have been presented.
11
Advice to Presenters
The following format is preferred and followed in American
Academic Conference
Organization. Begin with a one-minute overview summary of
the paper that includes the
central question(s) addressed and the major conclusions.
Explanation. Follow with the reasons listeners ought to accept
the paper’s conclusions:
the underlying theory, description of the evidence,
methodological defense of the evidence,
and connection to (and improvement upon) the existing
literature. This manner of exposition
37. differs from that of a journal article, but it is more appropriate
to a conference format.
Slides. A Slide presentation or presentation of web-based
documents are recommended, but
are not obligatory. Try to economize on the use of these.
(Avoid ritualistic presentations of
tables intended to prove merely that data exist and have been
analyzed.) Slides should be
readable from at least 30 feet and should be no more in number
than five. They should be
displayed long enough for viewers actually to comprehend the
message they are supposed to
convey. Twenty-two-point font or above should be used when
constructing slides.
Technology. Many people use PowerPoint or similar computer -
based software, but be
prepared for disaster. Be able to present your paper without the
aid of PowerPoint should the
software not work.
Use of the rostrum. Presenters should preferably speak from the
rostrum rather than from the
table where they sit, so that they are easier to see and hear.
During the question period;
however, sitting at the table is preferable, to avoid delays going
38. to and from the rostrum.
12
POLITICAL SCIENCE Research Paper Grading Rubric
CATEGORY/Points A B C D F
Title Page
required
Page includes:
title, student’s
name,
professor’s
name, course
name, and date.
Is neat, no errors.
39. Introduction
15 points
Information
clearly relates to
the main topic or
issue. Includes
problem,
purpose,
question(s),
hypotheses,
significance,
uniqueness,
delimitations,
and limitations
Information
clearly relates to
the main
topic/issue.
Evidence of six
to seven
sections, well
written.
Information
clearly relates to
the main
topic/issue.
Evidence of four
to five sections
fairly well written.
Information has
40. little or nothing to
do with the main
topic/issue, or is
missing.
Evidence of
three or fewer
sections poorly
written.
Missing
Introductory
narrative,
evidence of
some sections.
Literature Review
15 points
Selected
literature meets
the specified
guidelines related
to currency,
primary scholarly
sources (5), no
anonymous
referrals, and
"academic
voice".
Paper meets
most of the
guidelines but
misses on one.
41. Paper meets
most of the
guidelines but
misses on two.
Paper meets
most of the
guidelines but
misses on two or
more.
Fails to meet
guidelines.
Theoretical Frame
15 points
Narrative fully
incorporates at
least one theory
accurately to the
issue and topic.
Narrative
incorporates at
least one theory,
but is not fully
developed or
accurately
described.
Narrative
incorporates one
42. theory but
misses on
development,
integration, and
accuracy.
Narrative
incorporates
unrelated theory,
and or fails to
incorporate and
integrate.
Missing
Methods
10 points
Narrative
accurately and
clearly describes
design,
measurement,
sample, method,
and plan of
analysis.
Misses on one
standard..
Misses on two
standards.
Misses on three
standards.
43. Misses on more
than three
standards.
Presentation of
findings,
Conclusion/
Discussion
15 points
Findings are
clearly described,
questions
answered, and
tables clear and
accurate.
Discussion is
critical and
engaging, and
poses new
direction.
Misses on one Misses on two Misses on three Misses on four
or more.
13
Citation - APSA
Author-date in
44. text style
10 points
All sources
(information and
graphics) are
accurately
documented in
the desired
(APSA –in text
author-date)
format.
All sources
(information and
graphics) are
accurately
documented, but
a few are not in
the desired
APSA format.
All sources
(information and
graphics) are
accurately
documented, but
many are not in
the desired
APSA format,
some errors.
Some sources
are not
accurately
45. documented.
Citations are
missing and/or
are in error,
using wrong
style.
APSA format not
used, citations
missing or
critically flawed.
Paragraph
Construction
And general
writing
10 points
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
46. Paragraphs
include related
information but
were typically not
constructed well.
Paragraphing
structure was not
clear and
sentences were
not typically
related within the
paragraphs.
Sentences and
paragraphs fail
to meet
elementary
English
standards.
Mechanics
10 points
No grammatical,
spelling or
punctuation
errors.
Almost no
grammatical,
spelling or
punctuation
errors
47. A few
grammatical
spelling, or
punctuation
errors.
Many
grammatical,
spelling, or
punctuation
errors.
Document was
not spell
/grammar
checked.
QUESTION 1
If a specific future event terminates a party's obligations under
a contract, that future event is called a(n):
foreseeable event.
continuing condition.
avoidable condition.
48. condition subsequent.
QUESTION 2
If a verbal contract should be in writing according to the statute
of frauds, but a party to the contract relies on the contract and
takes some action to their detriment:
they have acted in violation of the statute of frauds.
a court may enforce the contract under the promissory estoppel
doctrine.
a court will require that the other party to the contract restore
whatever has been received from the party who took action
under the contract.
a court will declare that the contract is voidable.
QUESTION 3
If a party to a contract performs almost all of their obligations
under the contract and has not intentionally failed to perform
the obligations under the contract that they have not completed:
a court may find that there has not been a breach of contract
according to the substantial performance doctrine.
they have breached the contract.
49. a continuing condition has not been satisfied.
the contract is voidable.
QUESTION 4
If a specific event must occur before a party to a contract is
required to perform their obligations under the contract, the
contract:
is voidable.
must be in writing.
contains a condition precedent.
is not enforceable.
QUESTION 5
If a party to a contract unjustifiably fails to perform their
obligations under a contract:
substantial performance will save them from having breached
the contract.
that party can avoid breaching the contract by creating a
novation.
a material breach of the contract has occurred.
50. the contract is cancelled.
QUESTION 6
If an unforeseen event occurs after a contract has been made
that makes one of the party's performance under the contract
prohibitively more expensive than was contemplated when the
contract was made:
the party whose performance is now more expensive still has to
perform their obligations under the contract.
that party's obligation to perform under the contract can be
cancelled under the doctrine of commercial impracticability.
the parties to the contract will have to renegotia te the terms of
the contract.
the contract is automatically breached.
QUESTION 7
If A and B make a contract and then, with A's consent, C
replaces B in the contract:
the contract has been breached.
A can still hold B liable if the contract is breached.
51. a novation has occurred.
B can hold C responsible if the contract is breached.
QUESTION 8
The statute of frauds requires that a contract that cannot be
performed within 1 year be in writing to be enforceable. When
does the time begin to run in such a contract?
The date that performance is to begin
The dates specified by the parties to the contract
30 days after the contract is made
The date on which the contract was made
QUESTION 9
Partial performance is an exception to the statute of frauds
requirement that a contract be in writing to be enforceable
because:
the actions of the parties in partially performing the contract
demonstrate the existence of the contract and the terms of the
contract.
once performance of obligations required in a contract begin,
that performance must be completed.
52. partial performance is considered to be an admission that the
parties to the contract have carefully considered the obligations
they assumed in making the contract.
under English common law, any action under a contract makes a
party to the contract responsible for fully performing the
contract.
QUESTION 10
1. Does an agreement to get married have to be in writing to be
enforceable?
No, a mutual promise to marry does not have to be in writing.
Yes, promises made in consideration of marriage are required to
be in writing.
Yes, if the date of the marriage is to be more than 1 year from
the date of the agreement.
Yes, if the parties to the agreement are citizens of different
states.
QUESTION 11
1. Bill and Spenser entered into a contract on March 1, 2019,
which required Spenser to build a house according to plans and
specifications supplied by Bill. Under that contract, Spenser
was required to begin work on the house by April 1, 2019, and
53. complete the house by April 15, 2020. Was that contract
required to be in writing? Why, or why not?
Your response must be at least 75 words in length.
QUESTION 12
1. 4-H and Chuck, a farmer, entered into a verbal contract that
required Chuck to deliver 20,000 bushels of corn to 4-H when
Chuck harvested the corn crop on his farm. Chuck planted
enough corn on his farm to produce the 20,000 bushels of corn
that he was required to deliver to 4-H, but as the corn was
growing, a severe storm dumped excessive amounts of rain on
Chuck's farm and damaged his corn crop. When Chuck
harvested his corn crop, he was only able to salvage 7,000
bushels of corn and could not deliver the 20,000 bushels that he
had agreed to deliver to 4-H. Does Chuck have a defense to
breach of the contract with 4-H? What is that defense?