Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
This document outlines the syllabus for a Sociology of Gender course at Canadian Mennonite University. It provides information on the instructor, class times and location, voluntary withdrawal dates, course description and objectives. It describes the course format, required readings, evaluation breakdown including exams and a written assignment, grading scheme, academic support services, academic integrity policy, important dates, and supports for students with disabilities. It includes a schedule of course readings and activities over the term.
Diversifying the Field: Activities to make linguistics more relevant by Iara ...Michal Temkin Martinez
POSTER A3. This presentation is part of the organized session on Scholarly Teaching in Linguistics in the Age of Covid-19 and Beyond at the 2021 Annual Meeting of the Linguistic Society of America.
First generation undergraduates find linguistics at times abstract and intimidating. I offer a series of activities we can use to change the discourse in the classroom. We can help students self-reflect, apply the skills they learned to the job market, and discuss how to share their knowledge in their community.
For the full presentation, visit this page: https://lingscholarlyteaching.wordpress.com/2021/01/05/poster-a3/
This document outlines the terms of a software license agreement for Microsoft Windows Media Player Firefox Plugin. It specifies that by using the software, the user agrees to the terms, which include allowing installation and usage on any number of devices. The software is licensed, not sold, and the user is only permitted to use it as expressly allowed in the agreement. The document disclaims all warranties and limits liability to direct damages up to $5.
21st century library technology skillssdlawjohnnyz
3
This document discusses the critical role of libraries and museums in helping citizens develop 21st century skills. It notes that skills like critical thinking, problem solving, communication and collaboration are essential for success in today's world. Libraries and museums are well-positioned to help people of all ages develop these skills through lifelong learning experiences. The document presents a framework of 21st century skills adapted specifically for libraries and museums and provides case studies of institutions that are innovating in this area. It argues that supporting the development of 21st century skills should be a key part of the mission of libraries and museums going forward.
Newsgroups are online discussion forums for people to post and read messages about different topics. They were popular in the early days of the internet before social media existed. While less commonly used today, some newsgroups still exist and can be accessed through some email clients or dedicated newsgroup reader programs.
Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
This document outlines the syllabus for a Sociology of Gender course at Canadian Mennonite University. It provides information on the instructor, class times and location, voluntary withdrawal dates, course description and objectives. It describes the course format, required readings, evaluation breakdown including exams and a written assignment, grading scheme, academic support services, academic integrity policy, important dates, and supports for students with disabilities. It includes a schedule of course readings and activities over the term.
Diversifying the Field: Activities to make linguistics more relevant by Iara ...Michal Temkin Martinez
POSTER A3. This presentation is part of the organized session on Scholarly Teaching in Linguistics in the Age of Covid-19 and Beyond at the 2021 Annual Meeting of the Linguistic Society of America.
First generation undergraduates find linguistics at times abstract and intimidating. I offer a series of activities we can use to change the discourse in the classroom. We can help students self-reflect, apply the skills they learned to the job market, and discuss how to share their knowledge in their community.
For the full presentation, visit this page: https://lingscholarlyteaching.wordpress.com/2021/01/05/poster-a3/
This document outlines the terms of a software license agreement for Microsoft Windows Media Player Firefox Plugin. It specifies that by using the software, the user agrees to the terms, which include allowing installation and usage on any number of devices. The software is licensed, not sold, and the user is only permitted to use it as expressly allowed in the agreement. The document disclaims all warranties and limits liability to direct damages up to $5.
21st century library technology skillssdlawjohnnyz
3
This document discusses the critical role of libraries and museums in helping citizens develop 21st century skills. It notes that skills like critical thinking, problem solving, communication and collaboration are essential for success in today's world. Libraries and museums are well-positioned to help people of all ages develop these skills through lifelong learning experiences. The document presents a framework of 21st century skills adapted specifically for libraries and museums and provides case studies of institutions that are innovating in this area. It argues that supporting the development of 21st century skills should be a key part of the mission of libraries and museums going forward.
Newsgroups are online discussion forums for people to post and read messages about different topics. They were popular in the early days of the internet before social media existed. While less commonly used today, some newsgroups still exist and can be accessed through some email clients or dedicated newsgroup reader programs.
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and R.docxSANSKAR20
This document provides an overview of strategies for meeting the needs of diverse learners in Lindsay Booze's 2nd grade unit on urban, suburban, and rural communities. It outlines key vocabulary, facts, and concepts students should know, understand, and be able to do. It also describes differentiation strategies like compacting content for gifted students, providing tiered assignments, learning centers, and adjusting questions. The goal is to ensure all students master the differences between community types in terms of density, population, environment, and transportation.
Working Together to Remove Racial and Ethnic Barriers (a Facilitator's Guide)Everyday Democracy
*Build lasting relationships among diverse stakeholders.
*Engage participants to discuss racial issues.
*Work with parents, teachers and students to develop action plans that will address racial and ethnic barriers to student achievement and parent involvement.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce students to key sociological concepts and theories through online materials and assignments, including a group signature project. Students will demonstrate their understanding of sociology and develop skills in critical thinking, problem solving, and sociological analysis. The syllabus emphasizes accountability, academic integrity, and the development of skills needed to thrive in a complex world.
This document provides information about an online Introduction to Sociology course taught by Linda Vermette at the College of Western Idaho. It outlines the instructor's contact information and availability, course description and objectives, textbook requirements, assignments including a group signature project, and grading policy. Students are expected to be proficient in using the online learning platform Blackboard and relevant software programs for submitting assignments. The course aims to introduce students to key sociological concepts and theories and develop their sociological thinking and analysis of social phenomena.
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
This document provides information about the LVE 200 Fall 2016 course at the University of La Verne. The course focuses on La Verne values and building students' e-portfolios. It aims to expose students to how liberal arts education provides foundations for solving problems. Students must attend classes, complete readings, submit weekly reflections on their about me and co-curricular events, build an e-portfolio, and write a final braid reflection paper integrating their experiences and values with future plans. Assessment is based on participation, assignments, e-portfolio, event attendance, and the final paper. The tentative schedule outlines weekly topics and assignments.
This document provides an overview of the Capstone in Sociology course at USF for the Fall 2015 semester. The course will focus on issues related to justice, incarceration, and community reentry. Students will examine these topics through readings, secondary research, primary research with local organizations, and a service learning project requiring 25 hours. Assessment will include papers on literature reviews, theories of desistance, and original research. The course aims to allow students to apply sociological knowledge and research skills to understand social issues and promote social justice. Key dates, assignments, policies on attendance, plagiarism, and late work are also outlined.
This document provides the syllabus for a 3-credit online course titled "Exploring People of the World". The course introduces students to key concepts and themes in cultural anthropology, including methods of fieldwork, culture, language, religion, economics, gender, marriage/family structures, politics, and the impacts of globalization. Students will analyze case studies, participate in weekly discussions, take quizzes and tests, and complete an observational fieldwork project at a restaurant to examine social identities. The course aims to develop students' understanding of cultural diversity and changes faced by indigenous societies in a globalized world.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
This document provides guidance and resources for sophomore students at Brown University. It outlines key timelines, goals for liberal learning, the process for declaring a concentration, various advising resources, support services, curricular options like independent study and research opportunities, and Brown's writing requirement. The guide is intended to help sophomores navigate their academic and personal development during this year.
This document provides information about an online Introduction to Sociology course. It includes details about the instructor such as contact information and availability. It describes the course, including its focus on how sociology impacts students and vice versa. Course objectives are listed, such as identifying key sociological concepts and using theories to explain social phenomena. Methods of assessment are outlined, like papers, presentations, and exams. A signature assignment involves students creating a presentation applying sociological imagination to a social issue.
1 HGED 676 Student Development Theory II1 The grea.docxtarifarmarie
1
HGED 676: Student Development Theory II1
“The great aim of education is not knowledge, but action” ~ Herbert Spencer
Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm
Instructor Natasha N. Croom, Ph.D. | [email protected] | 515.294.4916 | N247E
TAs Lorraine Acker, M.S. | [email protected] (Section I)
Aja Holmes, M.S. | [email protected] (Section II)
Office Hours By appointment only (for all)
Accommodations
Students with (dis)abilities that may affect participation in this course are invited to contact the Student
Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is
515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort
can be made to arrange appropriate accommodations.
Course Objective, Organization, & Content
This is a topical discussion based course concerned with social identity development theory. A stated goal of the
student affairs profession is to maximize student learning through the facilitation of the many aspects of
personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear
understanding of the developmental issues facing students and the process by which development occurs. They
must also be aware of factors that effect development and be able to work with individuals, groups, and
organizations within the diverse campus community to establish environments conducive to the development of
students from a variety of backgrounds. Knowledge of theories of social identity development and the
application of principles of social justice in college settings will assist student affairs professionals in
accomplishing these goals.
This course is organized around concepts of individual level social identity theories and systemic level theories
of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about
particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality)
with particular attention paid to how these identities intersect and the social and systemic implications of
identity.
Class Expectations & Policies
Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time.
Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment
will affect your ability to arrive on time, please notify the instructor prior to class.
Class participation is an expectation of all of us. Given that participation and engagement are crucial to the
success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of
cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations
require you to be “on c.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
GSU 1010 FALL SYLLABUS -- Humanities- Culture Production and Contemporary EventsHannah Spadafora
This document provides information for a New Student Orientation course at Georgia State University. It includes the instructor's contact information, required textbooks, an introduction to college and what students will learn, course expectations and learning outcomes, policies on accommodations, academic honesty and diversity, and the course schedule. Students will learn about academic resources, community involvement opportunities, and personal growth through discussions, activities and assignments designed to facilitate their successful transition to college.
This document provides information about a Human Behavior and the Social Environment course at the University of Illinois. The course examines major theories of human development across the lifespan within social contexts. It will use an ecological systems framework and developmental approach. Issues of diversity will also be discussed. Students will gain understanding of development theories and their implications for social work practice and policy. The course involves readings, group presentations on development stages, and assignments including a book review and oral history project.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and R.docxSANSKAR20
This document provides an overview of strategies for meeting the needs of diverse learners in Lindsay Booze's 2nd grade unit on urban, suburban, and rural communities. It outlines key vocabulary, facts, and concepts students should know, understand, and be able to do. It also describes differentiation strategies like compacting content for gifted students, providing tiered assignments, learning centers, and adjusting questions. The goal is to ensure all students master the differences between community types in terms of density, population, environment, and transportation.
Working Together to Remove Racial and Ethnic Barriers (a Facilitator's Guide)Everyday Democracy
*Build lasting relationships among diverse stakeholders.
*Engage participants to discuss racial issues.
*Work with parents, teachers and students to develop action plans that will address racial and ethnic barriers to student achievement and parent involvement.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce students to key sociological concepts and theories through online materials and assignments, including a group signature project. Students will demonstrate their understanding of sociology and develop skills in critical thinking, problem solving, and sociological analysis. The syllabus emphasizes accountability, academic integrity, and the development of skills needed to thrive in a complex world.
This document provides information about an online Introduction to Sociology course taught by Linda Vermette at the College of Western Idaho. It outlines the instructor's contact information and availability, course description and objectives, textbook requirements, assignments including a group signature project, and grading policy. Students are expected to be proficient in using the online learning platform Blackboard and relevant software programs for submitting assignments. The course aims to introduce students to key sociological concepts and theories and develop their sociological thinking and analysis of social phenomena.
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
This document provides information about the LVE 200 Fall 2016 course at the University of La Verne. The course focuses on La Verne values and building students' e-portfolios. It aims to expose students to how liberal arts education provides foundations for solving problems. Students must attend classes, complete readings, submit weekly reflections on their about me and co-curricular events, build an e-portfolio, and write a final braid reflection paper integrating their experiences and values with future plans. Assessment is based on participation, assignments, e-portfolio, event attendance, and the final paper. The tentative schedule outlines weekly topics and assignments.
This document provides an overview of the Capstone in Sociology course at USF for the Fall 2015 semester. The course will focus on issues related to justice, incarceration, and community reentry. Students will examine these topics through readings, secondary research, primary research with local organizations, and a service learning project requiring 25 hours. Assessment will include papers on literature reviews, theories of desistance, and original research. The course aims to allow students to apply sociological knowledge and research skills to understand social issues and promote social justice. Key dates, assignments, policies on attendance, plagiarism, and late work are also outlined.
This document provides the syllabus for a 3-credit online course titled "Exploring People of the World". The course introduces students to key concepts and themes in cultural anthropology, including methods of fieldwork, culture, language, religion, economics, gender, marriage/family structures, politics, and the impacts of globalization. Students will analyze case studies, participate in weekly discussions, take quizzes and tests, and complete an observational fieldwork project at a restaurant to examine social identities. The course aims to develop students' understanding of cultural diversity and changes faced by indigenous societies in a globalized world.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
This document provides guidance and resources for sophomore students at Brown University. It outlines key timelines, goals for liberal learning, the process for declaring a concentration, various advising resources, support services, curricular options like independent study and research opportunities, and Brown's writing requirement. The guide is intended to help sophomores navigate their academic and personal development during this year.
This document provides information about an online Introduction to Sociology course. It includes details about the instructor such as contact information and availability. It describes the course, including its focus on how sociology impacts students and vice versa. Course objectives are listed, such as identifying key sociological concepts and using theories to explain social phenomena. Methods of assessment are outlined, like papers, presentations, and exams. A signature assignment involves students creating a presentation applying sociological imagination to a social issue.
1 HGED 676 Student Development Theory II1 The grea.docxtarifarmarie
1
HGED 676: Student Development Theory II1
“The great aim of education is not knowledge, but action” ~ Herbert Spencer
Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm
Instructor Natasha N. Croom, Ph.D. | [email protected] | 515.294.4916 | N247E
TAs Lorraine Acker, M.S. | [email protected] (Section I)
Aja Holmes, M.S. | [email protected] (Section II)
Office Hours By appointment only (for all)
Accommodations
Students with (dis)abilities that may affect participation in this course are invited to contact the Student
Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is
515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort
can be made to arrange appropriate accommodations.
Course Objective, Organization, & Content
This is a topical discussion based course concerned with social identity development theory. A stated goal of the
student affairs profession is to maximize student learning through the facilitation of the many aspects of
personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear
understanding of the developmental issues facing students and the process by which development occurs. They
must also be aware of factors that effect development and be able to work with individuals, groups, and
organizations within the diverse campus community to establish environments conducive to the development of
students from a variety of backgrounds. Knowledge of theories of social identity development and the
application of principles of social justice in college settings will assist student affairs professionals in
accomplishing these goals.
This course is organized around concepts of individual level social identity theories and systemic level theories
of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about
particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality)
with particular attention paid to how these identities intersect and the social and systemic implications of
identity.
Class Expectations & Policies
Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time.
Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment
will affect your ability to arrive on time, please notify the instructor prior to class.
Class participation is an expectation of all of us. Given that participation and engagement are crucial to the
success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of
cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations
require you to be “on c.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
GSU 1010 FALL SYLLABUS -- Humanities- Culture Production and Contemporary EventsHannah Spadafora
This document provides information for a New Student Orientation course at Georgia State University. It includes the instructor's contact information, required textbooks, an introduction to college and what students will learn, course expectations and learning outcomes, policies on accommodations, academic honesty and diversity, and the course schedule. Students will learn about academic resources, community involvement opportunities, and personal growth through discussions, activities and assignments designed to facilitate their successful transition to college.
This document provides information about a Human Behavior and the Social Environment course at the University of Illinois. The course examines major theories of human development across the lifespan within social contexts. It will use an ecological systems framework and developmental approach. Issues of diversity will also be discussed. Students will gain understanding of development theories and their implications for social work practice and policy. The course involves readings, group presentations on development stages, and assignments including a book review and oral history project.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
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1. EDUC 313 / WS 313 / ES 313
Fall 2006 / 3 Units
Education for ACTION:
Skills-Building for Community Organizers and
Social-Change Activists
Eric Rofes
Associate Professor of Education
Location of Class
Class Date & Time
Natural Resources 225 & Online!
The course is taught in an equal mix of face-to-face class
meetings and on-line class activities. The only face-toface meetings are scheduled for:
One weekend: September 29 (5-8 p.m.) and
September 30 (9-5 p.m.) in HGH 203
Professor's Office
Office Hours
Phone Number
E-Mail & Web Site
Postal Address
3 Mondays during the start of the semester from
4:30-7:20 p.m.: August 21, 28 and September
11 in Natural Resources 224
2 Mondays at the end of the semester from 4:307:20 p.m.: December 4 and December 11 in
Natural Resources 224
During 7 weeks the course activities do NOT include faceto-face meetings and instead utilize online learning
activities.
HGH 209
By appointment; also Wednesdays, 1:30-3:00
(707) 826-3735
er7@humboldt.edu / www.ericrofes.com
Dept. of Education, HSU, 1 Harpst Street, Arcata 95521
Class Requirements, Deadlines & Grading
Your final grade in this class will be determined by assessments in four key areas:
1. Class attendance and participation during face-to-face class meetings (20%)
2. You are expected to attend every face-to-face class session. You are expected to
arrive in class on time and depart class only when the session is completed. This
portion of the grade also will evaluate the frequency and quality of your participation
in class and your ability to demonstrate significant recall and analysis of the class
readings.
2. On-line participation in discussion groups and activities (30%)
You will participate on-line in discussion groups and activities designed to expand
your thinking and knowledge-base about organizing skills. Each week of the course,
you are expected to put forward at least three contributions to an assigned question.
Most of these are based on the course readings and will allow you to delve into them
in greater detail and talk about your viewpoint and perspectives with your classmates.
This participation will also allow the professor to assess your ability to demonstrate
recall and analysis of the readings.
3. Attendance at conference and written journal evaluating organizing (20%)
You are expected to attend three workshops or keynote addresses at either the HSU
Leadership Conference (October 6-7) or the Week of Dialogue on Race (October 30November 12). You are to write a 2-3 page critique of the organization of the
workshop or speech, sharing your thinking about strengths and weaknesses and ways
in which the organizing might be improved. This is due on November 13th before 5
p.m. Details will be distributed early in the semester.
4. Organizing portfolio preparation and presentation (30%)
Students are expected to spend time throughout the semester working in an
organization or activity on campus or in the community. This might be an activist
project, but it might also be a project focused on advocacy, education, or community
service. You might also join a working group in our class focused on preparing for
the North Coast Education Summit in February. Drawing on your work with this
organization or activity, you will be expected to create a portfolio of documents,
artifacts, and written analyses and critiques and you will be asked to share your
portfolio and organizing experience with other students in the class during a
"portfolio presentation fair" towards the end of the semester. A detailed assignment
sheet will be distributed early in the semester, but students choosing this option must
find an appropriate organizational focus and begin weekly work no later than
September 11th.
Course Overview
By participating in this class you will come to understand the value of skill development
for community organizers who are working with movements of people who aim to
change the world. You will also understand the value of organizing skills to your home,
your workplace, and your life.
Students will become better able to reach individual and collective organizing goals and
learn ways to strategically bring about change. Effective organizing is more than
charisma, charm, and smarts: it's about roll-up-the-sleeve skills, working with people
across differences, and not backing away from difficult, sustained work in the service of
creating and more just and equitable world.
2
3. Upon completion of Education for ACTION, you will have the following:
o Knowledge of the critical role of organizing skills in building social movements
of all political ideologies;
o Improved skills in planning and facilitating meetings, fundraising, working in
coalitions, public speaking, direct action organizing, civil disobedience, campaign
creation and self-care;
o The ability to create a long-term strategy to meet a particular organizing
challenge, including the ability to enumerate key tactics, potential barriers, and
core sources of support;
o A critique of the "superhero" model of social change and a greater appreciation of
the ways in which ordinary people working together can create powerful changes
in the world.
This course has been developed to strengthen the basic skills of people working to create
change through community organizing. It will also benefit those who simply want to
refine their skills in order to work more effectively in organizations and institutions such
as schools, clubs, sports teams, corporations, small businesses, and government
structures.
People of all political perspectives are welcome in this class and students are expected to
demonstrate the ability to work respectfully across ideological differences in addition to
differences rooted in culture, race, language, class, sex, and sexual orientation. The use
of online technologies makes this even more important. See: JOAN LINK HERE.
Diversity & Common Ground
This course qualifies as a Diversity and Common Ground course at HSU. It includes the
following core objectives and is designed for students to:
•
Study how various cultural groups have defined their visions of self and other,
and of the relationships between self and other;
•
Evaluate the complexity and fluidity of social identities, particularly with respect
to the intersections of class, ethnicity, disability, gender, nationality, and so on;
•
Understand how cultural differences and identities founded in such categories as
age, race, sexuality and so on are produced and perpetuated through a variety of
social, cultural, and disciplinary discourses (e.g. literature, popular culture,
science, law, etc.);
•
Become aware of the causes and effects of structured inequalities and prejudicial
exclusion rooted in race, class, gender, etc., and to elucidate broader questions of
bias and discrimination as they relate to the exercise and distribution of material
and cultural power and privilege.
3
4. This course is also a core requirement in the Leadership Studies Minor, an elective in the
Social Advocacy Minor and the Environment and Community MA Program, in addition
to being cross-listed between Education, Women's Studies, and Ethnic Studies.
Course Readings
This course has three required texts. Additional readings may be handed out, put on
reserve, or placed on Moodle.
Bottom line--> Students are expected to be prepared to discuss the week's assignment in
class and online. The required texts are:
o Organizing for Social Change: Midwest Academy: Manual for Activists, by Kim
Bobo (Seven Locks Press, 2001). Photocopies at Bookstore until book arrives.
o Stir it Up! Lessons in Community Organizing and Advocacy by Rinku Sen
(Jossey-Bass, 2003)
o From ACT Up to the WTO: Urban Protest and Community Building in the Era of
Globalization, edited by Ben Shepard and Ron Hayduk (Verso, 2002)
A copy of each of the required texts will be placed on reserve in the library.
Special Notes
• Required E-Mail Contact: An e-mail list will be created for this class. Students are required to check
their email accounts at least once every two days.
• Village Square Announcements: Brief announcements will be invited at the beginning of each face-toface class and on the online announcement board. Keep each announcement brief and include all
essential details.
• Cell Phone No-no: Use of personal cell phones and beepers while class is in face-to-face session is
discouraged. If an emergency arises and you must have your technology turned on, notify the class
during opening announcement period of potential disturbance.
• Standard Academic Writing Expectation: The use of standard, grammatically correct English in your
writing and speaking is key to your success in this course. If you need assistance with your writing,
please visit the university’s Writing Center, seek help from classmates and friends, or visit the instructor
during office hours. Take seriously this emphasis on English-language skills. Any assignment that
includes many errors or is not carefully proofread and edited will receive a maximum grade of C. This
will not be strictly enforced on discussion board online.
• You Are Invited…: Students are urged to attend office hours throughout the semester to discuss topics
raised in the class, or seek help with assignments, study skills, academic or other matters. If scheduled
times are not convenient, I am happy to schedule additional times to fit your schedule. Call or email the
instructor to set up an appointment.
• Access for Students with Disabilities: Students with disabilities who will be taking this course and may
4
5. need disability-related classroom accommodations are encouraged to check-in with me as soon as
possible. JOAN ADD BOILER PLATE AND EDIT
• Ethics: Students are responsible for information about academic dishonesty and plagiarism as stated in
the HSU catalogue.
• Guess Who’s Coming to Class? Visitors are welcome to the face-to-face meetings of this class. Food
and beverages are welcome. If you have friends who might benefit from joining us for a specific session,
bring them along and introduce them during opening announcements.
Assignments are due on the announced date unless alternate arrangements have been made at least 48
hours in advance of the due date. Otherwise, late assignments will have a full grade deducted for every
two days they are late.
Education for ACTION
Schedule of Topics and Readings
Date
August 21
Format
Face-to-Face
Class
August 28
Face-to-Face
Class
Online Class
September 4
Topic
Course Introduction & TimeManagement Skills
In-Class Video: You Got to
Move
Popular Education &
Movement Building
Organizing in the 1960s vs.
Organizing in 2006
September 11
Face-to-Face
Class
September 18
Online Class
September 25
Online Class
Direct Action Organizing Skills
September 29 –
September 30
Weekend Retreat:
Face-to-Face
Class
Online Class
Civil Disobedience, NonViolence Training &
Accountability Sessions
Civil Disobedience & Direct
Action Follow-up
October 2
Direct Action Organizing Skills;
In-Class Video: This is What
Democracy Looks Like
Working in Coalitions and
Working Across Difference
5
Assignment
Oncores: From Popular Education for Move
Building, by Project South
ACT-Up / WTO: x-34
Sen: v-24
View Video: The Democratic Promise: Saul
& His Legacy
Bobo: 2-81
Sen: 48-78
Oncores: Coalition Politics: Turning the Cen
Bernice Johnson Reagon
Sen: 24-47; 135-147
Bobo: 100-109
Bobo: 110-127
Sen: 79-115
View Video: TBA
Bobo: 82-99
ACT-Up / WTO: 34-105
ACT-Up / WTO: 201-264
6. October 6-7
October 9
Online Class
October 16
Online Class
October 23
Online Class
October 30
Online Class
Action Follow-up
HSU Leadership Conference
Organizing Effective Meetings
Public Speaking with Purpose
and Power / The Role of
Research and Education in
Activism
Recruitment & Leadership
Development
Using the Media or the Media
Using You?
Bobo: 110-127
Oncores: Tyranny of Structurelessness,
Freeman and The Tyranny of Tyranny, b
Levine
Bobo: 156-171
Sen: 148-164
ACT-Up/WTO: 265-325
View Video: Fight Back, Fight AIDS
October 30November 12
November 6
Online Class
November 13
Online Class
Fundraising and Resource
Development
November 27
Online Class
Caring for the Self & Working
for the Long Haul
Bobo: 172-181
Portfolio Installment #2 Due
Bobo: 276-287
ACT-Up / WTO: 106-201
Conference Journals Due
Bobo: 338-345
ACT-Up / WTO: 325-394
December 4
Face-to-Face
Class
Face-to-Face
Class
Portfolio Presentation Day
Final Portfolios Due
December 11
Dialogue on Race
Workshops
Designing Effective Workshops
Bobo: 128-139
Portfolio Installment #1 Due
Bobo: 140-155
Sen: 116-134, 165-182
Portfolio Presentation Day
6