ES 1010, Earth Science 1 Course Description Stud.docx
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ES 1010, Earth Science 1 Course Description Study of the scientific principles that influence our planet, its rocks, mountains, atmosphere, and oceans. Prerequisites None Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Textbook Lutgen, F. K., & Tarbuck, E. J. (2011). Foundations of earth science (6th ed.). Upper Saddle River, NJ: Prentice Hall. Course Learning Objectives Upon completion of this course, students should be able to: 1. Identify the most important elements that compose Earth's continental crust. 2. Explain the processes of weathering, erosion, and mass wasting. 3. Examine the cause of earthquakes and volcanoes. 4. Describe Earth's interior structure and composition. 5. Explain the theory of plate tectonics. 6. Examine ocean currents, the causes of tides, and shoreline erosion. 7. Define the science of meteorology and explain the difference between weather and climate. 8. Examine the formation and forms of clouds and precipitation. 9. Describe air pressure, how it is measured, and how it changes with altitude. 10. Recognize the contributions of Nicolaus Copernicus, Tycho Brahe, Johannes Kepler, Galileo, and Sir Isaac Newton to modern Astronomy. 11. Classify stars using the H-R Diagram. 12. Discuss stellar evolution. Course Structure 1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit. 2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings and Chapter Presentations are provided in each unit study guide as Supplemental Reading to aid students their course of study. 4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I and VII to aid students in their course of study. ES 1010, Earth Science Course Syllabus ES 1010, Earth Science 2 5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading. 6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar. 7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. 8. Final Exam (Proctored): Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored—see below for additional information. You are permitted four (4) hours to complete this exam, in the presence of your approved proctor. This is an open book exam. Only course textbooks and a calculator, ...
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BIO1100, Non-Majors Biology 1 Course Description S.docx
BIO1100, Non-Majors Biology 1
Course Description
Study of the principles of biology including the scientific method, cell theory, cellular process, theories of heredity and
evolutionary theory, ecology, human physiology, and a survey of the diversity of organisms.
Prerequisites
None
Course Textbook
Belk, C., & Meier, V. B. (2013). Biology: Science for life with physiology (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Note: Unit Assignments, excluding Discussion Boards, will be completed in MasteringBiology. Access is provided through
a link on the Blackboard Course Menu.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze scientific information and apply it to aspects of living organisms and the environment.
2. Differentiate among the various processes that occur in living organisms.
3. Relate chemistry and chemical processes to living organisms.
4. Identify structures and functions of the human body.
5. Evaluate various disease states of the human body.
6. Relate the importance of plants to living organisms and the environment.
7. Evaluate evolution and natural selection to the origin of life.
8. Evaluate the effect of various human practices on the environment.
9. Relate genetics and scientific research to human lives.
10. Conduct virtual lab simulations and experiments.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BIO 1100, Non-Majors Biology
Course Syllabus
BIO1100, Non-Majors Biology 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
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(Re)Designing Introductory Geoscience Labs to Promote Inquiry
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ScienceSchool of Science and TechnologySCIN130Introduc.docx
Science
School of Science and TechnologySCIN130
Introduction to Biology with Lab4 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Course Description (Catalog)
SCIN130 Introduction to Biology w/ Lab (4 Credits) This course introduces students to the biological systems within their associated environments. The course furnishes an understanding of biological principles and the properties of life. Topics covered in this course include the structure and function of plants and animals, cell biology principles, genetics, reproduction, development and growth, biological diversity, principles of evolution, and interactions among organisms and with their environment. Online laboratory experiences are incorporated which are designed to correspond to, complement, and reinforce the concepts presented in the assigned reading material. The lab involves study through interactive simulations, videos, and animations which will be provided to the student in the form of exercises provided throughout the semester.
Table of Contents
Course Scope
This course is an introduction to the biological systems within their associated environments. It includes a basic introduction to biological systems, the interaction of these systems, and the structure and function of cells and animal organ systems. Because it is a survey course of a broad subject, it will out of necessity cover each topic with a broad brush. Specific topics will include basic principles in the study of life, cells and how they transform energy, DNA and cell reproduction, biological diversity and its evolution, anatomy and physiology of plants, anatomy and physiology of the various animal organ systems, ecology, and the biosphere. In addition to utilizing the assigned biology electronic text, this course is combined to include a virtual laboratory component which uses simulated laboratories to provide the student with a deeper and practical understanding of the basic principles of biology. Unlike an actual laboratory class, with beakers and test tubes, you are able to repeat labs as often as you like, perform experiments without harming live animals, and conduct experiments that may be difficult to perform in an actual lab environment due to time, cost, or location. This course promises to give you a much greater understanding of the complexities that are the study of life.
Table of Contents
Course Objectives
The successful student will fulfill the following learning objectives:
CO-1 Describe the approaches used and the basic tenets of the science of biology.
CO-2 Identify the principles of evolution.
CO-3 Describe the structure and division of living cells.
CO-4 Explain DNA biology and how it influences cancer and other diseases.
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BIO1100, Non-Majors Biology 1 Course Description S.docx
BIO1100, Non-Majors Biology 1
Course Description
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Belk, C., & Meier, V. B. (2013). Biology: Science for life with physiology (4th ed.). Upper Saddle River, NJ: Prentice Hall.
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Upon completion of this course, students should be able to:
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2. Differentiate among the various processes that occur in living organisms.
3. Relate chemistry and chemical processes to living organisms.
4. Identify structures and functions of the human body.
5. Evaluate various disease states of the human body.
6. Relate the importance of plants to living organisms and the environment.
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8. Evaluate the effect of various human practices on the environment.
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Upon completion of this course, the students will earn three (3) hours of college credit.
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1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
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3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BIO 1100, Non-Majors Biology
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BIO1100, Non-Majors Biology 2
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SCIN130 Introduction to Biology w/ Lab (4 Credits) This course introduces students to the biological systems within their associated environments. The course furnishes an understanding of biological principles and the properties of life. Topics covered in this course include the structure and function of plants and animals, cell biology principles, genetics, reproduction, development and growth, biological diversity, principles of evolution, and interactions among organisms and with their environment. Online laboratory experiences are incorporated which are designed to correspond to, complement, and reinforce the concepts presented in the assigned reading material. The lab involves study through interactive simulations, videos, and animations which will be provided to the student in the form of exercises provided throughout the semester.
Table of Contents
Course Scope
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ES 1010, Earth Science 1 Course Description Study o.docx
ES 1010, Earth Science 1
Course Description
Study of the scientific principles that influence our planet, its rocks, mountains, atmosphere, and oceans.
Course Textbook/Course Material(s)
Lutgens, F. K., & Tarbuck, E. J. (2014). Foundations of Earth science (7th ed.). Upper Saddle River, NJ: Pearson.
Bequette, F. (1997, March). Large dams. UNESCO Courier, 44+.
Environmental Protection Agency. (2010). Ozone science: The facts behind the phaseout. Retrieved from
http://www.epa.gov/ozone/science/sc_fact.html
NASA Goddard. (2008, October 24). In the zone [Video file]. Retrieved from https://youtu.be/lB1FADETAyg
National Aeronautics and Space Administration. (2015a). What is a planet? Retrieved from
https://solarsystem.nasa.gov/planets/whatisaplanet.cfm
National Aeronautics and Space Administration. (2015b). Stars. Retrieved from
http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/
National Aeronautics and Space Administration. (2015c). Solar system exploration. Retrieved from
http://solarsystem.nasa.gov/planets/
National Aeronautics and Space Administration. (2014). The method of parallax. Retrieved from
http://imagine.gsfc.nasa.gov/features/yba/HTCas-size/parallax3.html
National Oceanic and Atmospheric Administration. (2010a). Global weather. Retrieved from
http://www.srh.noaa.gov/jetstream/global/global_intro.htm
National Oceanic and Atmospheric Administration. (2010b). JetStream—online school for weather. Retrieved from
http://www.srh.noaa.gov/srh/jetstream/synoptic/synoptic_intro.htm
National Oceanic and Atmospheric Administration. (2015). Global warming. Retrieved from
http://www.ncdc.noaa.gov/monitoring-references/faq/global-warming.php
National Severe Storms Laboratory. (n.d.-a) Severe weather 101: Thunderstorm basics. Retrieved from
http://www.nssl.noaa.gov/education/svrwx101/thunderstorms/
National Severe Storms Laboratory. (n.d.-b) Severe weather 101:Tornado basics. Retrieved from
http://www.nssl.noaa.gov/education/svrwx101/tornadoes/
Sections of San Andreas Fault in San Francisco area are locked up. (2014, October 22). Space Daily.
United States Geological Survey. (1997). Other volcanic structures. Retrieved from
http://pubs.usgs.gov/gip/volc/structures.html
United States Geological Survey. (1999). "Hot spots": Mantle thermal plumes. Retrieved from
http://pubs.usgs.gov/gip/dynamic/hotspots.html#anchor19316266
ES 1010, Earth Science
Course Syllabus
ES 1010, Earth Science 2
United States Geological Survey. (1999). The nature of volcanoes. Retrieved from
http://pubs.usgs.gov/gip/volc/nature.html
United States Geological Survey. (2001a). Relative time scale. Retrieved from
http://pubs.usgs.gov/gip/geotime/relative.html
United States Geological Survey. (2001b). Radiometric time scale. Retrieved from
http://pubs.usgs.gov/gip/geotime/radiometric.html
United States Geological Survey. (2010). Types of volcano ...
I.-OVERVIEW.pptx
Jsjsjsuwugsshehhdkwjrhdhehhebdbdjakaosjshdbehhehejsjsjsjjskwksjsbxbxdhhdjeeiielqlanbdxbdhdheusjsjxbxbsjkaoxjjdjdhdheuduenxbbxhdhdhdhskwoaojdhdbdhehdhdhhxgdhsjsopwjdhdhdhsueyyryeueieoowsksjdbbdbdehhebdbdbddbbdhdjsusuehdbdbnsjswkkwiwieiwooalmzznnznxxnbdbdhdhdjnsnxxndneuueiwkwaksnsbbddbhsheehjwksksjsnddnjdjjsjsjjsjdkskkkskdkjdksksksjejeiejeuehdhhehehehehehebdbdnndjejejejejenddnndbdbdbdbennejehdbdjdjendnddnnddndnfnndjrjdjdjdjdjdnxbjsjeuruoeoekndnssjejdndn
NTU Innovations in Teaching Seminar - students as co creators
Keynote given at NTU Singapore, Oct 2015.
School School of Arts and HumanitiesCourse Number COLL100Cou.docx
School: School of Arts and HumanitiesCourse Number: COLL100
Course Name: Foundations of Online Learning
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite: None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Resources
Selected Bibliography
Instructor Information
Course Syllabus
( Biography)
Instructor: Les Colegrove
Email: [email protected] (APUS)
My Availability - I am generally available to you all most any time. I am in the class Forums seven days a week, multiple times. If for whatever reason I expect to miss a day, I will let you know. Should you need to contact me via phone, you should not hesitate to do so at the cell numbers shown below. I reside in the Eastern Time zone; please let common sense prevail.
Office Hours – Scheduled for Wednesdays 9:30 am – 10:30 am.
Please contact your instructor before reaching out to the directors.
Faculty Director: Linda Algozzini (mailto:[email protected]?subject=COLL100&body=Please%20include%20your%20name%2C%20student%20ID%2C%20and%20the%20name%20of%20your%20instructor%20in%20any%20message%20to%20the%20Faculty%20Director.%20)
Director of Core Learning: Kimberly Jacobs (mailto:[email protected]?subject=COLL100&body=Please%20include%20your%20name%2C%20your%20student%20ID%20and%20the%20name%20of%20your%20instructor%20in%20your%20message%20to%20the%20Program%20Director.%20)
Course Description
College 100 is designed to provide a solid foundation for undergraduate study in the online environment. Students will be introduced to learning theory, the tools available in the online classroom and campus, and online research. Identification of personal learning style allows students to improve their study/learning techniques and prepares them to succeed in college level courses. Students will be introduced to formatting and citation styles. APUS policy and procedure is addressed. Written communication is emphasized to assist learners in the transition to the online environment and to support their success in their academic and personal careers.
Course Scope
This course is designed for students who are new to APUS, may be new to online learning, and who may or may not be new to post-secondary education at an accredited institution of higher learning. During the eight weeks students will investigate and develop habits of successful online learners; experience the APUS culture; identify and use resources provided by the university to support student success; develop scholarly writing and research skills; and formulate critical thinking strategies.
Course Objectives
After successfully completing this course, you will be able to:
1. State the habits of a successful online student; (Knowledge)
2. Name major formatting and citation styles used in various programs; (Knowledge)
3. Produce assignments in accordance with APA .
Syllabus (wa) cnsl 5163, summer 2011
William Allan Kritsonis, PhD, Professor, PhD Program in Educational Leadership, PVAMU/Member of the Texas A&M University System
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Academic Program Review Report opens in new window
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This video, introduced as an optional resource in the previous module, defines the process of continuous improvement and some of its larger components. Again, the following sections of this long video will be most useful to you: https://www.youtube.com/watch?v=XLGXShbmpFI
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Undergraduate Program Review Report
Per university policy, this report addresses three major questions (sections B, C, and D of
this report). Those questions are as follows:
• Are the students meeting the program’s student-learning benchmarks or outcomes?
(Section B of this report)
• Do the curriculum and the courses support the student-learning benchmarks or
outcomes? (Section C of this report)
• Does the environment support student learning benchmarks or outcomes? (Section D
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also are listed in Section E of this report. The combination of addressing the above-listed
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Undergraduate Program in English Language and Literature deserves a rating of
EXEMPLARY.
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a. Program Name: Undergraduate Pro ...
Best Practices in Online Lab Science Education
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Course SyllabusHIEU 201History of Western Civilization I.docx
Course Syllabus
HIEU 201
History of Western Civilization I
Course Description
A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648.
Rationale
The History Department offers courses in the study of humanity so that students can understand their own traditions as well as world cultures. HIEU 201 is taught with a distinctively Christian worldview for the purpose of preparing students to be good citizens and effective Christians.
History of Western Civilization I
fulfills a General Education requirement for the Bachelor’s Degree at Liberty University.
I.
Prerequisites
None
II.
Required Resource Purchase
Perry, Marvin, et al. eds.
Western Civilization: Ideas, Politics, and Society
. 10th ed. Boston: Wadsworth, Cengage Learning, 2013. ISBN: 9781111831707.
Disclaimer:
The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource.
III.
Additional Materials for Learning
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
IV.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
A.
Identify major figures and events in Western Civilization from earliest civilizations to 1648.
B.
Describe the stages of development of Western Civilization from earliest civilizations to 1648.
C.
Explain how political, economic, military, religious, and cultural factors influenced the development of Western Civilization from earliest civilizations to 1648.
D.
Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648.
E.
Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648.
V.
Core Competency Outcomes
Upon successful completion of this course, the student will be able to:
A.
Apply Reading Comprehension strategies including interpreting, evaluating, and analyzing written content.
B.
Write a persuasive comparison/contrast essay on an historical topic, incorporating research skills and the communication of ideas through effective writing.
C.
Integrate sources accurately and effectively.
VI.
Course Requirements and Assignments
A.
Textbook readings, lecture presentations, videos, and articles
B.
Course Requirements Checklist
After reading the Course Syllabus and
Student Expectations
, the student will complete the related checklist found in Module/Week 1.
C.
Class Introductions
During the first Module/Week, the student will post an introductory post into the Discussion Board Forum. This will serve as a chance for the student to get to know his or her classmates’. Each post must include a little personal information, some academic/professional information, and any other information the stud.
April 19, 2018 Course #Title MATU-203 – Introduction.docx
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
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Lutgens, F. K., & Tarbuck, E. J. (2014). Foundations of Earth science (7th ed.). Upper Saddle River, NJ: Pearson.
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National Aeronautics and Space Administration. (2015c). Solar system exploration. Retrieved from
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National Oceanic and Atmospheric Administration. (2010a). Global weather. Retrieved from
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National Oceanic and Atmospheric Administration. (2015). Global warming. Retrieved from
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I.-OVERVIEW.pptx
Jsjsjsuwugsshehhdkwjrhdhehhebdbdjakaosjshdbehhehejsjsjsjjskwksjsbxbxdhhdjeeiielqlanbdxbdhdheusjsjxbxbsjkaoxjjdjdhdheuduenxbbxhdhdhdhskwoaojdhdbdhehdhdhhxgdhsjsopwjdhdhdhsueyyryeueieoowsksjdbbdbdehhebdbdbddbbdhdjsusuehdbdbnsjswkkwiwieiwooalmzznnznxxnbdbdhdhdjnsnxxndneuueiwkwaksnsbbddbhsheehjwksksjsnddnjdjjsjsjjsjdkskkkskdkjdksksksjejeiejeuehdhhehehehehehebdbdnndjejejejejenddnndbdbdbdbennejehdbdjdjendnddnnddndnfnndjrjdjdjdjdjdnxbjsjeuruoeoekndnssjejdndn
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School: School of Arts and HumanitiesCourse Number: COLL100
Course Name: Foundations of Online Learning
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite: None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Resources
Selected Bibliography
Instructor Information
Course Syllabus
( Biography)
Instructor: Les Colegrove
Email: [email protected] (APUS)
My Availability - I am generally available to you all most any time. I am in the class Forums seven days a week, multiple times. If for whatever reason I expect to miss a day, I will let you know. Should you need to contact me via phone, you should not hesitate to do so at the cell numbers shown below. I reside in the Eastern Time zone; please let common sense prevail.
Office Hours – Scheduled for Wednesdays 9:30 am – 10:30 am.
Please contact your instructor before reaching out to the directors.
Faculty Director: Linda Algozzini (mailto:[email protected]?subject=COLL100&body=Please%20include%20your%20name%2C%20student%20ID%2C%20and%20the%20name%20of%20your%20instructor%20in%20any%20message%20to%20the%20Faculty%20Director.%20)
Director of Core Learning: Kimberly Jacobs (mailto:[email protected]?subject=COLL100&body=Please%20include%20your%20name%2C%20your%20student%20ID%20and%20the%20name%20of%20your%20instructor%20in%20your%20message%20to%20the%20Program%20Director.%20)
Course Description
College 100 is designed to provide a solid foundation for undergraduate study in the online environment. Students will be introduced to learning theory, the tools available in the online classroom and campus, and online research. Identification of personal learning style allows students to improve their study/learning techniques and prepares them to succeed in college level courses. Students will be introduced to formatting and citation styles. APUS policy and procedure is addressed. Written communication is emphasized to assist learners in the transition to the online environment and to support their success in their academic and personal careers.
Course Scope
This course is designed for students who are new to APUS, may be new to online learning, and who may or may not be new to post-secondary education at an accredited institution of higher learning. During the eight weeks students will investigate and develop habits of successful online learners; experience the APUS culture; identify and use resources provided by the university to support student success; develop scholarly writing and research skills; and formulate critical thinking strategies.
Course Objectives
After successfully completing this course, you will be able to:
1. State the habits of a successful online student; (Knowledge)
2. Name major formatting and citation styles used in various programs; (Knowledge)
3. Produce assignments in accordance with APA .
Syllabus (wa) cnsl 5163, summer 2011
William Allan Kritsonis, PhD, Professor, PhD Program in Educational Leadership, PVAMU/Member of the Texas A&M University System
Find a Bill opens in new windowIntroduced in the last module, t.docx
Find a Bill opens in new window
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Internal Review Report Sample opens in new window
This document is an actual example of an undergraduate program review report from Southern Illinois University-Edwardsville. As you skim this report, you will see examples of recommendations and how those recommendations were supported by the evaluation data. This example may help you in this module’s discussion. ( attached in a document)
Academic Program Review Report opens in new window
This document from California State University-Sacramento offers another authentic report with recommendations you can review starting on page 13. This example may help you in this module’s discussion. https://www.csus.edu/academic-affairs/
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Course Syllabus
HIEU 201
History of Western Civilization I
Course Description
A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648.
Rationale
The History Department offers courses in the study of humanity so that students can understand their own traditions as well as world cultures. HIEU 201 is taught with a distinctively Christian worldview for the purpose of preparing students to be good citizens and effective Christians.
History of Western Civilization I
fulfills a General Education requirement for the Bachelor’s Degree at Liberty University.
I.
Prerequisites
None
II.
Required Resource Purchase
Perry, Marvin, et al. eds.
Western Civilization: Ideas, Politics, and Society
. 10th ed. Boston: Wadsworth, Cengage Learning, 2013. ISBN: 9781111831707.
Disclaimer:
The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource.
III.
Additional Materials for Learning
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
IV.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
A.
Identify major figures and events in Western Civilization from earliest civilizations to 1648.
B.
Describe the stages of development of Western Civilization from earliest civilizations to 1648.
C.
Explain how political, economic, military, religious, and cultural factors influenced the development of Western Civilization from earliest civilizations to 1648.
D.
Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648.
E.
Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648.
V.
Core Competency Outcomes
Upon successful completion of this course, the student will be able to:
A.
Apply Reading Comprehension strategies including interpreting, evaluating, and analyzing written content.
B.
Write a persuasive comparison/contrast essay on an historical topic, incorporating research skills and the communication of ideas through effective writing.
C.
Integrate sources accurately and effectively.
VI.
Course Requirements and Assignments
A.
Textbook readings, lecture presentations, videos, and articles
B.
Course Requirements Checklist
After reading the Course Syllabus and
Student Expectations
, the student will complete the related checklist found in Module/Week 1.
C.
Class Introductions
During the first Module/Week, the student will post an introductory post into the Discussion Board Forum. This will serve as a chance for the student to get to know his or her classmates’. Each post must include a little personal information, some academic/professional information, and any other information the stud.
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April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
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Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Approaches, Issues, Applications edited by Steffen.docx
Approaches,
Issues,
Applications
edited by Steffen P. Walz and Sebastian Deterding
© 2014 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (includ-
ing photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information,
please email [email protected]
This book was set in Gentium Book Basic 10/14pt by Toppan Best-set Premedia Limited, Hong Kong. Printed and bound
in the United States of America.
Library of Congress Cataloging-in-Publication Data
The gameful world: approaches, issues, applications/ edited by Steffen P. Walz & Sebastian Deterding.
pages cm
Includes bibliographical references and index.
ISBN 978-0-262-02800-4 (hardcover: alk. paper) 1. Games-Social aspects. 2. Play- Social aspects. 3. Creative ability-
Social aspects. 4. Social psychology. I. Walz, Steffen P ., 1973- editor of compilation. II. Deterding, Sebastian, 1978-
editor of compilation.
GV1201.38.G36 2014
306.4'87- dc23
2014013731
10 9 8 7 6 5 4 3 2 1
POSITION STATEMENT
LOSING IS FUN
McKenzie Wark
If "Never work!" was the apex of critical strategy in
the twentieth century, perhaps "Never play!" could
be the same point of extreme negation for the twenty-
first. It is of course almost impossible to never work,
but it at least defines an ambition: to abolish wage
labor and the commodity form.
It was and remains a surprisingly popular ambi-
tion. The cycle of struggles in the overdeveloped
world in the late twentieth century took it as their
lodestar, whether unwittingly or not. The whole
counterstrategy of making work seem like some-
thing else, like play even, stems from the boredom
that both wage labor and the commodity form
generated.
This boredom is spreading even to what was once
called the underdeveloped world. By their tens of
millions, peasants left the land, in China and else-
where, and in some cases ended up in the factories
that make the world's commodities. But it's getting
harder to keep them there. The riots and suicides at
Foxconn are just the tip of the iceberg. Nobody much
likes to do this sort of work if there's any option.
In the overdeveloped world, work is only one of
the ways of creating a value chain and extracting a
profit. The more advanced form of spectacular
economy extracts value from play. This is why the
critical slogan of the times might need to be "Never
play!" Where play was some kind of alternative for
so many late-twentieth-century avant-gardes, from
the Situationists to the Fluxus movement to the New
Games movement, the overdeveloped world in the
twenty-first century is all about recuperating those
energies, those desires, those appetites, for the com-
modity form.
There are several versions of the recupe.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docx
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
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Applying “Evidence-Based Practice”
Population groups with differences determined by culture, religion or ethnicity also show differences in terms of illness behavior and beliefs.
Discuss a patient population that are at risk and apply evidence-based practice guidelines in management of their illnesses across the age continuum.
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Applying Learning Theory to LifePrior to beginning work on t.docx
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docx
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docx
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docx
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docx
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docx
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docx
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docx
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docx
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docx
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docx
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docx
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docx
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docx
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
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- 4. approved proctor. This is an open book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams. 9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions. 10. Student Break Room: This communication forum allows for casual conversation with your classmates. Final Examination Guidelines Final Exams are to be administered to students by an approved Proctor. CSU approves two, flexible proctoring options: a standard Proctor, who is chosen by the student and approved by the university, or Remote Proctor Now (RP Now), an on- demand, third-party testing service that proctors examinations for a small fee. A standard Proctor is an unbiased, qualified individual who is selected by the student and agrees to supervise an examination. You are responsible for selecting a qualified Proctor, and the Proctor must be pre-approved by CSU. Students choosing RP Now must have an operational webcam/video with audio, a high-speed internet connection, and the appropriate system rights required to download and install software. To review the complete Examination Proctor Policy, including a list of acceptable Proctors, Proctor responsibilities, Proctor approval procedures, and the Proctor Agreement Form, go to the myCSU Student Portal from the link below.
- 5. http://mycsu.columbiasouthern.edu You are permitted four (4) hours to complete this exam, in the presence of your approved Proctor. This is an open book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams. Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the
- 6. professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. http://mycsu.columbiasouthern.edu/ https://online.columbiasouthern.edu/CSU_Content/common_file s/instructions/DB/Create_New_Thread_Subscribe.pdf ES 1010, Earth Science 3 Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers. Grading Discussion Board (8 @ 2%) = 16% Unit Assessments (8 @ 8%) = 64% Final Exam = 20% Total = 100% Course Schedule/Checklist (PLEASE PRINT)
- 7. The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted. ES 1010, Earth Science 4 ES 1010, Earth Science Course Schedule By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course. Unit I Discovering Earth Science and its Materials tudy Guide Read: ading: See Study Guide Discuss:
- 8. Discussion Board question by Saturday, Midnight (Central Time) Notes/Goals: Unit II Landscapes Read: Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Submit:
- 9. Notes/Goals: ES 1010, Earth Science 5 ES 1010, Earth Science Course Schedule Unit III Plate Tectonics and Restless Earth Read: and Mountain Building See Study Guide Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time)
- 10. Notes/Goals: Unit IV Igneous Activity and Geologic Time Read: udy Guide Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals:
- 11. ES 1010, Earth Science 6 ES 1010, Earth Science Course Schedule Unit V Oceans Read: : See Study Guide Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals: Unit VI Earth’s Atmosphere
- 12. Read: 12: Moisture, Clouds, and Precipitation Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals: ES 1010, Earth Science 7 ES 1010, Earth Science Course Schedule Unit VII The Atmosphere in Motion and Weather Patterns and Severe Weather
- 13. Read: vere Weather Discuss: Discussion Board question by Saturday, Midnight (Central Time) ment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time) Submit: Notes/Goals: Unit VIII The Solar System and Beyond Review Read:
- 14. Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Submit: Notes/Goals: