This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
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California State University Northridge
DEPARTMENT OF RELIGIOUS STUDIES
COURSE SYLLABUS (Fall 2015)
Course: RS 150 World Religions (G.E. S5)
(Class number: 14366)
Tuesday (4:00 -6:45 PM); Room SH 390
(August 24 - December 8, 2015)
Professor: Mutombo Nkulu-N’Sengha, Ph.D.
Email: [email protected]
Tel. 818-677-3395
Office: Santa Susana Hall, #228
Office Hours:
Tuesday 10:00 am – 12:20 pm; Th 3:00-3:50 pm
Friday 9:45-10:45 am
Website: http://moodle.csun.edu/ (for our course; password: 5656)
and
http://www.csun.edu/religious.studies/ (our Department)
FACTOID (KEY EVENTS and DATES TO KEEP IN MIND):
Tuesday, December 8 (last day of formal instruction)
Thursday-Friday (November 26-27): Thanksgiving Recess (No Class)
Final exam: Tuesday, December 15: 5:30 – 7:30 PM
5 Requirements: 3 assignments (papers),
Midterm Exam and Final Exam (online, multiple choice format)
TABLE OF CONTENTS:
I. Course Description
II. Required Texts
III. Course Requirement
1. Your Grade
2. Assignments
3. Criteria for the evaluation of your assignments
4. Grading Scale and Standards
IV. Course Objectives and Students Learning Outcomes
V. Why Study this Course?
VI. Course Perspective
VII. The Ten Commandments of our Course
VIIII. Road Map for the Lectures
IX. Internet Resources
X. Group Members (for student group assignments and class discussion)
I. COURSE DESCRIPTION
This course provides an overview of various world religious traditions in their historical and cultural developments. As such it satisfies the S5 general education requirements for comparative cultural studies/gender, race, class, ethnicity studies.
The Purpose of this course is to introduce students to the diversity and complexity of the religious phenomenon in our pluralistic Global village. This is a study of selected major world religions with emphasis on the historic international faiths of Asia and the Near East. We will investigate rituals, ethics, institutional structures and the cultural ethos of religions as well as their myths, doctrines and sacred texts.
Given that it fulfills a General Education requirement in the Humanities, this course is taught in a perspective that takes into account the current context of our pluralistic, multicultural and democratic societies.
Although we will focus on the major world religions of Christianity, Islam, Judaism, Hinduism, and Buddhism, we will also briefly address other forms of spirituality, mainly the ancestral spiritual ways of cosmotheandric religions which predate the current dominant religions and influenced them in a variety of ways.
II. REQUIRED TEXTS
1. Robert S. Ellwood and Barbara A. McGraw, Many Peoples, Many Faiths: Women and Men in the World Religions. (Upper Saddle River: Pearson, 10th edition, 2014).
2. MOODLE website : http://moodle.csun.edu/
To access what is available on the library website (connected to moodle) use the password 5656 (required for t.
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
Science
School of Science, Technology, Engineering and Mathematics
GEOG101
Introduction to Geography
3 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
Instructor Information
Instructor:
Jim Myers, Ph.D.
Email:
[email protected] (Please use Messages in our Sakai classroom)
Office Hours:
By Arrangement
Table of Contents
Course Description (Catalog)
GEOG101 Introduction to Geography (3 credits) This course is a basic overview of the Geographer’s study of the location and distribution of features on the Earth’s surface. These features are both natural and man-made, both physically and culturally determined. The relationship of people and place is central to an understanding of human history, contemporary events, and possible global futures. As an introductory course it covers the whole globe and all its greatest geographic features and relationships. This dictates that the approach is broad and not too deep. However, knowledge of the Geographer’s art will enable the student to delve as deeply as their interest and energy will allow, into the dynamic spatial realities that surround them.
Table of Contents
Course Scope
GEOG101 empowers students to engage in critical thinking, communication, information literacy and academic skills that support creative decision-making and life-long learning. This is accomplished by introducing, reinforcing and applying “spatial analysis” to the assessment of physical, environmental and human patterns. Geographic topics and problems are approached from a spatial perspective and by viewing current events through geographic concepts. The craft of utilizing maps to interpret and assess issues in our world is introduced and applied.
Have you always wanted a “behind the scenes” peek at what makes nations different? Would you like to learn the answer as to why things are where they are and how they got there? Need a better understanding of climate, culture, and commerce? This course will build a base for your intellectual understanding of the world you live and work in.
This course covers the entire globe and introduces each realm with its regions and peoples. Since our medium of instruction is interaction via the Internet, creative and productive use of the worldwide web is integral to all our efforts together in this course. This will add to your ability to continue life-long learning in a global, diverse, and technological society.
Table of Contents
Course Objectives
This is what the course is meant to teach you. My desire is to help you to make progress toward your own short and long term educational goals while insuring you obtain the basic knowledge and skills outlined here. Much of your grade for this course will be based upon the demonstrated mastery of these obje.
1Metropolitan Community CollegeClass Syllabus - Spring 2.docxjesusamckone
1
Metropolitan Community College
Class Syllabus - Spring 2019-20
CLASS IDENTIFICATION
TITLE: Introduction to Literature
PREFIX/SECTION: ENGL 2450-WA
CREDIT HOURS: 4.5
CLASS BEGINS/ENDS: March 7-May 22, 2020
NO CLASS DAYS: n/a
LAST DATE TO DROP THIS CLASS WITH NO TUITION CHARGE: March 20, 2020
LAST DATE TO WITHDRAW WITH NO GRADE: May 8, 2020
CLASS LOCATION: Online @ Blackboard-- https://blackboard.mccneb.edu/
CONTACT INFORMATION
INSTRUCTOR NAME: Marni Valerio
OFFICE LOCATION: SOC Connector Building 233
OFFICE TELEPHONE: 531-622-4711
OFFICE HOURS: By appointment
EMAIL ADDRESS: [email protected] Students enrolled in online and hybrid classes are required to check and use MCC Email (https://outlook.com/mccneb.edu) for all official course correspondence. See also STUDENT EMAIL REQUIREMENTS.
ACADEMIC AREA: Humanities and Arts
ACADEMIC DEAN’S OFFICE TELEPHONE: 531-622-1329 (Please Note: Any questions or concerns regarding this course should first be directed to the instructor.)
COURSE INFORMATION
COURSE DESCRIPTION: Students explore the genres, elements, and themes of literature by critically reading, discussing, and responding in writing to a culturally diverse selection of works. Fiction, poetry and drama are emphasized. Students learn to appreciate literature as essential to understanding self and society.
COURSE PREREQUISITES: Level I English (ENGL 1010 or ENGL 1220)
MINIMUM TECHNICAL SKILLS:
The online student must have the ability to:
· use MCC Email with attachments
· save files to and retrieve from a local drive
· save files in commonly used word-processing program formats
· copy and paste
· identify and use a compatible web browser
· identify and install necessary updates
· install and use course-specific software programs
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to (1) analyze rhetorical elements in works of literature, (2) contextualize works of literature biographically, socially, culturally, philosophically, and historically, (3) examine multiple perspectives in and among works of literature, (4) discover universal themes in works of literature, (5) explore their own perspectives on universal themes in works of literature, and (6) appreciate works of literature.
REQUIRED Text: Literature: An Introduction to Fiction, Poetry, Drama and Writing. Kennedy and Gioia. Compact 8th edition. The textbook can be purchased at the South Omaha Campus or through http://www.bkstr.com/metroccsouthomahastore/home (ISBN: 9781323633311).
*However, students will not be given extensions on assignments if they choose to order their textbook from a source other than MCC's bookstore because of late shipping dates, wrong editions, out of stock problems, etc.
COMPUTER REQUIREMENTS: The computer you use for MCC online courses must be able to run one of the Blackboard-compatible web browsers listed on the Browser Support Page: https://www.mccneb.edu/Current-St.
1Metropolitan Community CollegeClass Syllabus - Spring 2.docxaulasnilda
1
Metropolitan Community College
Class Syllabus - Spring 2019-20
CLASS IDENTIFICATION
TITLE: Introduction to Literature
PREFIX/SECTION: ENGL 2450-WA
CREDIT HOURS: 4.5
CLASS BEGINS/ENDS: March 7-May 22, 2020
NO CLASS DAYS: n/a
LAST DATE TO DROP THIS CLASS WITH NO TUITION CHARGE: March 20, 2020
LAST DATE TO WITHDRAW WITH NO GRADE: May 8, 2020
CLASS LOCATION: Online @ Blackboard-- https://blackboard.mccneb.edu/
CONTACT INFORMATION
INSTRUCTOR NAME: Marni Valerio
OFFICE LOCATION: SOC Connector Building 233
OFFICE TELEPHONE: 531-622-4711
OFFICE HOURS: By appointment
EMAIL ADDRESS: [email protected] Students enrolled in online and hybrid classes are required to check and use MCC Email (https://outlook.com/mccneb.edu) for all official course correspondence. See also STUDENT EMAIL REQUIREMENTS.
ACADEMIC AREA: Humanities and Arts
ACADEMIC DEAN’S OFFICE TELEPHONE: 531-622-1329 (Please Note: Any questions or concerns regarding this course should first be directed to the instructor.)
COURSE INFORMATION
COURSE DESCRIPTION: Students explore the genres, elements, and themes of literature by critically reading, discussing, and responding in writing to a culturally diverse selection of works. Fiction, poetry and drama are emphasized. Students learn to appreciate literature as essential to understanding self and society.
COURSE PREREQUISITES: Level I English (ENGL 1010 or ENGL 1220)
MINIMUM TECHNICAL SKILLS:
The online student must have the ability to:
· use MCC Email with attachments
· save files to and retrieve from a local drive
· save files in commonly used word-processing program formats
· copy and paste
· identify and use a compatible web browser
· identify and install necessary updates
· install and use course-specific software programs
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to (1) analyze rhetorical elements in works of literature, (2) contextualize works of literature biographically, socially, culturally, philosophically, and historically, (3) examine multiple perspectives in and among works of literature, (4) discover universal themes in works of literature, (5) explore their own perspectives on universal themes in works of literature, and (6) appreciate works of literature.
REQUIRED Text: Literature: An Introduction to Fiction, Poetry, Drama and Writing. Kennedy and Gioia. Compact 8th edition. The textbook can be purchased at the South Omaha Campus or through http://www.bkstr.com/metroccsouthomahastore/home (ISBN: 9781323633311).
*However, students will not be given extensions on assignments if they choose to order their textbook from a source other than MCC's bookstore because of late shipping dates, wrong editions, out of stock problems, etc.
COMPUTER REQUIREMENTS: The computer you use for MCC online courses must be able to run one of the Blackboard-compatible web browsers listed on the Browser Support Page: https://www.mccneb.edu/Current-St ...
Page 1 of 5 In Search of a Voice and Other Adventures .docxbunyansaturnina
Page 1 of 5
In Search of a Voice and Other Adventures:
College Reading and Composition I--English 101-8218
Online Spring 2016 (8 weeks: 11 April-3 June)
H. Vishwanadha
e-mail: [email protected]
[email protected]
My voice restore for me
My mind restore for me
. . . . . . . .
It is finished in beauty
It is finished in beauty.
from the Navajo "Night Chant"
1. This course will focus on effective expository prose and critical reading--necessary survival
skills for your success in college and the professional world. In addition, we shall improve
our research skills through assignments in the library.
2. This class is taught entirely online and runs eight weeks from 11 April to 3 June. You are
expected to have a working computer with a reliable connection to the web via the
internet throughout the semester. Make sure you have installed on your computer the
necessary software to submit assignments in a format compatible with the ETUDES platform
and my computer (Word 2003 or later format or Rich Text Format for all documents). You
should become familiar with the ETUDES platform and other aspects of the online learning
environment. The home page of the online courses at myetudes.org is the main portal to gain
access to the course home page that has all the course materials. The web site also includes
helpful videos, FAQs, and other useful information to help orient you to the ETUDES
platform. Browse these sources as soon as possible. Take note of the Help Desk. For any
technical questions or problems, contact the Help Desk at 310.287.4305 or
[email protected] Regular participation in all online discussions is required.
Additional information about distance learning and online courses, visit
www.wlac.edu/online
3. Writing is a complex, enriching process. All of us should systematically go through the
prewriting/discovery, rough draft, and revision phases of the composing process. Rewriting is
the best form of writing. We shall continually revise our essays to make them informative,
thoughtful, and effective.
mailto:[email protected]
Page 2 of 5
4. The absolute TRUTH about composition according to Vishwanadha:
We write not just for grades and teachers but for real human beings.
We write not just correctly but effectively and gracefully.
We write not just to fill up paper but to inform and persuade.
Rewriting is the best form of writing.
5. Required texts:
a) A. Gawande. Complications. A Surgeon‟s Notes on an Imperfect Science. New York:
Picador, 2002.
b) S. Winchester. Professor and the Madman. New York: Harper Perennial, 2005.
c) A Pocket Style Manual. Ed. Diana Hacker. Boston: Bedford/St. Martin‟s, 2007.
d) A good desk dictionary.
1. Assignments:
Essays (about 4) 55%
Timed-writing assignments (about 6) 25%
Threaded discussions 15%
Journal (at least one entry a week) 5%
Carefully review the document titled “101Essa.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
Welcome to Rhetoric and Composition 120, the second course in US.docxalanfhall8953
Welcome to Rhetoric and Composition 120, the second course in USF’s first-year college writing sequence! In this class you will further develop practices of critical reading and academic writing introduced in RHET 110 by writing essays of greater length in response to readings and discussions of greater complexity. You will gain further practice in developing ideas for your writing, drafting and revising, editing and proofreading, academic research, and scholarly documentation. You will do so by engaging in writing projects that require you to respond to a variety of challenging texts from a range of traditions, historical periods, and fields of study.
Texts:
Austin, Reading the World, 3rd edition (Norton)
Clines and Cobb, Research Writing Simplified, 8th edition (Pearson/Longman)
Strunk and White, The Elements of Style, 4th edition (Pearson)
Obtain these texts as soon as possible if you have not already (making sure to get correct editions). Supplementary texts and resources will be added on Canvas (look under “Pages” for “Supplementary Resources”).
Course Description: With a firm basis in the elements of rhetoric, critical reading, written argumentation, and library research established in RC 110, students in RC 120 learn to compose more ambitious arguments responding to and incorporating sources of greater number, length, complexity, and variety. In order to meet the demands of advanced academic discourse, students also (a) develop skills in critical analysis of challenging non-fiction prose texts from a range of disciplinary perspectives and subjects, with a particular focus on the linguistic and rhetorical strategies employed in these texts, and (b) conduct extensive library research in the process of planning and composing sophisticated academic papers. Students will also gain practice editing for stylistic fluency in accordance with conventions of advanced academic prose. Finally, students develop greater independence in formulating strategies for revision and expansion of written arguments.
Learning Outcomes:
Over the course of the term, you will develop capability in the following areas:
1) Critical analysis of academic discourse: Students critically analyze linguistic and rhetorical strategies used in long and complex texts from a variety of genres, subjects, and fields. [met primarily in essays #1 and #2, and in reading responses]
2) Integrating multiple academic sources: Students incorporate multiple texts of length and complexity within a unified argumentative essay, addressing connections and differences among them. [met primarily in essays #2 and #3]
3) Academic research: Students develop sophisticated research questions and compose substantial arguments in response to those questions, incorporating extensive independent library research and demonstrating mastery of standard academic documentation modes. [met in essay #3 and annotated bibliography]
4) Style: Students edit their own prose to achieve a clea.
1syllabus RS 100 Intro Religious Studies, Fall 2015.docxeugeniadean34240
1
syllabus: RS 100 Intro Religious Studies, Fall 2015
REVISED: 6/27/2015
Catalog number: 14399 Classroom: SH390 8am to 10:45am
Ingrid Wilkerson, PhD
Email: [email protected] (Please put "RS100" in subject line of email or it may get missed!)
Office hours: SN 418 X6875 6:40 to 7:40 AM and 2 - 3 PM Friday and via Skype by appt
Description: This course introduces students to the discipline of Religious Studies via a look at the sacred texts and tales from a wide range of world views. Analytical tools of the discipline will be introduced and applied to the reading. Students will learn how to analyze a variety of beliefs academically, and strive to avoid filtering things through their personal belief systems. Because Religious Studies is an interdisciplinary field, students will be able to utilize the skills from this class in other disciplines, as well as in everyday critical assessments of information.
Key Goals: Students will familiarize themselves with the vocabulary of religious studies and the diversity of concepts about the sacred in the world. This will be accomplished by analyzing primary texts and mythologies regarding the divine and then comparing them to what we define as human. The interaction between humanity and divinity will show cultural specificity and reveal possible commonalities between seemingly disparate belief systems. Through actual analysis, students will develop a sense of examining the sacred outside of a faith-driven understanding. A variety of theoretical tools will be given to them to aid in their analyses of unfamiliar religious thought and students must develop their own sets of analytical questions while reading and “discuss” them with others.
Key Skills: Students will learn how to analyze primary texts, interpret and compare key concepts. These analytical skills outline a methodology of inquiry and application that can be utilized in any field (G.E. F.2 or S.5)
COURSE REQUIREMENTS:
ATTENDANCE and PARTICIPATION:will be 25% of your grade! (Sleeping in isn’t an option ;-) 100 points. You get ONE unexcused absence, then your grade will be reduced by 1/3 for each subsequent unexcused absence. To be considered a legitimate excused absence, I have to receive an email from you NO LATER than the day of the absence. No email /no excuse. I make the determination whether it is an acceptable reason or not. ALSO, it is your responsibility to sign the class roll sheet.
ASSIGNMENTS: 7 2-page essay papers written and turned in during class, regarding the reading. 10-20 points each for 120 points total. The number of writings depends on how much effort and understanding the class seems to be putting into understanding the readings.
QUIZZES: There is a syllabus quiz the first week you attend class worth 25 points so get used to checking your syllabus. WARNING: you don't want to start the class 25 points behind do you? There are 2 major quizzes: an online (Moodle) vocabulary quiz worth 50 points due midnight .
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. Patrick Henry Community College
Fall 2013
Course: REL 231-W1; Religions of the World I
Credits: 3 credit hours
Class Location: Online
Instructor: Hannah Simpson
Email: hjoyce7289@email.vccs.edu
Prerequisites: ENF 3 (completed or concurrent)
Important: I am not located on campus. If you would like to set up a meeting with me, please contact me through email.
COURSE DESCRIPTION
Studies religions of the world with attention to origin, history, and doctrine.
COURSE INTRODUCTION
This course examines world religions throughout history. It will cover various aspects of religion, such as how religions
and states interact with one another, how religions change over time, the varieties within religions, and how religion and
culture are inextricably intertwined. In line with the institutional goals and general education outcomes of Patrick Henry
Community College, this class will attempt to instill in students an understanding of the interconnectedness of human
cultures worldwide and a sense of “global outlook.” In this class, we will examine how religion appears to be a deepseated human need worldwide. The supplemental readings are designed to help you in this task. The class also has a
major emphasis on critical thinking expressed through clear written and oral communication. Therefore, along with
knowledge of content, good writing, and participation in discussion are major elements in the assessment of your grades.
The course will also assist you in developing cultural sensitivity in the study of religion. You will learn to recognize and
avoid many of the pitfalls of western naïve realism and ethnocentrism in reading and writing about other cultures. Naïve
realism is the assumption that people everywhere perceive the world in the same way as you do. Ethnocentrism goes
even a step further to make a value judgment using your own culture as the standard. Naïve realism and ethnocentrism
prevent people from learning very much about other cultures and people.
You will need regular access to Blackboard, email, internet, and Microsoft Word in order to be successful in this course.
You will also need to make sure your computer is able to use the 2010 MS Office Suite package and the most recent
version of Adobe Reader.
A. COURSE OBJECTIVES
Upon completion of the course, you will have gained a greater understanding of the varieties of world religions.
Specifically, you will be able to explain how religions can often be bound to the cultures in which they arise; how religions
often help humans make sense of life and death; and most importantly, you will be able to compare and analyze different
approaches that different religions take to the same concept (such as the “soul” or the afterlife).
B. VCCS CORE COMPETENCIES
This course will primarily focus upon critical thinking, and upon effective written communication skills. These core
competencies are vitally important in the study of history, and indeed are also necessary for the study of all humanities.
C. METHOD OF INSTRUCTION
This class will rely on selected readings and multimedia presentations to present the core material. Students will engage
in several cooperative learning opportunities through the discussions with the instructor and others on BlackBoard.
Religions, and specific aspects of religions, will be examined as case studies when learning about specific topics
throughout the semester.
D. TEXTBOOK(S) AND REQUIRED TOOLS OR SUPPLIES
TEXTBOOKS: Hopfe, Lewis M. & Mark R. Woodward. Religions of the World, 12th edition, ISBN: 0-205-15860-9.
Wysocki, Anne Frances, et al. The Little DK Handbook. ISBN: 0-205-82373-4.
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2. SUPPLIES: Computer with internet access capable of using Microsoft Office 2010 suite and the most updated version of
Adobe Reader.
E. STUDENT EVALUATION
POSTING OF GRADES: Grades for all assignments will be posted in the Grades section of Blackboard.
ASSESSMENT BREAKDOWN: Final grades will be calculated by dividing total points earned by total points possible.
Assignments
Points Possible
Discussion Posts (6)
Quizzes (8)
Short Papers (2)
Tests (3)
Final Exam (1)
Total
120 (20 points each)
320 (40 points each)
160 (80 points each)
300 (100 points each)
100
1000
Discussion Posts: Six times throughout the semester, students will complete a discussion board post on a
question/topic assigned by the instructor. Each student will also respond to the discussion posts of two other students.
These responses must engage the discussion posts critically. Discussion post and response due dates, times, lengths,
and grading rubrics will be posted on Blackboard.
Quizzes: Eight quizzes will be given on Blackboard throughout the semester. They will cover content from the most
recently covered section(s) of the lecture materials and text.
Short Papers: Two times during the semester, students will write a short paper (between 500-800 words long) on a
question or topic posed by the instructor. Then, each student will respond on Blackboard to the short papers of two
other students. These responses must be 100-200 words each and must engage the short papers critically. Short paper
and response due dates, times, and grading rubrics will be posted on Blackboard.
Tests: Three tests will be given on Blackboard throughout the semester. Tests 2 and 3 will require a test proctor. Students
must go to the Testing Center located on the first floor of the Learning Resource Center (LRC) at PHCC. Please visit the
Testing Center’s web site to obtain their policies and hours of operations (http://patrickhenry.edu/current/studentservices/testing-center). If students prefer, they may obtain a test proctor at the Patrick County or Franklin County sites.
Arrangements to take a test at a location other than the LRC should be made several days in advance. Please contact me
via email if you plan to do so.
Final Exam: A final exam will be administered at the end of the course. It will require a proctor, as well.
LATE AND MAKE-UP WORK: In the case that a student is unable to meet an assignment or test deadline, he or she must
contact the instructor as soon as possible. The instructor will determine whether an extension or make-up will be
permitted.
INCOMPLETES: A grade of “I” (Incomplete) will not be offered in this course except under extreme conditions (e.g. the
student has completed at least 50% of the course requirements and the department advises to do so). A grade of “I”
would result only from a written contract signed by the instructor, the student, and the department. A student who
simply stops participating in class will not receive an “I.”
COURSE OUTLINE
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3. Week
1/12 – 1/18
1/19 – 1/25
1/26 – 2/1
2/2 – 2/8
2/9 – 2/15
2/16 – 2/22
2/23 – 3/1
Readings
Course Syllabus
Textbook: Introduction and Overview
Lecture: Introduction to the Study of Religion
Textbook: Chapters 1 and 2
Lecture: Basic Religions
Textbook: Chapter 3
Lecture: Native American Religions
Lecture: African Religions
Textbook: Chapter 4
Lecture: Hinduism
Textbook: Chapter 5
Lecture: Jainism
Textbook: Chapter 6
Lecture: Buddhism
Textbook: Chapter 7
Lecture: Sikhism
3/2 – 3/8
3/9 – 3/15
4/20 – 4/26
Textbook: Chapter 8
Lecture: Chinese Religions
SPRING BREAK
Textbook: Chapter 9 and 10
Lecture: Shinto
Lecture: Zoroastrianism
Textbook: Chapter 11 (pp. 242-249)
Textbook: Chapter 11 (pp. 250-277)
Lecture: Judaism
Textbook: Chapter 12
Lecture: Christianity
Textbook: Chapter 13
4/27 – 5/3
5/4 – 5/10
Lecture: Islam
Lecture: Agnosticism and Atheism
3/16 – 3/22
3/23 – 3/29
3/30 – 4/5
4/6 – 4/12
4/13 – 4/19
F. GRADING SCALE:
A
90% - 100%
B
80% – 89%
C
70% – 79%
D
60% – 69%
F
59% and below
Assignments
Syllabus quiz (due 1/15)
Discussion post (due 1/18)
Discussion responses (due 1/20)
Introduction and Basic Religions Quiz (1/25)
Discussion post (due 1/29)
Discussion responses (due 1/31)
Introduction - Chapter 3 Test (due 2/1)
Discussion post (due 2/8)
Discussion responses (due 2/10)
Hinduism and Jainism Quiz (due 2/15)
Discussion post (due 2/22)
Discussion responses (due 2/24)
Buddhism and Sikhism Quiz (due 3/1)
Paper 1 (due 3/5)
Paper 1 replies (due 3/7)
Chapters 4 – 7 Test (due 3/8)
Discussion post and responses (due 3/15)
SPRING BREAK
Chinese Religions and Shinto Quiz (due 3/26)
Discussion post (due 4/2)
Discussion responses (due 4/4)
Zoroastrianism and Judaism Quiz (due 4/9)
Chapters 8 – 11 Test (due 4/12)
Paper 2 (due 4/19)
Paper 2 replies (due 4/21)
Christianity Quiz (due 4/23)
Islam Quiz (due 5/3)
Final Exam (due 5/9)
(900 – 1000 points)
(800 – 899 points)
(700 – 799 points)
(600 – 699 points)
(599 points or less)
G. EXPECTATIONS FOR STUDENT SUCCESS
•
•
•
•
Students should log on to BlackBoard and check email multiple times per week. This will ensure that students do
not miss any additional information provided by the instructor.
Students should complete all assigned readings before completing any assignments due in the same week that
the readings are listed.
Multimedia presentations will not simply repeat the assigned readings, but will expand upon certain topics or
themes. If you do not read all of the required materials, you may miss some of the content. Your grade may
subsequently reflect your lack of reading.
This is a writing intensive course. In order to make one’s assignments understandable, one must employ proper
spelling, grammar, and syntax. Failure to do so will be reflected in the grade for that assignment. Grading rubrics
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4. •
•
will be provided to ensure that students know how their content, grammar, etc. will be assessed. It is highly
encouraged that students utilize the Writing Lab in the LRC for papers. Help with referencing resources may also
be found in the secondary textbook purchased for this class.
It is important that students recognize that Wikipedia is not a scholarly resource. It is not peer-reviewed, but
instead is authored by the general public and often includes erroneous or unverified information. In addition,
not every book, article, website, or media outlet is accurate. If students choose to employ sources from outside
the class (websites, books, etc.), they are responsible for evaluating the content, accuracy, and bias of the
sources. If the source is flawed, biased, or incorrect, the student’s grade on the assignment will reflect the
inaccuracies of the source.
Any written or spoken comment that demonizes a person or group on the basis of color, disability, ethnicity,
gender, nationality, race, religion, sexual orientation, or other characteristic is considered hate speech. Any
hate speech posted to BlackBoard, written in an assignment, or sent through e-mail, will be recorded and
reported to college authorities. The offensive material will also be withdrawn from class access. Using sources
which employ, or effectively function as, hate speech is also forbidden.
H. SPECIFIC COLLEGE POLICIES
ATTENDANCE: Research shows that attendance and participation are major contributing factors to a student's academic
success. As an online student, you are expected to check email and log on to BlackBoard multiple times per week.
The following attendance policy is in effect for this class:
1.
2.
Students who do not participate in class through the submission of assignments by January 30, 2014 (the Last
Day to Drop a Course to Receive a Refund) will be dropped from the course. This date and all withdrawal dates
are listed in the published campus calendar.
Failing to complete three assignments anytime during the semester constitutes an automatic “F” in the class.
You should be aware that an “F” will adversely affect your GPA, and a low GPA will very likely affect your
financial aid.
EMAIL POLICY: (VCCS Policy Statement 6.0.9) Electronic mail (or email) is an official method for communication at the
Virginia Community College System (VCCS) because it delivers information in a convenient, timely, cost-effective, and
environmentally-aware manner. Students must only use their assigned VCCS email account for correspondence with
their instructors.
SUPPORT SERVICES AVAILABLE/DISABILITY STATEMENT:
If you have a disability or other need for reasonable accommodation in order to successfully complete the
requirements of this course, please contact the 504/ADA Coordinator (Learning Resource Center #109D,, 656-0257
or 800-232-7997 ext. 0257, sguebert@ph.vccs.edu) to discuss this matter confidentially.
ACADEMIC DISHONESTY, PLAGIARISM, AND CHEATING: Cheating is the actual or attempted practice of fraudulent or
deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material so used as one's own work. Penalties for cheating and
plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the college.
More than four consecutive words from a source other than the writer constitute plagiarism when the source is not
clearly identified in appropriate document format. Plagiarism includes, but is not limited to, the use of paraphrase or
direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also
includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term
papers or other academic materials.
Academic dishonesty and cheating can consist of any of (but is not limited to) the following:
1) Turning in another student’s work, or another author’s work, as your own (even if cited);
2) Excessive use of quoted material to the point where you do very little of the work;
3) Purchasing papers from others or from websites to use as your own;
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5. 4) Lying to the professor or a dean about why an assignment is late or was not turned in as a way to escape any
point reductions or other repercussions;
5) Cooperating with another student on a paper or exam;
6) Helping somebody else to plagiarize, cheat, or engage in academic dishonesty.
OPEN COMPUTER LABS - An open computer lab, located in the LRC, is available for student use on campus at PHCC for
work-related course assignments. Personnel are available in the lab if assistance is needed. The hours are posted on
the PHCC Website and at the entrance to the lab. The Learning Lab telephone number is 276.656.0358. For off campus
sites, call 276.694.8778, Patrick County Site and 540.483.0179 Franklin County Site for open lab hours.
LRC Building- Open Lab Hours
Monday - Thursday: 8 am - 9 pm
Friday: 8 am - 5 pm
Saturday: 9 am-12 noon
Lab rules:
• No person under 16 years of age allowed in the computer labs.
• No food or drinks (no exceptions).
• Priority is given to students.
TUTORS - Tutors are located in the LRC Building, 1st floor. Hours for this lab change each semester and are posted in the
lab and on the PHCC website. Experienced tutors are always available to assist students . In addition, the lab has
computers available for student use. Tutoring may be available at off-campus locations. For more information contact
the tutor coordinator at 276.656.0305 or ogriggs@ph.vccs.edu.
•
is an online tutoring service which gives students 24/7 access to highly qualified, experienced,
and specially trained tutors. Virtual whiteboard technology lets students and tutors share the same screen.
Students may submit writing assignments to be evaluated/proofread. All live sessions with tutors and
submitted questions are saved so students can view or print them out . Any PHCC student can access
Smarthinking free of charge through BlackBoard. Further information may be obtained from your instructor or
the Writing Center Tutors.
CHILDREN ON CAMPUS POLICY -Patrick Henry Community College wishes to foster a positive relationship with children,
especially on those occasions when special events and programs are planned and supervised for them. This policy is
based on the concern for the safety of children and on the fact that, in our experience, children can be a distraction and a
hindrance to both the educational process and the day-to-day operation of college offices.
Accordingly, all parents and accompanying adults should be aware of the following policy:
• Children are not allowed to attend classes for which they are not registered.
• Even if accompanied by a parent or other adult, children are not permitted in labs, shops or any area where
potential hazards exist, with the exception of children directly involved in the instructional process.
• The college is not responsible for visiting children who are left unattended at the college. Patrick Henry
Community College disclaims any responsibility for injury to visiting children, when the injury may have been
prevented by appropriate parental supervision.
• Unsupervised children, whether children of students, faculty, staff, or visitors, are not permitted on campus or
other college sites.
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6. Individuals who bring children to campus and refuse to abide by these guidelines will be referred to college officials and
are subject to disciplinary procedures.
COMPUTER RIGHTS AND RESPONSIBILITIES - The college attempts to provide appropriate computing resources to its
students, faculty and staff. The objective is to provide users with the level of computer technology to effectively perform
their academic and administrative duties. The following guidelines apply to all computing resources provided by PHCC.
• Users have the responsibility of careful and ethical use of college computing resources.
• Appropriate and responsible use begins with common sense and includes respect for the rights and privacy of
other users.
• User access is granted to an individual and may not be transferred to or shared with another without explicit
written authorization.
• Users have the right to expect that computers will be maintained in a safe and working manner.
• Users have the right to expect up-to-date computing resources appropriate to the teaching, learning and
administrative uses of the college
• Users have the right to expect instruction or training to properly use accessible computing resources.
• Users have the responsibility to adhere to college policies; failure to do so will result in disciplinary action.
EMERGENCY INFORMATION
Evacuation Procedures: See plaque in room.
Emergency ambulance: Phone 911
Campus security: West Hall room 135; Telephone extension 221 (Cell: 276- 732-2406)
IMPORTANT DATES TO REMEMBER
Classes Begin
Monday, January 13
Holiday (College Closed)
Monday, January 20
Last Day to Register or Add a Course
Tuesday, January 21
Last Day to Drop a Course to Receive a Refund
Thursday, January 30
Spring Break (no classes)
Monday – Friday, March 17 – 24
Faculty Administer Student Evaluations
Monday – Friday, March 24 – 28
Last Day to Drop a Course Without Grade Penalty or to Change to Audit
Advising Kickoff for Summer 2014
Wednesday, March 26
Tuesday, April 15
Last Day of Classes
Monday, May 5
Exams
Tuesday – Friday, May 6 – 9; Monday, May 12
Faculty Research
Tuesday – Thursday, May 13 – 15
Graduation
Saturday, May 17, 10:00 AM
DELAYED SCHEDULE DUE TO INCLEMENT WEATHER POLICY: Classes will operate as regularly scheduled regardless of the
time the college opens. Basically, this means that for a two-hour delay schedule due to inclement weather, you would report
to the class which would be in session at 10:00am. Any class missed due to a delay in opening will be given an assignment
from your instructor through the college BlackBoard system.
For example, if classes begin at 10:00 a.m. due to a 2-hour delay, you will attend your class as scheduled from
10:00am forward; if you have a class that begins at 9:30 a.m. you should attend your class beginning at 10:00 am
forward; if your class is scheduled to meet from 9:00 a.m. until 11:50 a.m., you will begin the class at 10:00 am
forward.
Your instructor will provide you with information regarding assignments during any missed class time. Any questions
regarding how this change in policy affects your particular class should be directed to the instructor of your class.
Off-Campus Students: Classes at the Franklin Center & the Patrick County Site will follow the same inclement weather
schedule as the main PHCC campus in Martinsville, unless otherwise announced.
The delayed schedule will be in effect upon authorized release to PHCC Alert, local radio and television stations and the
PHCC.
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7. I. SYLLABUS
This document is a course syllabus, not a legal contract. It is a good-faith outline of course requirements and
expectations. Note, however, that specific assignments, dates, deadlines, readings, and lecture topics are subject to
change during the course of the semester. While such changes will be announced on BlackBoard and via email, it is each
student’s sole responsibility to ascertain whether or not such changes have been made.
Students’ attempts at the syllabus quiz will serve as confirmation of receiving this syllabus.
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