It is handbook of basic guidelines of Optometry profession and contains whole informative details about Optometry.
it will be more useful for students pursuing this profession.
It is handbook of basic guidelines of Optometry profession and contains whole informative details about Optometry.
it will be more useful for students pursuing this profession.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
This Power Point that was created to walk people through the steps of becoming a teacher in the state of Pennsylvania. Not only could this be informational for a new teacher, but also for those who are looking to move from their Level I certification to their Level II Certification.
Describes what you need to do to become a teacher in the state of Pennsylvania. Could be used for new teachers as well as those who are taking classes to earn their Level II Certificate.
1 School of Computer & Information ScienVannaJoy20
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS835 – Enterprise Risk Management
Section – ITS-835 Online
Professor: Dr. George Mikulski
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: This course goes beyond looking at risk management from the confines of quantitative topics to cover the
full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the
decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues
and challenges in total risk management. Finally, the course explores techniques for balancing enterprise risk
and reward to enable performance optimization.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Design and implement an appropriate ERM framework and risk governance structure customized to any
type of organization.
• Conduct qualitative risk assessments to identify/prioritize key risks from among all risk sources.
• Quantify all types of risks, including strategic, operational, financial, and insurance.
• Develop a clear definition of risk appetite (the aggregate enterprise-level risk limit).
• Enhance strategic planning, increasing the likelihood of achieving strategic plan goals.
• Provide a rigorous business case for both business and mitigation risk-reward decision-making.
• Assure the board of directors that key risks are well understood and managed.
• Understand and satisfy ERM requirements from rating agencies, regulators, and shareholders.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Fraser, J., Simkins, B., & Narvaez, K. (2014). Implementing enterprise risk management: Case studies and best
practices. John Wiley & Sons
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, assignments, and discussions.
• Evaluate and react to each other’s work in a supportive, constructive manner.
• Complete specific assignments and exams when specified and in a professional manner.
• Utilize learned technologies for class assignments.
• Connect content knowledge from ...
NUR 2680L Community Health Nursing lab Course NuVannaJoy20
NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students in applying knowledge of
community health resources. Students will learn to manage health resources to
support the delivery of care to the individuals, families, and target populations
within the community. Special emphasis is placed on the understanding cultural
influences, social justice, and the impact of the nurse on the community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of holistic patient-centered care.
3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals, fa ...
Where love reaches beyond knowledge Hybrid Course .docxShiraPrater50
Where love reaches beyond knowledge
Hybrid Course Syllabus
LIT201 – Introduction to Literature
Hybrid Course Syllabus – LIT201 Introduction to
Literature 1
Updated 1/16/2019
Course Identification
Title Introduction to Literature
Section LIT201
Pre-requisites N/A
Location Online and On Campus
Course Format Hybrid
Credit Hours 3
Instructor Information
Name Philip Cunill
Email [email protected]
Phone 786-514-1045
Course Description
This course shows the general student how to understand the distinctive forms and meanings of poems,
plays, and fiction, and key notions such as character, plot, and imagery. Works illustrate individual and
social experiences at different places and times in the global community. This course develops and
reinforces written communication skills. Topics in Literature shall be discussed from a multicultural
perspective to help students to enlarge their multicultural views.
Course Overview
Introduction to Literature seeks to stimulate the interest in reading literature for pleasure and intellectual
entertainment, and show the basic and distinctive structures of fiction, poetry, and drama. It also seeks to
develop students’ interpreting skills through the study of varied literary texts from multicultural
environments. The study of the elements of literary analysis such as character, setting, plot, conflict,
climax, theme, and point of view will promote the acquisition of these skills and develop critical thinking
in other areas as well. The course seeks to expand knowledge of these multicultural environments
through its literature.
Course Objectives & Learning Outcomes
Developing interest in all forms of literature: fiction, poetry, and drama.
Promoting cultural knowledge through the study of literature.
Understanding of the elements of literary analysis to develop interpreting skills of literary texts.
Developing the ability to express ideas accurately through literary analysis.
Course Instructional Methods
This course will be Hybrid, which is a mix of Online and On Campus sessions. It will be taught using a
variety of instructional methods including but not limited to lecture, class discussion, small group work,
project creation, electronic discussion, presentations, and role-plays.
Hybrid Course Syllabus – LIT201 Introduction to
Literature 2
Updated 4/19/2019
Textbooks and Materials
List of Textbooks No textbooks are required for this course.
Required Reading
All of the stories the students are required to read and answer questions on
are described in detail in this syllabus. Readings can be found on Blackboard.
Suggested Reading Other works or articles directly related to stories studied may be suggested.
Other Resources Other sources that could be insightful to issues discussed may be
recommended.
Course Resources
Labs/Learning Centers Computers, laptops, and iPads with access to the ...
1. HPE 200: Introduction to Health and Physical Education
Prerequisite: None
Quarter Hours: 5
Brittni Johnson, Fall 2015
brjohnson@gmc.edu
478-319-0565
Course Description: An overview of the history, philosophy, theory and application of the
profession of Health and Physical Education, Exercise Science and Sport Studies.
Student Learning Objectives: The student should be able to:
1. Identify theories of behavioral change,
2. Demonstrate critical thinking skills,
3. Compare and contrast ethical issues in Health and Physical Education, Exercise
Science and Sport Studies
4. Develop a personal philosophy of education.
5. Research and investigate careers of interest in the associated fields of Health, Physical
Education, Exercise Science and Sport Studies.
Course Content:
A. Historical and theoretical aspects of Health and Physical Education
B. Relationship of health and physical activity to education
C. Career options
D. Implementation and evaluation of Health and Physical Education Programs
Course Materials: Introduction to Physical Education, Exercise Science, and Sport
Studies
Methodologies of Instruction/Learning Assessment:
Exams
Exams will be in class and students will have the entire class period to complete. Exams will
be a combination of multiple choice, fill in the blank, and short answer. Questions will be
developed based on student learning objectives. Students will be responsible for all
information in Course Textbook and In-Class Presentations. The Final Exam will be
comprehensive and will cover all material covered the entire quarter.
There will be no opportunity to make up exams late, with the exception of medical
emergencies.
Assignments
2. There will be several in class and out of class assignments. Due dates for assignments will be
posted to the class schedule. Out of class assignments will be due via email no later than
11:30pm on the due date. Students must be in class to receive credit for in class assignment.
Group Project
Students will break themselves into related career choice groups of no more than 3 persons.
At the end of the semester, groups will be tasked with highlighting course student learning
objectives with chosen career objective as the focus to include:
Detailed Description of the Responsibilities Associated with the Profession
Timeline of Historical Milestones Achieved in Professional Field
Educational Requirements and Salary of Entry Level Professionals
Projected Growth of the Field
Description of Professional Organizations
Important Professional Certifications
Standards or Guidelines for Professionals (I.E National Health Educator
Standards)
Challenges and Ethical Issues of the Profession
Leaders and Prominent Researchers
Upcoming Conferences (Date, Location, Registration Cost)
Students will have 20 minutes for presentation time. Sources must be cited in presentation;
printed form of presentation along with hard copies of all creditable research sources
(minimum of 5) must be submitted no later than November 22nd
.
Extra Credit
Extra Credit will be offered throughout the semester. Students will have the opportunity to
earn extra credit by becoming a student member of a Professional Organization related to
their career interest and/or by providing a hard copy of recently published article (no more
than 30 days old) with a student summary that pertains to a topic covered in class.
Grading
Exam I-50pts
Exam II-50pts
Comprehensive Exam-75pts
Group Project-75pts
Assignments/Participation-50pts
Total Possible Points-300 Points
A: 90-100 B: 80-89 C: 70-79 D: 65-69 F: 64 and below
Any grade review must be initiated with the faculty member, department chair, or assistant
dean within thirty days of the end of the grading period in which the grade was reported.
Disability Accommodations
Any student who feels he/she may need an accommodation or assistance based on the impact
of a disability should apply for accommodations at www.gmc.edu --> “Quicklinks”-->
3. ”Disability Services.”
For questions regarding accommodations, instructor notification letters, or the
accommodations application process, students should please contact the Student Disability
Coordinator. The Student Disability Officer for this campus is Dr. Davis, and she is located in
Elliott Hall or can be reached by emailing her at bdavis@gmc.edu
Administrative Procedures:
A. Completion of the drop/add process and the withdrawal process is the responsibility of
the student.
B. Four maximum number of absences allowed before withdrawal for non-attendance.
C. Students will be recorded as tardy, 15 minutes after scheduled start of class. Being late
to class three times will be equal as 1 absence.
D. No make-up work will be received. Students must be present to receive credit for all in
class activities. All out of class assignments will be due by 11:30pm on the due date.
Out of class assignments will only be accepted via GMC email.
Student Initiated Withdrawals
Students should complete the course for which they enroll. Not completing courses may result
in negative consequences for the student both academically and financially. Students should
discuss withdrawing with their advisor, professor, department chair, and financial aid
representative before they decide to withdraw.
Withdrawing from a class may change the amount of financial aid awarded for the quarter and
may result in a balance owed by the student. The student is responsible for tuition and fees
associated with the class. Withdrawals can also impact a student’s Satisfactory Academic
Progress (SAP), which may affect financial aid eligibility. The student should always check
with a financial aid representative to understand the financial impact before withdrawing from
a course.
Students may withdraw from a course during the regular term with a “W” prior to the final
week of class. Students must provide official notification by contacting the Registrar’s office
to withdraw. It is the student’s responsibility to ensure that the Registrar’s office has
processed the request to withdraw. The Registrar’s office will ensure the last date of
attendance (LDA) is recorded by the faculty member for any student withdrawing from a
course.”
A student choosing to initiate withdrawal should email this request from his or her GMC
Student Email Account with his or her name, student ID, class name, section number, and
professor’s name to the registrar at rob_withdrawals@gmc.cc.ga.us . Requests that do not
follow these procedures will not be processed.
Ethics:
GMC emphasizes character and ethical behavior in all aspects of the curriculum. During the
quarter, ethical issues/dilemmas will be discussed as they pertain to health and physical
education.
4. Since the primary goal of education is to increase one’s own knowledge, academic dishonesty
will not be tolerated at GMC. Students and faculty are expected to abide by the GMC Honor
Code: I will neither lie, cheat, steal, nor tolerate those who do.
Class Schedule
Week 1 Class Introduction Exercise and Sport Sciences
Week 2 The Profession of Physical
Education, Exercise Science
and Sport Studies
Philosophy of Physical
Education, Exercise Science
and Sport
Personal Philosophy of
Education Due-Oct 25th
Week 3 Selecting and Preparation for
a Career
Exam I- October 28
Week 4 Sport in the Ancient World
and Our European Heritage
Early American Physical
Education and Sport
Historical Timeline of Your
Profession-Due Nov. 8th
Week
5-
Midter
m
Twentieth-Century Physical
Education and Sport
Exam II-November 11
Week 6 Opportunities and
Challenges in Physical
Education and Exercise
Science
Issues in Sports In Class-Behavior Change
Model Activity
Week 7 Group Project Presentation
Day
Thanksgiving Holidays Group Presentation Due-Nov.
22nd
www.turnitin.com
Week 8 Exam Review Day** Comprehensive Final
Exam-December 2