Jackie Booth - Child and Family Development
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This document provides instructions for students to create a family genogram project. It includes 4 parts: 1) biography and family background, 2) a genogram family tree using shapes and connectors in PowerPoint, 3) a factual data sheet chart with information about family members, and 4) a reflection on patterns across generations in areas like health, personality, occupations. The project aims to enhance learning through an authentic real-world experience of exploring one's family history and dynamics.
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1COUN 601Family Genogram Project InstructionsBuilding Your.docx
1
COUN 601
Family Genogram Project Instructions
Building Your Family Genogram
Part I (GenoPro Genogram Software)
A genogram (pronounced: jen-uh-gram) is “a pictorial representation of family relationships across several generations. It is a convenient organizing device to help you identify family patterns or develop hypotheses about family functioning” (GenoPro.com). The genogram resembles a family tree; however, it includes additional relationships among individuals. This instrument facilitates the practitioner and his client’s identification an understanding of patterns in family history. The genogram also does a better job than a pedigree chart in mapping out relationships and traits.
Even though there are a plethora of books and websites on the subject of genograms, it is worth noting that Monica McGoldrick and Randy Gerson are responsible for its initial development and popularity in clinical settings. The structure of a genogram is by and large determined by the imagination and creativity of its author. Some of the most common features on a genogram are information related to the number of families, children in a given family, and the birth order of the family members—including the number of births and deaths.
Index Person: In constructing the genogram, identify yourself as the “index person” and complete the genogram on your family.
Focus: The focus of this genogram will be on family strengths and resilience, family patterns, rules or ways of being, and the overall health of the family. Of course, you should also address any issues and concerns that may be discovered; however, do not make the genogram problem-focused, even though this is typically how it is used in counseling.
Construction: You will submit your genogram through the assignment manager via GenoPro, found by clicking the “assignments” button. This submission will come in as a GenoPro document. You will also need to attach your narrative on an MS Word document. Make sure to include the following items:
· Two preceding generations—that is, the genogram must include the index person, his/her parents, and his/her grandparents (three generations, in all). It would also be imperative that, in the event of the index person being involved in a marital or significant relationship, mention must be made of the significant other involved, including their immediate family such as their parents, siblings, and children. In the case where the index person is either a parent or a grand-parent, his/her children must be included in the genogram.
· Use the symbols as illustrated within the GenoPro software to indicate the nature of many of the relationships among family members. Be sure to indicate yourself as the index person by drawing a double circle or double square around yourself. Do not forget to include the current date on your genogram.
· Use the relationship lines to indicate significant relationships within the family system. Do not use the “normal” line provided by GenoPro.
Family Genogram Project Instructions.pdf
The document provides instructions for a family genogram project, which involves creating a genogram using GenoPro software and writing a narrative analysis. Key points include:
- Students are to create a genogram including at least three generations of their family and use symbols to represent relationships and traits.
- The genogram and narrative should focus on family strengths, patterns, and health, and analyze the student's identity in the context of their family's history with influences like culture, gender, and religion.
- Guidelines are provided for constructing the genogram graphically using GenoPro and for the written analysis, which should address questions about the student's understanding of self and family dynamics based on the genogram.
We would like learn about the correlation coefficient using Excel..docx
We would like learn about the correlation coefficient using Excel. Lets look at the following question.
· To find out how genetically related the cholesterol level is, they measured the cholesterol level of eight mothers and their daughters. They obtained the following data.
·
· Mother Her daughter
· 157 154
· 189 150
· 201 184
· 174 170
· 159 158
· 213 192
· 149 143
· 143 132
·
· Evaluate the correlation coefficient and describe the correlation.
· We will now learn how to use Excel to quickly check our answers.
Open Excel
In cell A1 type Mother
In cell B1 type Her daughter
Below Mother type the data from the exam one by one with pressing Enter in between: 157,189,201,174,159,213,149,143
Below Her Daughter type the data from the exam one by one with pressing Enter in between: 154,150,184,170,158,192,143,132
In cell A11 type Correlation coefficient
In cell A13 begin typing =Cor for correlation coefficient
After you typed =Cor you will only be offered one choice =CORREL, double click on it.
Then highligh all data under Mother
type ,
Then highligh all data under Her daughter
Press Enter.
you should obtain the correlation coefficient. To learn more about correlation coefficient study the textbook.
Exercises
Exercise 1. Is the correlation you obtained in cell A13 weak, moderate or strong? State your result in cell A14.
Exercise 2. Is the correlation you obtained in cell A13 positive or negative? State your result in cell A15. Explain what it means in cell A16.
Referencing
Why is correct referencing important?Academic reasonsPractical reasons
It is a requirement of your department/school
Puts your current work into context
Provides supporting evidence for facts, opinions, data, approaches taken
Gives your work academic credibility
Shows the breadth of your reading
Avoid plagiarism!
Allows others to easily find your sources
–give as much information as you can
Helps you re-trace your reading in the future
Poor information sources and poor referencing loses marks
What are references and citations?
Citation
Reference
Reference List
Bibliography
Appears in the text of your essay, wherever you use a quote or incorporate an idea you have picked up from another source
Appears at the end of your essay or chapter, or sometimes at the bottom of each page, and gives full details of the source of your information
A list at the end of a chapter or essay giving full details of sources cited within the essay
A list at the end of your essay which gives the full details of all sources which you have read even if they are not referred to within the text
Citation requiredNo citation requiredYou are quoting directly from another sourceMention a fact that is commonly knownPresent the resul.
Essay What is Art Specifications Length 1 ½ - 2 pages .docx
Essay: What is Art?
Specifications:
Length: 1 ½ - 2 pages
Format: Times New Roman, 12 pt; Double Spaced with NO additional spaces between paragraphs (change the default); 1” side margins
Citation Format: MLA citations should ust be used in this paper. Provide a Works Cited page following your text. This page must be properly formatted according to MLA citation style. Identification: Include your name, the class and the date in the upper, left corner of the first page.
Page Numbers: Include page numbers and your last name in the upper, right corner of every paper.
Images: Include your images centered on a separate page following your text. Provide the artist, title (in italics), and the date, centered, under the image.
** Please email me if you are unclear on how to do any of this. Failure to comply with any of these specifications will result in grade reductions! Reference (but do not copy!) the example papers provided on e-learn for expectations.
Part 1: Terms
Look up and provide two definitions of the word “art” from two different reliable sources. Be sure to properly quote and cite these definitions—tell me where they are coming from. Please state if you feel the definitions are incomplete in any way. These definitions should come from two different sources (be creative!) and be included in the text. Do not numerate them or put them in bullet form.
Part 2: Examples
Select one specific example of two of the types of art listed below. Your examples should be by established artists. (Your little sister’s drawing on the fridge doesn’t count.) Write a brief description of the work followed by an explanation of why the examples you provided for each type exemplifies the definition(s) of the word “art.”
1. Painting
2. Sculpture
3. Architecture
4. Photography
Do not numerate the categories in your paper. Remember, this is an essay and should be in essay form.
This must be written in your own words. This essay is designed to help you start thinking about the concept of “art.” I want you to consider different types of media. This is not designed to be an in-depth research paper. That being said, any outside information MUST be cited properly in your paper.
please pay attention to your grammar, spelling, punctuation, sentence structure, as well as the overall organization of the paper. I will provide extensive feedback for this assignment, and I expect you to put forth your best effort.
Deliverables and Grading:
The final essay that you turn in should be characterized by the following:
· Introduction to your objectives;
· Introduction to each work including artist name, title (in italics), and date;
· Well-organized presentation following the format provided above; Control of MLA documentation for citing and documenting sources;
· Control of surface features: grammar, mechanics, spelling, etc.
Research shows that there is an increasing number of young adults that live in their parent’s home after adolescent years ...
Essay Assignment #3Required length 5-7 pages, not including th.docx
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
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1COUN 601Family Genogram Project InstructionsBuilding Your.docx
1
COUN 601
Family Genogram Project Instructions
Building Your Family Genogram
Part I (GenoPro Genogram Software)
A genogram (pronounced: jen-uh-gram) is “a pictorial representation of family relationships across several generations. It is a convenient organizing device to help you identify family patterns or develop hypotheses about family functioning” (GenoPro.com). The genogram resembles a family tree; however, it includes additional relationships among individuals. This instrument facilitates the practitioner and his client’s identification an understanding of patterns in family history. The genogram also does a better job than a pedigree chart in mapping out relationships and traits.
Even though there are a plethora of books and websites on the subject of genograms, it is worth noting that Monica McGoldrick and Randy Gerson are responsible for its initial development and popularity in clinical settings. The structure of a genogram is by and large determined by the imagination and creativity of its author. Some of the most common features on a genogram are information related to the number of families, children in a given family, and the birth order of the family members—including the number of births and deaths.
Index Person: In constructing the genogram, identify yourself as the “index person” and complete the genogram on your family.
Focus: The focus of this genogram will be on family strengths and resilience, family patterns, rules or ways of being, and the overall health of the family. Of course, you should also address any issues and concerns that may be discovered; however, do not make the genogram problem-focused, even though this is typically how it is used in counseling.
Construction: You will submit your genogram through the assignment manager via GenoPro, found by clicking the “assignments” button. This submission will come in as a GenoPro document. You will also need to attach your narrative on an MS Word document. Make sure to include the following items:
· Two preceding generations—that is, the genogram must include the index person, his/her parents, and his/her grandparents (three generations, in all). It would also be imperative that, in the event of the index person being involved in a marital or significant relationship, mention must be made of the significant other involved, including their immediate family such as their parents, siblings, and children. In the case where the index person is either a parent or a grand-parent, his/her children must be included in the genogram.
· Use the symbols as illustrated within the GenoPro software to indicate the nature of many of the relationships among family members. Be sure to indicate yourself as the index person by drawing a double circle or double square around yourself. Do not forget to include the current date on your genogram.
· Use the relationship lines to indicate significant relationships within the family system. Do not use the “normal” line provided by GenoPro.
Family Genogram Project Instructions.pdf
The document provides instructions for a family genogram project, which involves creating a genogram using GenoPro software and writing a narrative analysis. Key points include:
- Students are to create a genogram including at least three generations of their family and use symbols to represent relationships and traits.
- The genogram and narrative should focus on family strengths, patterns, and health, and analyze the student's identity in the context of their family's history with influences like culture, gender, and religion.
- Guidelines are provided for constructing the genogram graphically using GenoPro and for the written analysis, which should address questions about the student's understanding of self and family dynamics based on the genogram.
We would like learn about the correlation coefficient using Excel..docx
We would like learn about the correlation coefficient using Excel. Lets look at the following question.
· To find out how genetically related the cholesterol level is, they measured the cholesterol level of eight mothers and their daughters. They obtained the following data.
·
· Mother Her daughter
· 157 154
· 189 150
· 201 184
· 174 170
· 159 158
· 213 192
· 149 143
· 143 132
·
· Evaluate the correlation coefficient and describe the correlation.
· We will now learn how to use Excel to quickly check our answers.
Open Excel
In cell A1 type Mother
In cell B1 type Her daughter
Below Mother type the data from the exam one by one with pressing Enter in between: 157,189,201,174,159,213,149,143
Below Her Daughter type the data from the exam one by one with pressing Enter in between: 154,150,184,170,158,192,143,132
In cell A11 type Correlation coefficient
In cell A13 begin typing =Cor for correlation coefficient
After you typed =Cor you will only be offered one choice =CORREL, double click on it.
Then highligh all data under Mother
type ,
Then highligh all data under Her daughter
Press Enter.
you should obtain the correlation coefficient. To learn more about correlation coefficient study the textbook.
Exercises
Exercise 1. Is the correlation you obtained in cell A13 weak, moderate or strong? State your result in cell A14.
Exercise 2. Is the correlation you obtained in cell A13 positive or negative? State your result in cell A15. Explain what it means in cell A16.
Referencing
Why is correct referencing important?Academic reasonsPractical reasons
It is a requirement of your department/school
Puts your current work into context
Provides supporting evidence for facts, opinions, data, approaches taken
Gives your work academic credibility
Shows the breadth of your reading
Avoid plagiarism!
Allows others to easily find your sources
–give as much information as you can
Helps you re-trace your reading in the future
Poor information sources and poor referencing loses marks
What are references and citations?
Citation
Reference
Reference List
Bibliography
Appears in the text of your essay, wherever you use a quote or incorporate an idea you have picked up from another source
Appears at the end of your essay or chapter, or sometimes at the bottom of each page, and gives full details of the source of your information
A list at the end of a chapter or essay giving full details of sources cited within the essay
A list at the end of your essay which gives the full details of all sources which you have read even if they are not referred to within the text
Citation requiredNo citation requiredYou are quoting directly from another sourceMention a fact that is commonly knownPresent the resul.
Essay What is Art Specifications Length 1 ½ - 2 pages .docx
Essay: What is Art?
Specifications:
Length: 1 ½ - 2 pages
Format: Times New Roman, 12 pt; Double Spaced with NO additional spaces between paragraphs (change the default); 1” side margins
Citation Format: MLA citations should ust be used in this paper. Provide a Works Cited page following your text. This page must be properly formatted according to MLA citation style. Identification: Include your name, the class and the date in the upper, left corner of the first page.
Page Numbers: Include page numbers and your last name in the upper, right corner of every paper.
Images: Include your images centered on a separate page following your text. Provide the artist, title (in italics), and the date, centered, under the image.
** Please email me if you are unclear on how to do any of this. Failure to comply with any of these specifications will result in grade reductions! Reference (but do not copy!) the example papers provided on e-learn for expectations.
Part 1: Terms
Look up and provide two definitions of the word “art” from two different reliable sources. Be sure to properly quote and cite these definitions—tell me where they are coming from. Please state if you feel the definitions are incomplete in any way. These definitions should come from two different sources (be creative!) and be included in the text. Do not numerate them or put them in bullet form.
Part 2: Examples
Select one specific example of two of the types of art listed below. Your examples should be by established artists. (Your little sister’s drawing on the fridge doesn’t count.) Write a brief description of the work followed by an explanation of why the examples you provided for each type exemplifies the definition(s) of the word “art.”
1. Painting
2. Sculpture
3. Architecture
4. Photography
Do not numerate the categories in your paper. Remember, this is an essay and should be in essay form.
This must be written in your own words. This essay is designed to help you start thinking about the concept of “art.” I want you to consider different types of media. This is not designed to be an in-depth research paper. That being said, any outside information MUST be cited properly in your paper.
please pay attention to your grammar, spelling, punctuation, sentence structure, as well as the overall organization of the paper. I will provide extensive feedback for this assignment, and I expect you to put forth your best effort.
Deliverables and Grading:
The final essay that you turn in should be characterized by the following:
· Introduction to your objectives;
· Introduction to each work including artist name, title (in italics), and date;
· Well-organized presentation following the format provided above; Control of MLA documentation for citing and documenting sources;
· Control of surface features: grammar, mechanics, spelling, etc.
Research shows that there is an increasing number of young adults that live in their parent’s home after adolescent years ...
Essay Assignment #3Required length 5-7 pages, not including th.docx
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
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This document outlines an agenda for a professional development seminar on algebraic thinking for grades 3-5. It includes introductions and having teachers complete information cards. Course materials like texts and packets will be distributed. The new 2009 VA SOL will be covered, focusing on patterns, functions, algebra, number and number sense, and computation and estimation. Resources on these topics will be provided. The workshop goals are outlined, including knowing more about algebraic thinking than expected of students and understanding connections between number, operations, and algebra concepts. Classroom practices that can support algebraic thinking are discussed, focusing on the NCTM process standards. The document concludes by discussing responsibilities of teaching to enhance algebraic thinking.
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The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
Oh, The Places You Will Go!
Helps other members as needed; may take on additional small tasks as assigned by the group.
Group Member: Each member identifies sections of the PSA to contribute such as developing the script,
storyboarding, acting in the video, etc.
Providing Online Support for Student Writing
With class sizes increasing, it is becoming increasingly difficult to support research and writing activities. The extra workload associated with grading, checking assignments, and providing support outside of the classroom can become overwhelming. Through my experience in the Course Design Institute, I have learned about several tools that will be useful for increasing research and writing activities while maintaining a manageable workload. I have incorporated the use of online tools to support writing activities in a large undergraduate course, including Blackboard, Google Docs, and Wimba Classroom. In this session I will describe what worked and what didn’t work, and I will provide a brief demonstration of the techniques that have been most useful.
An Experimental Study of Instructor Immediacy
This study examined the effects of instructor immediacy and communication media on student perceptions, cognitive learning, perceived learning, and satisfaction in a virtual classroom. Participants experienced teaching sessions that manipulated immediacy (high vs. low) and media (video vs. photo). Results showed that students in the high-immediacy groups rated the instructor higher on immediacy measures and performed better on cognitive tests than those in low-immediacy groups. The group with high immediacy and video scored highest overall. While all groups showed cognitive gains, those exposed to higher immediacy learned more. Future research could address limitations and further explore the role of immediacy and media in virtual learning.
Dr. Mohammed's Religion 101 Syllabus
This document provides the syllabus for a World Religions course being taught in the spring semester of 2010, outlining class details like time, location, instructor information, course requirements, grading policies, exam dates, and reading assignments. It notes that some class days will be cancelled due to mandatory furloughs and informs students they will still be responsible for completing assignments on those days. The syllabus aims to provide students with extensive information upfront to minimize questions during the semester.
Dr. Mohammed's Religion 101 Syllabus (Online course)
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Taking AI to the Next Level in Manufacturing.pdf
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
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Reljic
This document discusses the importance of instructor immediacy, or communication behaviors that enhance closeness and interaction, in virtual environments like Second Life. It outlines different nonverbal communication channels like clothing, gestures, eye gaze, and posture that can be used through an instructor's avatar to increase immediacy. The document provides suggestions for implementing immediacy, such as choosing an appropriate virtual world, personalizing an avatar, and emphasizing voice to engage students.
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The document provides an overview of the OCEAN320 summer course, including:
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2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
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This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
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1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
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Oceans (320) of Opportunity: Rebooting a GE Explorations course,
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The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
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Helps other members as needed; may take on additional small tasks as assigned by the group.
Group Member: Each member identifies sections of the PSA to contribute such as developing the script,
storyboarding, acting in the video, etc.
Providing Online Support for Student Writing
With class sizes increasing, it is becoming increasingly difficult to support research and writing activities. The extra workload associated with grading, checking assignments, and providing support outside of the classroom can become overwhelming. Through my experience in the Course Design Institute, I have learned about several tools that will be useful for increasing research and writing activities while maintaining a manageable workload. I have incorporated the use of online tools to support writing activities in a large undergraduate course, including Blackboard, Google Docs, and Wimba Classroom. In this session I will describe what worked and what didn’t work, and I will provide a brief demonstration of the techniques that have been most useful.
An Experimental Study of Instructor Immediacy
This study examined the effects of instructor immediacy and communication media on student perceptions, cognitive learning, perceived learning, and satisfaction in a virtual classroom. Participants experienced teaching sessions that manipulated immediacy (high vs. low) and media (video vs. photo). Results showed that students in the high-immediacy groups rated the instructor higher on immediacy measures and performed better on cognitive tests than those in low-immediacy groups. The group with high immediacy and video scored highest overall. While all groups showed cognitive gains, those exposed to higher immediacy learned more. Future research could address limitations and further explore the role of immediacy and media in virtual learning.
Dr. Mohammed's Religion 101 Syllabus
This document provides the syllabus for a World Religions course being taught in the spring semester of 2010, outlining class details like time, location, instructor information, course requirements, grading policies, exam dates, and reading assignments. It notes that some class days will be cancelled due to mandatory furloughs and informs students they will still be responsible for completing assignments on those days. The syllabus aims to provide students with extensive information upfront to minimize questions during the semester.
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