This document provides information about an introductory geography course. It includes:
- An overview of the course description, scope, objectives, materials, evaluation, and outline.
- Details on the asynchronous online format, including weekly readings, discussions, assignments, and exams.
- The instructor's contact information and policies around communication.
- A list of six learning objectives for students to develop geographic skills and understand world regions.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxmaxinesmith73660
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxaidaclewer
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
University of Maryland University College • Adelphi • Syllabus • .docxdickonsondorris
University of Maryland University College • Adelphi • Syllabus •
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society.
The course may incorporate materials from the following four modules:
1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources.
3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
You are the Nursing Director for the medical-surgical area of a .docxkenjordan97598
You are the Nursing Director for the medical-surgical area of a large
hospital. Nurses at this hospital to “self-scheduling”. The managers of the
units have brought to your attention that a severe staffing shortage for the
winter holiday schedule is apparent. Using two different types of leadership
styles, how would you handle this situation?
.
You are the newly appointed director of the Agile County Airport.docxkenjordan97598
You are the newly appointed director of the Agile County Airport System. The characteristics of your organization include:
It is a Local Government Department
Consists of 4 Airports – International, Mather, Executive, Franklin Field
There are 400 employees at all four airports
The airport board of directors has decided to move to an Agile Lean process for all projects.
You quickly recognize that you need to undertake a cultural transformation in order for the Agile Lean process to take hold. The current organization has the following culture characteristics:
No Mission Statement
No Sense of Direction
Militaristic/Top-Down Leadership Model
No Accountability
No Communication
Staff focused on Empire Building
Organization Viewed Itself as Regulators
Focused on catching people doing something wrong
Publicly Belittled
Focus on “Turf”
Process Oriented
Problem Oriented
Growth Without a Long-Term Plan
Employees Not Engaged
Staff consists mostly of generalists
The board of directors has asked you to prepare an overview presentation for their next meeting on your ideas for a organizational culture transformation plan. To complete this assignment you are to design a 5 to 10 slide PowerPoint presentation with notes, that addresses the following key elements:
What makes up organizational culture?
What do you see as the benefits of a culture transformation
What would your Culture Transformation Plan consist of? Describe the high level steps you would take to accomplish this transformation.
What questions would you ask to help in defining a new culture?
What characteristics would you envision the “new” organizational culture to exhibit? Develop a list based upon the current organizational culture
.
More Related Content
Similar to ScienceSchool of Science, Technology, Engineering and Math.docx
Contemporary Issues in Adulthood and Aging PSY 340.01.docxmaxinesmith73660
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxaidaclewer
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
University of Maryland University College • Adelphi • Syllabus • .docxdickonsondorris
University of Maryland University College • Adelphi • Syllabus •
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society.
The course may incorporate materials from the following four modules:
1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources.
3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Similar to ScienceSchool of Science, Technology, Engineering and Math.docx (20)
You are the Nursing Director for the medical-surgical area of a .docxkenjordan97598
You are the Nursing Director for the medical-surgical area of a large
hospital. Nurses at this hospital to “self-scheduling”. The managers of the
units have brought to your attention that a severe staffing shortage for the
winter holiday schedule is apparent. Using two different types of leadership
styles, how would you handle this situation?
.
You are the newly appointed director of the Agile County Airport.docxkenjordan97598
You are the newly appointed director of the Agile County Airport System. The characteristics of your organization include:
It is a Local Government Department
Consists of 4 Airports – International, Mather, Executive, Franklin Field
There are 400 employees at all four airports
The airport board of directors has decided to move to an Agile Lean process for all projects.
You quickly recognize that you need to undertake a cultural transformation in order for the Agile Lean process to take hold. The current organization has the following culture characteristics:
No Mission Statement
No Sense of Direction
Militaristic/Top-Down Leadership Model
No Accountability
No Communication
Staff focused on Empire Building
Organization Viewed Itself as Regulators
Focused on catching people doing something wrong
Publicly Belittled
Focus on “Turf”
Process Oriented
Problem Oriented
Growth Without a Long-Term Plan
Employees Not Engaged
Staff consists mostly of generalists
The board of directors has asked you to prepare an overview presentation for their next meeting on your ideas for a organizational culture transformation plan. To complete this assignment you are to design a 5 to 10 slide PowerPoint presentation with notes, that addresses the following key elements:
What makes up organizational culture?
What do you see as the benefits of a culture transformation
What would your Culture Transformation Plan consist of? Describe the high level steps you would take to accomplish this transformation.
What questions would you ask to help in defining a new culture?
What characteristics would you envision the “new” organizational culture to exhibit? Develop a list based upon the current organizational culture
.
You are working on an address book database with a table called Cont.docxkenjordan97598
You are working on an address book database with a table called Contacts and fields for first name, last name, address, and phone number. Describe how you would implement a Python method that prompted the user to add new address entries into the database table. The table should have no duplicates. Include the necessary code and code descriptions.
.
You are the new Security Manager for a small bank in Iowa. They are .docxkenjordan97598
You are the new Security Manager for a small bank in Iowa. They are growing exponentially and are planning to add the ability for customers to access their accounts via the web and mobile devices. They have a basic DR plan which was made from a template found on the Internet. Now that there is going to be more exposure to the bank's network and data, several updates need to be made to policies and procedures. The CISO has requested that you create an Incident Response plan and submit communication plan for how internal stakeholders and external stakeholders will be notified of incidents. Please create a plan that identifies 2 internal stakeholders, the communication type, and the information which will be included in that plan and 2 external stakeholders, the communication type for each, and the information that will be included in the communication
.
You are working in a rural Family Planning Health clinic and a 16 y.docxkenjordan97598
You are working in a rural Family Planning Health clinic and a 16 y/o presents with complaints of vaginal pain, discharge, odor x 4 days. Pain is getting worse. Her mother relates she has a cognitive learning delay and has tried to talk to her about her consensual sexual behavior with multiple partners. She tells you she has "felt some 'bumps' down there." She relates multiple sexual partners because she is now popular and it is part of the 'game' to stay popular with her new friends. Diagnosis: HPV with several condyloma lesions, a vaginal yeast infection, and chlamydia.
She is given a prescription for Chlamydia, and the vulvar lesions, told to follow up in 2 weeks.
How do you approach her and begin the conversation regarding safe sexual practices? What are your thoughts about this young lady? How do you feel about her game? How would you proceed to give her education?
.
You are working in a family practice when your newly diagnosed T.docxkenjordan97598
You are working in a family practice when your newly diagnosed Type 1 diabetic patient comes in. He is a 15-year-old male and is accompanied by his mother.
The mother and patient report that he is "devastated" by his new diagnoses and that he hasn't been going out with his friends or participating in any of his previous activities. You suspect that he might be experiencing depression.
Please locate two resources specific to this situation that you would refer this parent/patient to for further support. Provide a brief description for each resource and explain why you chose them.
.
You are working for the Chief of Staff (CoS) for a newly elected Gov.docxkenjordan97598
You are working for the Chief of Staff (CoS) for a newly elected Governor. The governor asked the CoS to research and prepare a 5- to 7-paragraph background briefing (
backgrounder
) that addresses the below question. The CoS will use this background briefing to prepare the Governor and his appointed cybersecurity director as they answer questions from the press and general-public.
You are
not
answering the questions as the governor, rather you are providing the governor the information s/he needs to answer the question.
The question:
As governor, how will your administration improve cybersecurity for the state's Critical Infrastructures?
The CoS asked you to research and prepare a draft for the background briefing. Your draft must provide enough information that the CoS and the Governor understand key terms that you use in your explanations. To that end, your draft briefing must answer the following questions:
What is meant by "cybersecurity" for critical infrastructures?" Give examples of critical infrastructure associated with a specific state.
What is meant by "Threats" (i.e. individual hackers, politically motivated hacktivists, criminal enterprises, and unfriendly "nation state" actors), countermeasures, and safeguards? Explain technical terms and examples.
What are the three most important actions that the governor's administration should take to help improve the security of critical infrastructures in the state? (You should identify and discuss these in greater detail than your response to the first two bullet points.)
Provide in-text citations and references for 3 or more authoritative sources. Put the reference list at the end of your posting.
.
You are working at Johnson and Cohen law firm and have recently .docxkenjordan97598
You are working at Johnson and Cohen law firm and have recently been assigned to lead the appeal of a man convicted of first degree murder and sentenced to death.
The defendant has never had an IQ test, but friends and family insist that he has always been a little “slow“ his entire life. He was also diagnosed with autism earlier in his life and many of his former acquaintances thought he had psychiatric problems when they knew him.
These factors were never brought up at trial by the defendant's previous defense team because they wanted to focus on mitigating circumstances surrounding the crime that was committed rather than confusing the issue with too many different defenses.
Based on the Case Study for this week, submit a 6 page case analysis using Microsoft Word that answers the following questions:
How would your team argue during the appeal that the defendant's constitutional rights were violated?
What evidence would be required for your defendant to be considered mentally retarded under
Atkins v. Virginia
and
Penry v. Lynaugh (1989)
?
Assess whether or not that evidence can be presented in this case.
What evidence would be required for your defendant to be considered insane under
Ford v. Wainwright (1986)
? Assess whether or not that evidence can be presented in this case.
Do you believe that bringing up the defendant's diagnosis of autism could have aided in the defense in the sentencing phase? Would the contention that he was mentally slow have helped? Provide rationale for your answers.
Identify other aspects of the case not mentioned in the scenario that could benefit the defendant. For instance, consider whether the Supreme Court has found it unconstitutional to apply the death penalty in other circumstances.
If you succeed in your appeal, what would be the next steps to occur?
.
You are working for a community counseling agency, and you are taske.docxkenjordan97598
You are working for a community counseling agency, and you are tasked with training new counseling interns on effective counseling skills.
Create
a 1- to 2-page informational training paper on the role of effective counseling skills on the counseling relationship. Describe how each of the following affects the counseling relationship:
Characteristics of an effective helper
Attending and observation skills
Initiation of client-counselor rapport and trust
Maintaining boundaries and self-awareness
Transference and countertransference
Factors associated with age, culture, and diversity
.
You are working as the software tester for a big enterprise comp.docxkenjordan97598
You are working as the software tester for a big enterprise company. Your company is working on the following architecture:
(Daniel, 2016)
Address the following, and complete all of the sections based on the above architecture:
Submit a System Test Plan document that contains the following:
Purpose of the document
Functional scope
Testing strategy
System testing entrance criteria
Test data
Suspension criteria
Execution plan
Defect reporting
Test schedule
Environment
Risks
Assumption
Who-to-call list
.
You are working as HelpDesk Support for an organization where your u.docxkenjordan97598
You are working as HelpDesk Support for an organization where your usual duty involves providing remote users with various IT related supports. The majority of these users are placed in locations where high-speed LAN (10Mbpds) are not available. Assume they are using the Darwin VM at their end, and you have Canberra VM at your end. Now you will have to set up a Remote Desktop Connection from Canberra to Darwin; so that you, with the physical access to Canberra VM, can remotely connect to Darwin VM. You also have to ensure the connection is optimized for low-speed broadband networks. Follow the submission format and before starting this task ensure VMs can ping each other
.
You are working as an APRN in your local primary care office. Th.docxkenjordan97598
You are working as an APRN in your local primary care office. The rural town of Maynard has 300 people, a post office, doctor’s office, and a gas station. The primary source of income is farming or driving 45 minutes to a somewhat larger town. With the blizzard coming, all your patients except two have cancelled for the morning. Jose is scheduled at 0900; he is a nine-year-old Hispanic male born in Mexico. He and his family (Mom, Dad, and six siblings, ages six months to 14 years) moved into the area just a few months ago. Jose’s mother reported that he had nearly died at two months after contracting pertussis.
Your final patient of the morning is Irena, a 15-year-old teenage female who lives with her aunt in Maynard. Irena is Romanian and barely speaks any English. Her aunt has been your patient for the past few years, and she told you that Irena had been abducted in Romania at the age of 10. Irena’s parents found her quite by accident when a sex trafficking ring dumped all their “product” in a refugee camp in Serbia just a few months ago. Irena’s parents are still in Romania, but they sent Irena here to live with her aunt.
Having discussed many guidelines throughout this term, consider the content you have explored. Using this knowledge, answer the following questions related to your chosen scenario. Note: please try to choose a topic for your initial post that you did not choose previously during the semester or aren’t as familiar with so you can gain additional knowledge as we finish up this course
Discuss the guidelines assigned with your scenario.
Will both patients be treated in the same manner? Why or why not?
What would your treatment plan be for each of the individuals in your scenario?
Please include at least three scholarly sources within your initial post.
.
You are the new Public Information Officer (PIO) assigned by the.docxkenjordan97598
You are the new Public Information Officer (PIO) assigned by the Chief of Police. You work for a mid-sized metropolitan police agency that has always relied on the utilization of a city information officer for any media or public communication. Until now, your agency never had an assigned public information officer specifically for the police department. Your agency is growing and is expected to add an additional 25 patrol officers in the next two years.
These added officer positions are in addition to a newly created Federal Task Force, where two new detective positions were added. These positions will create a larger budget for the police department and you have been informed that taxpayers are not necessarily receptive to these costs. As the new PIO, you are required to submit a written communication plan to the Chief of Police detailing how you would draft public notification of the departmental growth and change, reassignments of patrol areas, and overall agency changes occurring in relation to these positions.
Write
a 1,400- to 1,750-word paper that addresses the following:
Describe the genre of communication you would use such as a paper format, social media, public announcement, press release, or a televised media conference.
If increased social media, such as Facebook and Twitter, required for the departmental growth.
How far ahead of these positions being hired would you relay the message?
What do you do with citizens who communicate an opposition the hiring of additional officer causing extra taxes?
Who are your stakeholders in this public notice?
What are the differing concerns of internal communication versus external communication on this issue?
How often would you follow up on the notification? Quarterly, monthly, or annually?
Cite
at least one source other than the textbook.
Format
your paper in proper APA format.
.
You are welcome to go to the San Diego Zoo any time you would li.docxkenjordan97598
You are welcome to go to the San Diego Zoo any time you would like to work on your project. However, you would have to pay for a student ticket or buy a membership. However, I will make an announcement soon about a couple of dates where we get in for a discounted price if we enter as a class. Once inside, you can go off on your own to work on your projects.
1. First, make note of the day(s) you attended the San Diego Zoo, the time you spent there (specific hours), and the weather conditions.
2. Select a
total of 5 primates
from the following list to observe. Please note: not all of these primates will be on display all of the time. You do not need to choose one from each group...you can focus on ANY five species.
3. Focusing on the 5 primates you have selected, note the following aspects about each of them.
Scientific name & common name
Where the species is found at the SD Zoo (Monkey Trail, etc.)
Taxonomic category (prosimian, NW monkey, OW monkey, or ape)
Geographic location
Diet
Dental formula
Sexual dimorphism
Locomotor style
Type of nose
Body size
Any unusual features
Endangered status
4.
Focusing on the 5 primates you have selected, describe and analyze the primates’ behaviors you witnessed during your visit. This is the part you should spend the most time on!!
5. Finally, you should note what you personally gained from the experience, and what your attitude is regarding the Zoo and the care of the animals.
Request
Weather, time, and date of visit
Bullet point answers for 5 primate species (2 points per species)
Analysis of behaviors observed...why are the animals doing what they're doing (5 points per species)
Concluding thoughts of the zoo and the project
.
You are visiting one of your organization’s plants in a poor nation..docxkenjordan97598
You are visiting one of your organization’s plants in a poor nation. You discover a young girl (under the age of 16) is working on the factory floor. The company has a strict prohibition on child labor. You remind the plant manager of the policy and insist that she should go back to the local school. The plant manager tells you the girl is an orphan, has no other means of support, and the country has no social services to provide for her. As the executive, what should you do? Explain your answer with a well-constructed and cogent response.
.
You are to write a four-page (typed, double-spaced) essay addressing.docxkenjordan97598
You are to write a four-page (typed, double-spaced) essay addressing the following question. The exam is open-book, open notes.
Discuss the impact of geography on the civilizations of Mesopotamia, Egypt, Greece, China, sub-Saharan Africa, and pre-Colombian America
(please write on a doc. and do please make sure give me on time)
.
You are to write a 7-page Biographical Research Paper of St Franci.docxkenjordan97598
You are to write a 7-page Biographical Research Paper of
St Francis of Assisi or St Clare
:
*Include a Title Page (not counted as one of the 7 pages)
*Include a “Sources Cited” page (not counted as one of the 7 pages)
*MLA Format or Professor approved format
Use the following Outline: (St Francis of Assisi or St Clare)
I. The Major Events of their life
II. Their Impact on society and the church in their lifetime
III. Their Legacy today…how they still inspire us
IV. Your personal reflections
.
You are to write a 1050 to 1750 word literature review (in a.docxkenjordan97598
You are to write a
1050 to 1750 word literature review
(in addition to the title page and references page) on the articles you selected for Week 2, synthesizing the findings in the articles that you found on your topic. You may incorporate other articles or references to support your discussion, as needed. Use APA citation and reference guidelines.
What is a literature review?
A literature review is a synthesis and critique of the published research in a given area of research. Your focus is on the findings of the studies you are exploring – their methods, approach, results, and implications – rather than the broad topic overall. It should synthesize findings in specific areas. Thus, you should look for themes in the range of articles and write about them as you group common themes.
Synthesize the material you found. In other words, find connected themes in the different areas you cover. Occasionally you might discuss individual articles, but only if the article is very unique and no other article has similar findings. The synthesis should focus strictly on existing, published research.
What else should you include besides a synthesis of research?
Be sure to include in your review other potential areas that still need to be explored. What unanswered questions are there? What holes are in the research that you have not yet found answers to? What contradictions are in the research will you seek to explore?
Examples of Synthesized Findings for Literature Review:
College students were found to have a large number of conflicts with roommates (Darsey, 2003; Smith, 2001; Yarmouth, 2005). Researchers also found that roommate conflicts were most frequent during the first semester of college (Lotspiech, 2004; Nominskee, 2001; Zackarov, 2000). Morissey (2004) found a reduction of roommate conflicts continued as students progressed from freshman to seniors, with seniors having the fewest roommate conflicts. However, Ellensworth (2001) found no correlation with year in school and frequency of roommate conflict. The contradiction between Ellensworth’s and Morissey’s findings suggest that additional research is needed in this area.
Ellensworth’s (2001) research was strictly quantitative, lacking a full picture of the contexts or reasons for the specific conflicts. It asked people to mark the frequency of their conflicts and types of people with whom they typically disputed. Morissey (2004) conducted interviews that allowed participants to provide an explanation for the reasons for the conflicts, and the contexts (dorm roommates, apartment roommates, house roommates, etc.). However, she interviewed far fewer people than Ellensworth surveyed.
Combining Ellensworth’s surveys with Morissey’s interview questions and utilizing a research team to increase the number of interviews could provide more details about the conflicts and contexts, and allow us to further look into the question of year in school and conflict behavior.
DeSoto (2005) and Craig (2.
You are to take the uploaded assignment and edit it. The title shoul.docxkenjordan97598
You are to take the uploaded assignment and edit it. The title should be changed for better clarification, something like SCHOOL DISTRICTS TRAINING THEIR TEACHERS WHO ARE ALREADY IN SERVICE.
Include more expressions of how these children have been failed in the past.
Change up wording and use stronger and more concise word choices.
AGAIN ALL THIS WILL BE DONE FROM OFF THE ASSIGNMENT THAT'S BEEN UPLOADED.
.
You are to use a topic for the question you chose.WORD REQUIRE.docxkenjordan97598
You are to use a topic for the question you chose.
WORD REQUIREMENT IS 300 Words
1. Jean Jacque Rousseau was a Frenchman who wrote the Rights of Man. After viewing the film on the French Revolution, how much of the Rights of Man were followed, especially during the Reign of Terror? Give examples.
2. This week, we read about liberalism and conservatism, two terms that are by no means new to use today. Per your readings discuss the premise of liberalism. Has this ideology changed over time? Can we see elements of this in today’s society? Examples.
3. Per your readings this week, discuss the views of conservatism. Has this ideology changed over time? Do we see some elements of this in today’s society? Examples.
4. Doyle discusses the reasons for the French Revolution. In your mind, which do you believe is the most important and why. Examples.
5. Discuss the issues that led to the American Revolution. Example.
6. Prior to its revolution, Haiti was one of the wealthiest colonies in the world. The French reaped those rewards. So what happened? Why a revolution? Why a violent revolution? Give examples.
7. Discuss Polverel’s interpretation of the French giving Haitian slave emancipation and discuss what he hoped to accomplish. Examples.
8. Agriculture Revolution had a great impact on European society, it has many great accomplishments but there were a few downfalls. Discuss these downfalls. Examples.
9. There was a change in Dynasties in China, the Manchu’s came to power. Discuss the organization of the Manchu Dynasty. Was this effective? Examples.
10. Discuss the foreign relations of the Chinese Empire with its European counter parts. Discuss whether or not this experience was positive or negative. Give examples.
11. Discuss the most important issue that was the foundation for the 1848 Revolutions. Examples.
.
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.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
ScienceSchool of Science, Technology, Engineering and Math.docx
1. 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
2. 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.
3. 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
objectives.
After successfully completing this course, you will be able to:
CO-1
Use “spatial perspective” as a critical thinking tool in analysis,
problem solving, and inter-disciplinary study.
CO-2
Describe the world’s regions through recognizing their physical
and human dimensions.
CO-3
Recognize and differentiate global regions by climate type,
characteristic vegetation, and general landform types.
CO-4
Define the modern human dynamics of cultural associations,
nation and state development, and resource exploitation.
CO-5
Identify basic spatial and geographic data analysis skills to be
used in future studies.
CO-6
Explain physical and human aspects of the world landscape
through the use of maps, graphs, and data tables.
4. CO-7
Assess spatial interaction between places and spatial diffusion
from places, including density, dispersion and patterns.
CO-8
Relate selected geographic concepts, ideas, and terms to student
interests, other academic subjects, newsworthy events and
professional concerns.
Table of Contents
Course Delivery Method
To accomplish our world journey within the class timeframe
will require extensive reading each week, more intensive
interactions on our Forums and in chat rooms, and closely
spaced exams. You must complete the assigned readings
(textbook and any articles) prior to taking the exams that are
offered each instructional week.
This course will offer the student a highly interactive,
asynchronous virtual classroom. Each week’s lesson will have a
course announcement, assigned readings, related Forums, and
other guidance provided by the instructor. Since the student is
expected to fully participate in discussions and interact with the
instructor and other students, reading assignments and assigned
projects should be completed in a timely manner.
“Asynchronous” is not the same as “independent study” – all
students are to participate in the weekly assignments and topics
together, it is within that week where each individual has
flexibility on completing the week’s tasks. NOTE: All
assignments must be completed due dates for credit unless prior
approval has been provided by the instructor.
The nature of an online course requires a significant amount of
discipline and independent work. The student is responsible for
managing time, completing assignments and notifying the
Professor immediately of any difficulties.
5. Each week begins on Monday and ends on Sunday, and all
posted times are Eastern Time.
Message
You can contact me via message in the Sakai Classroom. Avoid
using email for routine classroom communications.
Table of Contents
Course Materials
Required Text
H. J. DeBlij and Peter O. Muller. Geography - Realms, Regions,
and Concepts, 15th edition. New York: John Wiley & Sons,
Inc., 2010. ISBN: 978-0-470-46242-3.
Textbook Student Companion Website is provided in “Course
Materials”, “External Websites” in the Classroom.
Other Readings
Supplemental readings will be assigned in weekly Course
Announcements.
Table of Contents
Evaluation Procedures
Forums
We can learn as much from each other and academic
investigation as we will from the material. So it is the purpose
of the Forums to develop our understanding of the weekly
readings and forum topics. This participation is required.
(WARNING: First Forum topic (Introduction) must be at least
250 words long. Your response must be submitted before the
end of the first week, it is our way of confirming your
attendance in the course. See instructions in classroom.)
Each week all students should respond to the forum topics
indicated in the Forums area to express their understanding of
the issue and ability to research academic information to add to
the discussion. You are expected to provide a substantial
comment of several well-written paragraphs in each session and
a similar comment or reflection in reply to at least two other
6. students’ contribution. All sources must be cited correctly and
posts must use appropriate writing styles and grammar for
college-level work. Statements such as “I agree” or “good post”
will not count as a reply.
Research Project
This exercise is designed to have each student conduct research,
assess and summarize his or her research findings, and present
it in PowerPoint format. This will be just like writing a research
paper, except that the research findings will be presented in
outline form in PowerPoint, rather than as a research paper. Just
like a research paper, your presentation should include slides
that contain a title, introduction to the topic, main body,
summary and conclusions, and bibliography. Creative use of
properly cited graphics and photos that are relevant to your
topic is encouraged. The exercise has three primary purposes:
1) to show you are very familiar with the topic, 2) to become
familiar with PowerPoint software as everyone uses it in
business these days, and 3) to express your knowledge in a
presentation format - efficient and understandable, captivating
for your audience. Please check the assignment instructions for
the details on the research project.
Goals of this project include encouraging development of
research skills, familiarization with presentation of academic
material, and practice in communicating research to an
“audience”. If you do not have access to PowerPoint, you may
download free compatible software at OpenOffice.org. Projects
change by class, so the exact topic will be provided in the
online classroom. The grading rubric is posted in the classroom.
Quizzes
Six quizzes will be used to test your understanding of the
readings and discussions of that week, and will be posted in the
“Exams” area of our classroom. They are made up of questions
7. and/or exercises that are to be carefully answered and are used
to test your understanding of the readings and discussions of
that week. They are due by the end of each week and will
comprise 30% of your grade. You are not to collaborate on
quizzes – all work must be your own.
Mid-term and Final Exams
There will be a midterm exam and a final. The mid-term will
cover weeks 1-4 and the final will cover weeks 5-8. The exams
are meant to capture your understanding of the material
progressively. You are to answer them based upon careful
reading of your text and other course materials and activities.
Read the questions slowly and thoughtfully, they are meant to
measure your understanding of concepts, ideas, and terms that
are complex in their shades of meaning. You are not to
collaborate on the Mid-term and Final Exams – all work must be
your own.
Final Grade
You will be evaluated on your performance in accordance with
APUS learning objectives. All students should consider the
broader learning objectives for all classes at APUS:
“The five institutional learning objectives at APUS are as
follows:
1. Lifelong Learning
Graduates of APUS will have the ability to identify, pursue and
acquire specific and new knowledge after the end of formal
schooling. They will be able to apply this knowledge in real
world settings.
2. Information Literacy
Graduates of APUS will be technologically proficient in
accessing and using information. The graduate will be able to
gather information from a variety of sources, use information in
8. an appropriate manner to address issues and take action.
3. Communication
Graduates of APUS will be able to clearly communicate ideas in
written form.
4. Academic Skill
Graduates of APUS will possess academic skill related to their
specific discipline. The graduate will master the generally
accepted theories, concepts, principles, and/or practices
associated with their discipline enabling them to live and work
productively in a global, diverse, and technological society.
5. Critical Thinking
Graduates of APUS will be able to analytically identify issues
with the ability to evaluate problems, formulate solutions, and
evaluate the consequences. Graduates will be able to express a
variety of other viewpoints and methods of inquiry.”
Grade Instruments:Points% of Final Grade
Graded Forums (6)
4 pts each
24%
Research Project
10 pts
10. Total 100%
Table of Contents
Grading Scale
Please see the student handbook to reference the University’s
grading scale. The grading scale can also be directly accessed
inside the APUS classrooms under the “Policy” link.
Table of Contents
Course Outline
Week
Topic(s)
Learning Objective(s)
Reading(s)
Assignment(s)
1
Introductions and World Regional Geography Overview
Scope: This week we are seeking to get to know one another,
while taking a broad overview of World Regional Geography.
Key concepts, ideas, and terms will be presented and defined.
The importance of a spatial and geographic approach to our
world is explained. The discipline of geography itself is
introduced through its fundamental ideas and concepts. The
utility of geographic ideas to enhance your awareness of the
11. many dimensions of our complex, multicultural, interconnected
world is demonstrated.
1. List the criteria for selection of geographic realms and
regions. (CO-2, CO-3)
2. Recognize the nature and elements of the physical setting.
(CO-3)
3. Review the characteristics of cultural landscape. (CO-1, CO-
2)
4. Describe the aspects of the realm of population. (CO-7)
5. Identify patterns of development. (CO-1, CO-6)
6. Recognize the regional and systematic geography
perspectives. (CO-1, CO-5))
Text: Read the front matter and Introduction PDFs from the
textbook; review the backmatter PDF.
Forum #1 (graded) (WARNING: First Forum must be at least
250 words long. Must be submitted before the end of the first
week, it is our way of confirming your attendance in the course.
See instructions in classroom.)
Week 1 Quiz
2
Europe and Russia Scope: This week looks at the geographic
realms of Europe and Russia. Europe’s unique situation and
historic contribution to the development of western civilization
is discussed. Agrarian, Industrial, and Political Revolutions are
delineated and described. Contemporary Europe is explored in
regards to its urban political and economic challenges. The
regions of this realm are located and discussed in some detail.
Highlights include the concepts of centripetal and centrifugal
forces, Supranationalism, and Balkanization. Russia is the
largest territorial state in the world. The recent devolution of
the United Soviet Socialist Republic is explored in the context
of Russia’s current dimensions and distributions of resources.
Evolution of the Russian State along with its colonial legacy is
12. explained. The Soviet legacy and Russia’s changing political
geography is described. The regions of this realm are located
and discussed in some detail. Conceptual highlights include
climatology, imperialism, and the Heartland theory.
1. Recognize the major geographic qualities of Europe and
Russia. (CO-2, CO-3)
2. Identify the major climate types associated with Europe and
Russia. (CO-3)
3. Relate the languages of Europe and Russia to cultural areas.
(CO-1, CO-2, CO-6)
4. Contrast the devolutionary pressures felt in Europe and
Russia. (CO-1, CO-4, CO-5)
5. Recognize the regions of Europe and Russia. (CO-2, CO-3)
6. Relate the broad economic prospects of Europe and Russia.
(CO-6, CO-7, CO-8)
Text: Read Chapters 1 & 2 on Europe and Russia.
Supplemental Readings: TBA
Week 2 Quiz
Forum #2 (graded)
3
North America, Middle America, and South America
Scope: We cover all the Americas from north to south.
Exploring the physical makeup of this vast area and the complex
diversity of cultures that migration, invasion, and colonization
have built. Concepts of urban realms, land-tenure traditions, and
megacity are addressed. Emphasis is placed on rapid urban
growth, concentration of population, and limitations imposed by
physical geography.
1. Recognize the major geographic qualities of North, Middle,
and South America. (CO-2, CO-3)
2. Identify the major climate types associated with each
13. American realm. (CO-3)
3. Explain the makeup of the realms by means of their
individual regions. (CO-1, CO-6, CO-7)
4. Describe the migration process along with push and pull
factors. (CO-7)
5. Contrast the tourist industry to other economic activities in
Middle and South America. (CO-4, CO-7)
6. Relate the broad economic prospects of the three American
Realms. (CO-6, CO-7, CO-8)
Text: Read Chapters 3, 4, and 5 on North, Middle, and South
America.
Supplemental Readings: TBA
Week 3 Quiz
Forum #3 (graded)
4
Sub-Saharan Africa
Scope: The African continent occupies a special place in the
world. Beneath its surface lie some of the oldest parts of the
planet’s crust. Today Africa lies at the heart of the Earth’s
landmasses, a relative location that may yet become one of its
greatest assets. And current archeological research indicates
that our species, Homo sapiens, emerged in Africa. We may
have spread around the globe, but at the source we are all
Africans. For millions of years, Africa was the stage for the
great drama of human evolution. The first tools ever made were
used by our Hominid ancestors in Africa. Language probably
originated in Africa. The first sedentary human communities
may well have formed in Africa. Our first artistic expression
likely took place somewhere in Africa.
More recently, North Africa’s Nile Valley was the scene of one
14. of the earliest durable and creative civilizations, a culture
hearth whose innovations radiated in all directions, Subsaharan
Africa included. Ancient Egypt was to Africa what, thousands
of years latter, ancient Greece was to Europe; a source of
knowledge and ideas. When West Africa’s earliest states
formed, their rulers modeled the political system on the
Egyptian example.
In those times, more than 2000 years ago, the African continent
was a single geographic realm. The partition of Africa, through
the Islamization and Arabization of the north, the European
colonization, and the desiccation of the Sahara, came later.
Today, Africa is a continent of two geographic realms: the
north, a part of the greater Islamic realm that connects it to
Southwest Asia and beyond; and the rest-Subsaharan Africa-an
Africa defined by languages, modes of life, and cultural
landscapes.
1. Recognize the major geographic qualities of Sub-Saharan
Africa. (CO-2, CO-3)
2. Identify the major climate types associated with each region
in the realm. (CO-3)
3. Relate the roles of environment and health. (CO-3, CO-7,
CO-8)
4. Contrast the colonial activities in Sub-Saharan Africa and the
impact of the Atlantic slave trade. (CO-1, CO-4, CO-7)
5. Recognize the cultural patterns as reflected in the languages
and religions of Africa. (CO-1, CO-2, CO-6)
6. Relate the broad economic prospects of the realm. (CO-6,
CO-7, CO-8)
Text: Read Chapter 6 on Subsaharan Africa.
Supplemental Reading: TBA
Mid-Term Exam
5
15. North Africa/Southwest Asia
Scope: This realm was the scene of several of the world’s great
ancient civilizations, based in its river valleys and basins. It
currently makes the stage for political and economic dramas
that we are all personally and professionally involved in. From
Morocco on the shores of the Atlantic to the mountains of
Afghanistan, and from the Horn of Africa to the steppes of inner
Asia lies a vast geographic realm of enormous cultural
complexity. It stands at the crossroads where Europe, Asia, and
Africa meet, and is a part of all three. This is one of
humankind’s primary source areas and deserves of close
attention. The various aspects of cultural diffusion will be
discussed in detail. We will take our first look at the great
world religion of Islam.
1. Recognize the major geographic qualities of North
Africa/Southwest Asia. (CO-2, CO-3)
2. Identify the major climate types associated with the realm.
(CO-3)
3. Describe the “Arab” and “Islamic” nature of this realm. (CO-
2, CO-4, CO-8)
4. Relate the role of postulated culture hearths and early
diffusion routes. (CO-1, CO-7)
5. Contrast expansion and relocation diffusion including the
processes of contagious and hierarchical diffusion. (CO-2, CO-
6, CO-7)
6. Relate the broad economic impact of oil to this realm. (CO-6,
CO-7, CO-8)
Text: Read Chapter 7 on North Africa/Southwest Asia.
Supplemental Reading: TBA
Week 5 Quiz
Forum #4 (graded)
6
16. South Asia and East Asia
Scope:
From Iberia to Arabia and from Malaysia to Korea, Eurasia is a
landmass fringed by peninsulas. The largest of all is the great
triangle of India that divides the northern Indian Ocean into two
seas: the Arabian Sea to the west and the Bay of Bengal to the
east. The peninsula of India forms the heart of South Asia, a
vast, varied, volatile geographic realm.
East Asia is a geographic realm like no other. At its heart lies
the world’s most populous country. On its periphery lies one of
the globe’s most powerful national economies. Along its
coastline, on its peninsulas, and on its islands an economic
boom has transformed cities and country sides. Its interior
contains the world’s highest mountains and vast deserts. It is a
storehouse of raw materials. The basins of its great rivers
produce food that can sustain more than a billion people.
1. Recognize the major geographic qualities of South Asia and
East Asia. (CO-2, CO-3)
2. Identify the major climate types associated with each realm.
(CO-3)
3. Describe the Chinese perspective as to the rise of
civilization. (CO-1, CO-4, CO-6)
4. Recognize the components of population geography such as
population distribution, density and rate of natural increase.
(CO-2, CO-5, CO-7)
5. Differentiate between the impact of the Mauryan Empire,
Islam, and European Intrusion to the South Asia of today. (CO-
4, CO-5, CO-7)
6. Relate the broad economic prospects of the South Asia and
East Asia Realms. (CO-6, CO-7, CO-8)
Text: Read Chapter 8 and 9 on South Asia and East Asia.
17. Supplemental Reading: TBA
Week 6 Quiz
Forum #5 (graded)
7
Southeast Asia
Scope:
Southeast Asia….the very name roils American emotions. Here
the United States owned its only major colony. Here American
forces triumphed over Japanese enemies. Here the United States
fought the only war it ever lost. Here Washington’s worst Cold
War fears failed to materialize. Here American companies
invested heavily when the Pacific Rim’s economic growth
transformed dormant economies into potential Pacific tigers.
Southeast Asia, once remote and stagnant, has taken center
stage in our globalizing world.
1. Recognize the major geographic qualities of Southeast Asia.
(CO-2, CO-3)
2. Identify the major climate types associated with the realm.
(CO-3)
3. Describe the state boundaries in Southeast Asia considering
antecedent, subsequent, superimposed and relict boundaries.
(CO-1, CO-5, CO-6)
4. Relate the role of natural resource to the economic
development of the realm. (CO-1, CO-3, CO-4)
5. Contrast state territorial morphology. (CO-1, CO-5)
6. Relate the broad economic prospects of the three Realms.
(CO-6, CO-7, CO-8)
Text: Read Chapter 10 Southeast Asia
Supplemental Reading: TBA
18. Week 7 Quiz
Research Project Due
8
Austral Realm, and Pacific Realm and Polar Futures
The Austral Realm is geographically unique. It is the only
geographic realm that lies entirely in the Southern Hemisphere.
It is also the only realm that has no land link of any kind to a
neighboring ream, and is thus completely surrounded by ocean
and sea.
Between the Americas to the east and the western
Pacific Rim to the west lies the vast Pacific Ocean, larger than
the entire world’s land areas combined. In this greatest of all
oceans lie tens of thousands of islands, some large (New Guinea
is by far the largest), most small. Together, the land area of
these many islands is only about the size of Texas and New
Mexico combined and over 90 percent of this lies in New
Guinea.
Special emphasis should be placed on the final four weeks in
preparation for the Final Exam.
7. Recognize the major geographic qualities of the Austral and
Pacific Realms. (CO-2, CO-3)
8. Identify the major climate types associated with each realm.
(CO-3)
9. Recognize the nature and elements of the physical setting.
(CO-1, CO-3)
10. Review the characteristics of cultural landscape. (CO-2,
CO-5, CO-7)
11. Differentiate between the various claims measures and
controls as related to the territorial seas of littoral states. (CO-
1, CO-4, CO-8)
12. Name the geographic realms and recognize their regional
19. components. CO-2, CO-3, CO-7)
Text: Read Chapters 11, and 12 on the Austral Realm and
Pacific Realm
Supplemental Readings: TBA
Forum #6 (graded)
Final Exam
Table of Contents
Policies
Please see theStudent Handbook to reference all University
policies. In addition to other important policies, the Student
Handbook will cover the:
Drop/Withdrawal Policy
Plagiarism Policy
All instances of plagiarism will be reported to the Registrar,
and an appeals process lies therein. Your instructor will assign
a zero for the assignment, and may also fail you from the course
upon repeated or egregious cases.
Extension Process and Policy
Disability Accommodations
WRITING EXPECTATIONS
All written submissions should be submitted in a font and page
set-up that is readable and neat. It is recommended that students
try to adhere to a consistent format, which is described below.
· Typewritten in double-spaced format with a readable style and
font and submitted inside the electronic classroom (unless
classroom access is not possible and other arrangements have
been approved by the professor).
· Arial 11 or 12-point font or Times New Roman styles.
· Page margins Top, Bottom, Left Side and Right Side = 1 inch,
with reasonable accommodation being made for special
situations and online submission variances.
CITATION AND REFERENCE STYLE
20. References and citations in narrative essay or composition
assignments (e.g. Forums, research projects, etc.) must follow
guidelines of commonly accepted formats, such as APA,
Turabian, MLA, Chicago Style, etc. Exact styles may be
specified in classes, so be sure to check instructions from your
instructor.
COURSE EXTENSIONS
If circumstances prevent a student from completing all required
coursework before the end of the course, the student should
consider all options before deciding to request an extension in a
course. An instructor is not required to approve an extension, so
students should not count on always being able to get an
extension when time management becomes an issue.
Students with extenuating circumstances must determine the
need for their first Course Extension and submit their "Request
Course Extension" form before the end of the course period.
REVIEW YOUR STUDENT HANDBOOK FOR EXTENSION
POLICY PRIOR TO REQUEST.
Students who do not meet the basic eligibility requirements, but
have an extreme circumstance such as deployment during the
course to an area without internet access, serious medical issue,
or other similar situation may be eligible for a Deployment
and/or Special Circumstance extension.
LATE ASSIGNMENTS
Students are expected to submit classroom assignments by the
posted due date and to complete the course according to the
published class schedule. Students must manage the competing
demands on time resulting from work, school, family and other
obligations. Should you need additional time to complete an
assignment please contact your instructor before the due date to
discuss the situation and determine an acceptable resolution.
For each week that an assignment is late, 10% may be deducted
21. for the assignment unless the student contacts the instructor and
receives approval ahead of time about an extenuating situation.
Routine submission of late assignments is unacceptable and will
result in points deducted from assignment grades.
DISABILITY ACCOMODATIONS
This institution complies with the Americans with Disabilities
Act, Section 504 of the Rehabilitation Act, and the World Wide
Web Consortium’s (W3C) Universal Access Guidelines.
Students with special needs should inform their individual
instructors and the University’s student services staff.
NETIQUETTE
Online universities promote the advance of knowledge through
positive and constructive debate--both inside and outside the
classroom. Discussions on the Internet, however, can
occasionally degenerate into needless insults and “flaming.”
Such activity and the loss of good manners are not acceptable in
a university setting--basic academic rules of good behavior and
proper “Netiquette” must persist. Remember that you are in a
place for the fun and excitement of learning that does not
include descent to personal attacks, or student attempts to stifle
the discussion of others. This policy also includes e-mails to
classmates and instructors. Inflammatory e-mails will be
reported to the APUS administration.
· Technology Limitations: While you should feel free to explore
the full-range of creative composition in your formal papers,
keep e-mail layouts simple. The Educator classroom may not
fully support MIME or HTML encoded messages, which means
that bold face, italics, underlining, and a variety of color-coding
or other visual effects will not translate in your e-mail
messages.
· Humor Note: Despite the best of intentions, jokes and--
especially--satire can easily get lost or taken seriously. If you
22. feel the need for humor, you may wish to add “emoticons” to
help alert your readers: ;-), : ), (
DISCLAIMER STATEMENT
Course content may vary from the outline to meet the needs of
this particular group.
Table of Contents
Academic Services
ONLINE LIBRARY and TUTORIAL& STUDENT STUDY
CENTER
The Online Library is available to enrolled students and faculty
from inside the electronic campus. This is your starting point
for access to online books, subscription periodicals, and Web
resources that are designed to support your classes and
generally not available through search engines on the open Web.
In addition, the Tutorial &Student Study Center provides access
to special learning resources, which the University has
contracted to assist with your studies. Questions can be directed
to [email protected].
· Charles Town Library and Inter Library Loan: The University
maintains a special library with a limited number of supporting
volumes, collection of our professors’ publication, and services
to search and borrow research books and articles from other
libraries.
· Electronic Books: You can use the online library to uncover
and download over 50,000 titles, which have been scanned and
made available in electronic format.
· Electronic Journals: The University provides access to over
12,000 journals, which are available in electronic form and only
through limited subscription services.
· Turnitin.com: Turnitin.com is a tool to improve student
research skills that also detect plagiarism. Turnitin.com
provides resources on developing topics and assignments that
encourage and guide students in producing papers that are
23. intellectually honest, original in thought, and clear in
expression. This tool helps ensure a culture of adherence to the
University's standards for intellectual honesty. Turnitin.com
also reviews students' papers for matches with Internet
materials and with thousands of student papers in its database,
and returns an Originality Report to instructors and/or students.
· Smarthinking: Students have access to 10 free hours of
tutoring service per year through Smarthinking. Tutoring is
available in the following subjects: math (basic math through
advanced calculus), science (biology, chemistry, and physics),
accounting, statistics, economics, Spanish, writing, grammar,
and more. Additional information is located in the Online
Research Center. From the ORC home page, click on either the
“Writing Center” or “Tutoring Center” and then click
“Smarthinking.” All login information is available.
All Active Duty DOD Military, new students, and students who
have never had online tutoring with AMU/APU should be go to
Tutor.com
If a student is Active Duty DOD Military (and their
dependants), please go to the Online Library Tutorial page to
link directly to their branch of service to start their
UNLIMITED online tutoring with Tutor.com
http://www.tutor.com/military/colleges/amu-apus
All other students (non-active duty DOD military) who have
NOT used Smarthinking but are interested in online tutoring
please go to the Online Library Tutorial page to link to the
AMU/APU Civilian & CG Military Tutor.com portal
http://www.tutor.com/colleges/landing/apus
Table of Contents
Selected Bibliography
Visit the Library Guide for our course Geography 101
The AMU/APU Library Guides provide access to collections of
trusted sites on the Open Web and licensed resources on the
Deep Web. These are specially tailored for academic research at
24. APUS.
Table of Contents
_1187694771.bin
_1187694772.bin
· Internet hunt involves you using online websites to answer
specific questions I pose for. I will have 50 questions that you
will get on email. You will search through specific websites and
some search engines to get your answers. For your final write-
up you will be required to use the following format: (assume the
question is what does the acronym EEOC stand for?)
Example answer….
1. EEOC = Equal Employment Opportunity Commission
www.eeoc.gov
1. How much does it cost for a student to join the American
Management Association?
2. Find 3 textbooks online that deal with the topics of
workplace "Leadership"
3. You are moving from Sacramento, California to San
Francisco California, using a Salary Calculator (easily found on
the internet) calculate what $100,000 at Sacramento would be
the equivalent of in San Francisco? (Assume you own a home)
4. Find 2 articles online that deal with managing generation
“Y”. Find one article dealing with Generation "X" List the title
and authors of the article (and the webpage). You can also
search for articles that deal with managing “millenials”
5. You want to subscribe to two academic journals dealing with
“Management”. Find two academic research journals to
primarily publish research on management.
6. I want to obtain a Ph.D degree in Management. I want to
know of 3 universities that offer Ph.D degrees in Management.
Find and list 3 universities that have this degree.
7. Stress is hurting your job performance. You need advice on
ways to cope with stress. Find 1 good article that offers advice
on coping with stress in the workplace
8. You want to know if you have the potential to become a
25. leader. You need to find a leadership questionnaire that scores
online, take the questionnaire and report the findings. Also,
analyze whether you agree or disagree with the findings
9. Find a free version of the Myers-Briggs questionnaire (or
copycat of it). Take this questionnaire and report your specific
findings (four categories). You must print out the results you
find online. Find one job/career that is reported to be ideal for
your personality type based on your score.
10. I want to go to Los Angeles and I want to take a
professional business seminar to update my skills. Find a listing
of such events and pick out one event (list title, date, location
and cost). Focus on business skills. (date must be in the future)
11. I hear the American Management Association of San
Francisco may have events that would help managers. Find them
and find an event that might be of interest to a manager. How
much does the event cost? How do you attend?
12. Find a story about a ‘crazy manager’. This could focus on
someone’s story about how their own boss/manager is crazy.
List the article.
13. The EEOC lists that they cover 10 types of discrimination.
What are these 3 of these 10 types of discrimination?
14. What is the mailing address for contacting the EEOC?
15. What Is the NLRB’s Structure? (find the website that
describes the NLRB structure in detail) (NLRB = National
Labor Relations Board)
16. What is the NLRB’s main headquarters address?
17. What city in California requires the highest minimum wage?
18. According to the Department of Labor, what are the latest
statistics on the Consumer Price Index, Unemployment Rate,
and Producer Price Index
19. Who is the current president/CEO of the Turlock Chamber
of Commerce?
20. What is the current address of the Modesto Chamber of
Commerce?
21. The California Department of Personnel Management offers
legal services. Find the list the legal services this department
26. offers.
22. Find 3 different webpages that offer advice on how to dress
for an interview..
23. Find a blog that deals with management issues.
24. Carla Fiorina, ex CEO of Hewlett Packard, caused much
controversy over the role of females as CEO. Find recent
articles that have used her case, and similar others, and have
written about the implications for females as CEO.
25. Find 3 unique definitions of “management” on the internet
and 3 unique definitions of “leadership” on the internet
26. Using hotjobs.com I am moving to Austin Texas and need to
find a management position in retail, find me a job posting that
I might apply to
27. Using the Monster.com salary wizard find the “95382” zip
code average salary for Accounting specifically for the
Accountant 1 position.
28. Using the department of labor “occupational outlook
handbook” what is the outlook for the position of ‘teacher’?
29. From the department of Labor what do the acronyms BLS,
ETA, OSHA and ESA stand for? I think they are agencies of the
Department of Labor
30. What is the current federal minimum wage? It went up from
the last minimum wage of what amount?
31. What types of employers are covered under the Family and
Medical leave act?
32. Find the websites of two architectural firms that specialize
in workplace design to improve productivity?
33. I feel I can use my management skills to run a theater, an
opera or a major symphony. Find a webpage that either gives me
advice on those careers OR lists job openings on theater
management careers
34. I want to attend the next Academy of Management Annual
conference, what would be the best airport for me to fly into for
the 2013 event?
35. Who is the current president of the Academy of
Management?
27. 36. What is the current website address for the American
Management Association?
37. Go to Monster.com and find the job postings for 2
management positions in the city of Modesto
38. According to the department of labor you are entitled to a
minimum wage of $____ per hour. This became effective on
what date?
39. According to the Bureau of Labor Statistics what was the
unemployment rate in January 2012
40. According to the Bureau of Labor Statistics how do you
calculate the CPI?
41. How much would it cost you as a student to attend the
Academy of Management annual conference in 2013?
42. You love theatre and you are a management major… find
three top universities that offer a degree in Theatre Management
43. Find one example of a ‘crazy workplace lawsuit’ for 2011 or
2012.
44. Find a good article that offers a debate on whether we
should allow illegal immigrants to work as ‘guest workers’ in
the United States. Find a PRO and CON argument.
45. Find an example of smartphone APPs that make managing
your workers easier
46. If you were to recommend a HRIS software program for a
small company which would you recommend? (find at least 3
examples and pick one).. and explain why
47. What is the expected average salary for a Stanislaus county
person with a Masters degree? (hint.. salary.com may help)
48. You want to attend a Littler-Mendelson HR law event. When
is the next one that is in or close to California. (hint: they are a
large HR law-firm at littler.com)
49. You are going to become a manager in a company in Spain.
You are nervous and want to learn more about this, and avoid
any cultural misunderstandings. Find one good online website
that deals with this challenge.
50. Find 3 funny management quotes emphasizing the difficulty
in managing people or managing your own boss.