...University of Massachusetts Lowell Philosophy Department Introduction to Philosophy Philosophy 45. 201.201/02S Spring 2013 Syllabusi Conference Time and Location Tu & Th 3:30-4:45PM Class meet at SOU 403 NC Instructor: Andrés Paniagua andres_paniagua@uml.edu Office Hours T&R 3:00-3:25PM & W. 6:00-6:25 Office TBD Course Description. The practice and study of philosophy constitute one of the most distinctive strands of Western intellectual tradition. In order to understand-even simply recognize-the deepest assumptions we make as a culture we must turn to philosophy and to those thinkers whose ideas have shaped our assumptions. We will approach the study of philosophy as a conversation among the greatest thinkers of all the time, Plato, Aristotle, Descartes, Locke, Hume, Kant, Hegel, Marx, Nietzsche, Heidegger and Sartre. Our focus will be on each philosopher’s ideas and their impact on Western Civilization. We will also delve briefly into the cultural and historical context of each philosopher, evaluate weather their ideas are still relevant and some of their argument remain compelling. Course outline. The approach of this class is hybrid. The first part following an historical and chronological sequence, the second part follows a topical approach. Part I (a), Ancient philosophy, with our main focus on Plato and Aristotle. Part 1 (b) Late Renaissance and to Kant. Part II Empiricism and Positivism and part II (b) Existentialism. We will wrap the class pointing to some recent...
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...MB532 READING AND INTERPRETING THE NEW TESTAMENT ASSIGNMENT 1: SHORT STUDY OF THE NEW TESTAMENT WORLD KRISTINA TODD DR SARAH HARRIS DUE: 6 AUGUST 2015 WORD COUNT: 824 It is important to examine The Temple and Jerusalem’s past, to understand their significance to First Century Jewish People. Acknowledging what the temple meant before and after the diaspora, and the similarities and differences between the first and second temples, is vital to determine Herod’s Temples significance. Before the diaspora Judaism focused solely on using the Temple for sacrifices, festivals and honouring God. The Jews were a community who gathered to celebrate The Passover, Pentecost and Festival of Booths each year to remember their past and thankfulness to God . These festivals gave the Jews a sense of identity, illustrating where they came from and who they were. After the diaspora, when Solomon’s temple was destroyed in 586BC by the Babylonians, Jewish faith changed, to accommodate the lack of a temple and homeland. In their exile, Jews had to discover a way to repent and worship God without the Temple. Before its destruction, “God was inseparable from the Temple,” to the Jewish society. Synagogues were created during their exile to debate scripture and pray, as a substitute for the temple. It has been believed, that Jews dependence on the second temple spiritually speaking was not as strong as with the first temple. Many diaspora Jews chose not to attend festivals regularly...
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... World History Fall 2015 History 101, Sec. 03 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties, and nations. The history of humankind...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...DND ORDERS, DIRECTIVES, REGULATIONS, INSTRUCTIONS, & WEBSITES Websites, Manuals, and Links |1 Cdn Air Div Orders | |Air Command Orders | |Access to Information Act | |Alternative Dispute Resolution | |Assisting Officer Guide | |Canadian Forces Housing Agency | |CANAIRGENs | |CANFORGENs | |Casualty Admin Manual | |CBIs | |CDIOs | |CFAOs | |CFOOs | |CF Dress Regulations | |CF Leave Manual | |CFPAS | |CF TD Travel Instruction (CFTDTI) | |DAOD | |DCBA | |DGCB | |DGCFGA | |DGMC | |DHRIM Home Page | |Directorate of Honours...
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...as one progress in career? Q. 4: In today’s environment, which is more important to organizations efficiency or effectiveness. Explain your choice? Q. 5 (a): What are the three major roles of a manager? (b): What are the three levels of management? How are the roles being transformed? [ c) How do the changing environmental conditions alter the management and HR priorities. Management History – module Chap 1 Q. 6: What is the difference in management theories presented by Fredrick Taylor and Henry Fayol? Q. 7: What are the major elements in the Classical Management, Behavioral Management, and Quantitative Management perspectives? How are these approaches similar and how are they different? Q. 8: When managers apply the Contingency Theory? Q. 9: Why has Weber’s bureaucracy developed a bad reputation? How can modern managers use bureaucracy management to streamline their organization? Q.10: What were the experiments which were conducted during the “Hawthorne Experiment”. Discuss the benefits of these experiments? Managing in a Global Environ- Chap 3 Decision-making – Chapter 7 Q. 11: What are the programmed and non-programmed decisions, and why do top mangers usually tackle the non-programmed decisions? Q. 12: What are bounded rationality, maximizing, satisficing and optimizing; and how do they influence...
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...World History Dr. Mahdavi History 101 Fall 2012 Study Guide For Mid-Term Examination The examination will consist of 5 essay questions of which one is mandatory to write upon (40 points). You may choose any other two to write about (30 points each) for a total of 100 points 93 - 100 A 73 - 76 C 90 - 92 A- 70 - 72 C- 87 - 89 B+ 67 - 69 D+ 83 - 86 B 63 - 66 D 80 - 82 B- 60 - 62 D- 77 - 79 C+ 59 or below F=0 In reviewing for the examination, focus your study on the following general topics: 1) 1.Examine the centralizing efforts in countries like France, Spain, and England. How and in what ways were they successful? Why was the Holy Roman Empire not as successful as other European states in centralizing power? 1. 2) Examine the career of Martin Luther. 1:What were the foundations of his Reformation? 2: What legacy did he leave Europe? (Bentley & Zeigler, Chap. 23) A: 1: POLITICAL INTRIGUES, COMBINED WITH THE CHURCH’S GROWING WEALTH AND POWER, ALSO FOSTERED GREED AND CORRUPTION, WHICH UNDERMINED THE CHURCH’S SPIRITUAL AUTHORITY AND MADE IT VALNERABLE TO CRITISISM. 2: IT LED TO THE CHURCH REFORM ALONG TO LUTHERS TEACHINGS, WHICH MANY CITIES PASSED LAWS PROHIBITING ROMAN CATHOLIC OBSERVANCES AND REQUIRING RELIGIOUS SERVICES TO FOLLOW PROTESTANT DOCTRINE AND PROCEDURE. 3) Learn about the Scientific Revolution and 1:why the early discoveries of the Scientific Revolution met with such resistance? 2:...
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...The Kurds in Syria, a struggle for self-determination Thiebald WoudaS2556790IRIO Academic Skills 2Research PaperDrs. H. Sportel27-01-2014Amount of words used: 2378 | Table of Content Introduction________________________________________________________3 Chapter 1 Setting up an own state_______________________________________________5 Chapter 2 The Kurds in Syria and their claim for an own state_________________________7 Conclusion________________________________________________________10 Bibliography______________________________________________________11 Introduction The Kurds have always dreamed of their own state which they call Kurdistan. Kurdistan is located in the Middle-East and is divided over 4 countries: Iran, Iraq, Syria and Turkey. In 1920, the Kurds were close to establishing their own state because the foundation of a Kurdish state was mentioned in the Treaty of Sevres. However, after some discussion of other involving parties, the Treaty of Sevres was replaced in 1923 by the treaty of Lausanne, in which the Kurds were neglected. This excluded the establishment of a Kurdish state. Years of revolt went by and although the Kurds have tried to become independent, an own internationally recognized state was never established. Syria was no exception, the Kurds were suppressed by the Syrian government. For example on 23 august 1962, when as a result of a decision of the government, 120000 Kurds lost their Syrian citizenship. But then...
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...Disorder: (1) significant weight loss (while not trying to lose weight), significant weight gain, or change in appetite; (2) insomnia or hypersomnia; (3) psychomotor agitation or retardation; (4) fatigue or loss of energy; (5) feelings of worthlessness or excessive or inappropriate guilt; (6) decreased concentration or indecisiveness; and (7) recurrent thoughts of death or suicidal ideation, plan, or attempt (Craighead, Ritschel, Arnarson, & Gillespie, 2008, chap. 8). According to the DSM-IV, an individual must experience “marked distress or a decrease in level of functioning” for at least 2 weeks (Craighead et al., 2008, p. 281). The individual must also experience on an almost daily basis, an occurrence of a dysphoric mood or loss of interest/pleasure in almost all activities two weeks prior to the diagnosis of MDD (Craighead et al., 2008, chap. 8). The patient must experience at least four of the seven previously mentioned symptoms (only three if both loss of interest/pleasure and dysphoric mood are present) (Craighead et al., 2008, chap. 8). It is also required that the second through sixth symptoms must occur almost daily in order for a patient to be diagnosed with MDD (Craighead et al., 2008, chap. 8). There are nine diagnostic criteria for a major depressive episode: (1) depressed mood most of the day, nearly every day; (2) markedly diminished interest or pleasure in all, or almost all, activities most of the day, nearly every...
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...An exegesis of 1 Enoch Chapters 6-8: How and why this text is considered apocalyptic and its meaning, then and now. The First Book of Enoch VI-VIII VI. 1. ‘And it came to pass when the children of men had multiplied that in those days were born unto them beautiful and comely daughters. 2. And the angels, the children of heaven, saw and lusted after them, and said to one another: ‘Come, let us choose us wives from among the children of men and beget us children.’ 3. And Semjaza, who was their leader, said unto them: ‘I fear ye will not indeed agree to this deed, and I alone shall have to pay the penalty of a great sin.’ 4. And they answered him and said: ‘Let us all swear an oath, and all bind ourselves by mutual imprecations not to abandon this plan but to do this thing.’ 5. Then sware they all together and bound themselves by mutual imprecations upon it. 6. And they were all two hundred; who descended in the days of Jared on the summit of Mount Hermon, and they called it Mount Hermon, because they had sworn and bound themselves by mutual implications upon it. 7. And these are the names of their leaders: Semiazaz, their leader, Arakiba, Rameel, Kokabiel, Tamiel, Ramiel, Danel, Ezeqeel, Baraqijal, Asael, Armoros, Batarel, Ananel, Zaquel, Samsapeel, Satarel, Turel, Jomjael, Sariel. 8. These are their chiefs of tens. VII. 1. And all the others together with them took unto themselves wives, and each chose for himself one, and they began to go unto them and to defile themselves...
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...World History Dr. Mahdavi History 101 Fall 2015 Study Guide For Final Examination The examination will consist of 6 essay questions of and you may choose any four questions to write about (25 points each.) You will receive both a numerical score and a letter grade. In reviewing for the examination, focus your study on the following general topics: 1. Examine the process and the transition from the more traditional "putting-out" system to the rise of the factory system (make sure you learn all about the spinning and weaving machines.) What would be the economic and social implications of this change? (Class notes and Bentley & Ziegler, chapter 29) 2. Discuss the population explosion, urbanization, and other demographic factors of the industrial Revolution. Also, discuss the growth of huge industrial cities during the 19th Century. (Bentley & Ziegler, chap.29) 3. Chinua Achebe's novel Things Fall Apart is a good portrayal of an African society in a pre-New Colonialism era. Focus your study on Okonkwo's relationship with his society, which formed his values and traditions. Compare those norms with the arrival of Christian missionaries and the introduction of the European laws and values. (In an essay explain with concrete examples the political, social, economic, judicial, and religious structures of the village of Umofia from Achebe’s book Things Fall Apart. Also, state why Europeans were so determined to bring changes to this...
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...@BCL@CC0C2FEF.docx PEPPERDINE UNIVERSITY THE GEORGE L. GRAZIADIO SCHOOL OF BUSINESS AND MANAGEMENT STEPHEN M. RAPIER, Ph.D. MKTG 680.23 GLOBAL BRAND MANAGEMENT Fall 2014 WEDNESDAY 6:00 – 10:00 PM West L.A. Graduate Campus SYLLABUS 1 | Page Rapier @BCL@CC0C2FEF.docx Global Brand Management MKTG 680.23 Fall 2014 Wednesdays, 6:00 – 10:00 PM West L.A. Graduate Campus, Room TBD Stephen M. Rapier, Ph.D. Office Hours (By Appointment): Wednesdays, 5:00 – 5:45 PM E-mail address: stephen.rapier@pepperdine.edu Cell Phone# (310) 403-8271 Introduction Modern brands are a powerful force transcending the world’s borders, economies, and cultures. This course introduces the student to the global brand dynamic, and focuses on why a global brand is important, how to nurture and protect a global brand, global brand management, and the importance of the brand’s authenticity in the formation of the consumer’s brand trust and commitment. The students will draw on their oral and written presentation skills and will be highly involved in bringing the course material to life. Subject to availability, this course provides the opportunity for the student to apply course content to an assigned case/consulting client. Emphasis is placed on the practical application of branding concepts to global business. Prerequisites: MKTG 658 Marketing Management. Student Learning Outcomes Having successfully completed this course, students should at a minimum be able to: 1. Understand the nature...
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... World History Summer 2015 History 101 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties, and nations. The history of humankind...
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...The book of Judges introduces us to the long years of Israel’s struggle to maintain control of the Promised Land and serves as the transition from the conquest to the kingdom. It deals with events following Joshua’s death (c. 1380 BC) The main body of the story revolves around six cycles of apostasy, repentance, and deliverance. God intervenes time and again to rescue the struggling Israelites from military oppression, spiritual depression, and ethnic annihilation. The book of Judges derives its title from the Latin Liber Judicum, but the Hebrew title is shophetim. The verbal form (“to judge”) describes the activity of the various deliverers whom God used despite their personal challenges, oddities, or inadequacies Most of the biblical judges were heroes or deliverers more than legal arbiters. They were raised up by God and empowered to execute the judgment of God upon Israel’s enemies. The sovereignty of God over His people is seen in these accounts as God, the ultimate Judge (11:27), judges Israel for her sins, brings oppressors against her, and raises up human judges to deliver her from oppression when she repents. I. Reason for the Judges (Judges 1:1–2:23) The period of the judges followed the death of Joshua (1:1) when Israel was left with no central ruler. While the book of Joshua represents the apex of victory for the Israelite tribes, the book of Judges tells the story of their heartache and struggle to maintain control of the land. While the conquest of the land...
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...BUSINESS FACULTY Course Handbook 2015–16 BUSI1314 - Business Ethics Level 5: 15 Credits Contents 1. WELCOME .......................................................................................................... 3 2. INTRODUCTION TO THE COURSE ............................................................................... 4 1.1. AIMS .............................................................................................................. 4 1.2. LEARNING OUTCOMES ............................................................................................. 4 2.3 LEARNING AND TEACHING ACTIVITIES .............................................................................. 4 2.4 EXPECTED STUDY TIME ............................................................................................ 4 2.5 ADDITIONAL REQUIREMENTS....................................................................................... 4 3. CONTACT DETAILS................................................................................................ 5 3.1 EXTERNAL EXAMINING OF YOUR COURSE AND PROGRAMMES OF STUDY ............................................ 5 4. COURSE CONTENT AND DESIGN ................................................................................ 7 4.1 PLANNED TERM DATES: ........................................................................................... 7 4.2 SESSION PLAN................................................................
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