...discussion topic. NOTE: Do not send your drafted plan with this assignment. Further, you do not need to peer review the drafts before doing this assignment because that is done for Unit 9. |Your name, your role for the team activity, your team name: | | Introduction Capella’s critical thinking process is a tool to sharpen your critical thinking and problem solving skills so you can accomplish the four critical thinking objectives. As mentioned throughout the course, you can use our six-step process whenever you are approaching a problem to find a solution. Specifically, your Capella assignments are excellent problems to solve using the six steps. You have practiced this for assignments in units 3–7. Now for this assignment, reflect on the Critical Thinking Six Steps that you used while completing your drafted plan, which was your individual team contribution posted in your team’s Unit 8 discussion topic. Further, you will see that each step is one criteria on the scoring guide. Refer to the Critical Thinking Process study in Unit 3 as needed. Use this template by completing the items requested on it, which will guide the composition needed for your assignment. Have fun and be sure to submit by Sunday of week 8 to assure you can be successful in the Unit 9 peer review and revising your plan. Note that this is the final assignment that has the six steps of critical thinking integrated into...
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...Level 1 Composition MU51013A Assignment 3 33219967 Panos Ghikas We made our composition assignment for the cartoon Tom and Jerry. The final idea was to create a new soundtrack for it. Although, our ideas changed a lot we managed to choose the best one. At the beginning we thought about using toy keyboards and xylophones but that did not work out because they were too expensive for us. The other one was to use an electric violin and keyboard to create different sounds but that was not suitable for the assignment. Furthermore, we thought that one person in the group could interrupt everyone during their improvisation and that she could also use percussion instruments such as a tambourine and also making sounds with body, but we dropped it. When we had to present the composition for the first time we all played on our own instruments and we did not have a backbone idea for it. There were 3 main sections then: a certain kind of rhythm which everyone was playing at a different time, then random notes and a melody line. Because we did not have a backbone we had to change our original composition. The first thought was to go with the silent movie and then wrote a soundtrack for it. We all did a lot of research but none of the movies was suitable for us. The final thought was to take one cartoon and write a soundtrack for it. We searched a suitable clip by watching lots of Tom and Jerry episodes to find the right one. We decided to compose for the episode called Push- Button...
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...S310: Spanish Grammar and Composition Spring 2005 Instructor: ________________________________ Email: _______________________ Office: ____________ Office Hours: ______________________ Phone: __________________ Required materials: 1. Repase y escriba: Curso avanzado de gramática y composición, 4th edition, María Canteli Dominicis and John J. Reynolds. John Wiley and Sons, 2003 2. Workbook for Repase y escriba,4th edition 3. Coursepack: Spanish Grammar: A Quick Reference, David Wren 4. A good Spanish/English dictionary Course objectives: To review and strengthen your understanding and use of major concepts of Spanish grammar including grammatical tenses, the subjunctive, pronominal verbs, passive forms, prepositions, and subordination, among other grammatical points. In addition, culture-related readings in Spanish will provide you with opportunities to learn new vocabulary in context and to practice conversation by means of in-class discussions. You will also learn and practice the general guidelines of how to write a composition, including organization and structure, coherence, sentence structure, word choice, accentuation, etc. The class will be conducted in Spanish. Pre-requisite: S275, placement exam, or departmental permission. Note: This class is the equivalent of S311. If you have already taken S311, see your instructor. Daily preparation: Before class, carefully read and study the sections...
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...ENGLISH 101: Composition Fall 2015 M/W/F 19 (9:00-9:50/EHFA 169) 31 (2:00-2:50/SCI 120) 75 (3:00-3:50/EHFA 169) 98 (10:00 - 10:50/EHFA 170) This syllabus is not a contract and is subject to change as the instructor deems appropriate. Instructor: Dr. Shannon C. Stewart sstewart@coastal.edu 349-2475 Office Hours: SAND 121 M/W 11:00-1:00 FRI 11:00-12:00 Graduate Teaching Assistant: Ronda Taylor Place Kimbel Library 201 rataylor@g.coastal.edu Time Tue & Thur 10:00-12:00 Course Information COURSE DESCRIPTION, INSTRUCTIONAL OBJECTIVES and STUDENT LEARNING OUTCOMES: In ENGL 101, students focus on the writing process, paying special attention to prewriting, writing, and revising strategies. The course also introduces elements of academic writing as well as the research process. This class prompts students to hone their critical reading and writing skills as they consider the rhetorical situations that shape all writing tasks. As a hybrid course, ENGL 101 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes. This course also follows the description, objectives, and outcomes, and provides the requisites explained in the Coastal Writers’ Reference (CWR), pages 2-6. GRADING: Your grade for the course is broken down as follows: Literacy Narrative: 15% Profile: 15% Analysis: 15% Position Paper: 15% Digital Badges (6...
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...English 102: English Composition II Instructor: Office Phone: Office: Office Hours: Prerequisites English 101, or an equivalent, is a prerequisite for this course. Students may not enroll concurrently in English 101 and 102 nor enroll in 200+ level English courses until English 101 and 102 are successfully completed. If you transferred or tested out, you are expected to demonstrate mastery of the skills taught in English 101 at McNeese. E-mail: Course Description Writing researched themes and exercises. Reinforcement of academic writing, research, and writing across the curriculum introduced in ENGL 101. Students will produce at least 5000 words of researched writing during the semester. Notes: No duplicate credit for ENGL 102 and ENGL 106H. Prerequisite: ENGL 101 or equivalent. Lec. 3 Cr. 3. Gen. Ed. 1a, 2, 3, 7. Writing Enriched Course. Texts & Materials A topic reader specified in your instructor’s syllabus for your section of the course. Costello, Rita D., et al, eds. McNeese State University Composition and Rhetoric Guide, 2013-2014. Sulphur, OK: Fountainhead, 2013. Print. Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey, eds. A Writer’s Resource: A Handbook for Writing and Research: Special Edition for McNeese State University. 4th ed. Boston: McGraw Hill, 2012. Print. Portfolio folder College dictionary Scantrons and examination booklets Student Learner Outcomes Upon successful completion of this course, students will be able to do the following: 1. Demonstrate...
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... Prerequisites: Prior to working on this assignment, you will have worked with your team for Units 8, 9, and 10 and completed the teamwork activity. Once your team’s proposal document is posted into your team’s Unit 10 discussion topic (u10d1) and you agree with it, proceed to completing this assignment observing the template’s instructions. Thank you! |Your name: |Your role for the team activity: |Your team name: | |Stephanie Castleberry |Accounting and Finance |Team J | Introduction Note: You do not send your plan or your team’s proposal with this assignment. Instead, please complete the requested items on this template. Congratulations on your mastery of virtual teamwork skills! In Units 8–10, you have participated on a team with your individual contributions. After you have agreed with your team’s final proposal posted in u10d1, compose the four items requested on this template. Specifically, reflect on your experience as a team member and respond to the following four questions. Important: Be sure to elaborate your compositions to clearly demonstrate your mastery. Suggested word count is 100 words for each essay, which will result with approximately 400 total words. Essay 1: During Units 8, 9, and 10, what were your contributions to the final proposal? We all work together and each...
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...lengua española, 3rd edition, Vista Higher Learning -- Aventuras Lab Manual/ Workbook/Video Manual. Vista Higher Learning, 3rd edition -- Supersite, Aventuras 3a edition, Vista Higher Learning (pass code comes with new textbook) Also recommended: www.wordreference.com (on line bilingual dictionary & thesaurus); www.studyspanish.com (extra practice) Course Description: This course offers a beginning level of Spanish and forms a part of the SPAN 101, 102, and 103. SPAN 101 introduces Spanish language grammar, vocabulary, cultural information, oral practice, and writing. The weekly requirements include class meetings (Monday—Friday, or Monday/Wednesday/Friday), a visit to the language lab, daily homework and workbook and lab book assignments. You are allowed to bring food and beverages to class. Attendance is mandatory. Course objectives: During this quarter, the goal is for you to… -- Begin to talk in Spanish about yourself, your preferences, and interests; -- Read, write and understand enough Spanish to handle basic social...
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...School: Department of Business Course Number: ECON102 Course Name: Macroeconomics Credit Hours: 3 Credit Hours Length of Course: 8-Weeks Prerequisite: 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 | (Biography) Instructor: Dr. John Theodore Email: john.theodore@mycampus.apus.edu Phone: 727.712.1426 Office Hours: Sunday from 9 to 11 PM Table of Contents Course Description (Catalog) | ECON102 Macroeconomics (3 hours) This course is an introduction to the principles and tools of macroeconomic analysis. Macroeconomics investigates the main topics of the overall economy including Gross Domestic Product, inflation, unemployment, economic growth, recession, monetary policy and fiscal policy. We use these theories and concepts to examine the role of the government in our economy and how government makes choices. Table of Contents Course Scope | Macroeconomics is concerned with the study of the structure of an aggregate economy and its basic sub-divisions such as government, households and businesses and the relationship between these major components. It addresses the issues of economic growth, recession, unemployment, inflation, international trade, and the role of government and...
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...ITT Technical Institute IS3340 Windows Security Onsite Course SYLLABUS Credit hours: 4.5 Contact/Instructional hours: 60 (30 Theory Hours, 30 Lab Hours) Prerequisite(s) and/or Corequisite(s): Prerequisite: NT2580 Introduction to Information Security or equivalent Course Description: This course examines security implementations for a variety of Windows platforms and applications. Areas of study include analysis of the security architecture of Windows systems. Students will identify and examine security risks and apply tools and methods to address security issues in the Windows environment. Windows Security Syllabus Where Does This Course Belong? This course is required for the Bachelor of Science in Information Systems Security program. This program covers the following core areas: Foundational Courses Technical Courses BSISS Project The following diagram demonstrates how this course fits in the program: IS4799 NT2799 IS4670 ISC Capstone Project Capstone ProjectCybercrime Forensics NSA NT2580 NT2670 Introduction to Information Security IS4680 IS4560 NT2580 NT2670 Email and Web Services Hacking and Introduction to Security Auditing for Compliance Countermeasures Information Security Email and Web Services NT1230 NT1330 Client-Server Client-Server Networking I Networking II IS3230 IS3350 NT1230 NT1330 Issues Client-Server Client-Server SecurityContext in Legal Access Security Networking I Networking II NT1110...
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...Research Paper Your name: Matthew Turner Your Capella email address: mturner86@capellauniversity.edu The course number: IT3006 Instructor name: Professor Julie Krummen Date submitted: 2/26/16 Title of your paper: PIPA & SOPA Introduction In this paper, the topics to be discussed are what is PIPA and SOPA, prior related acts or laws, impacts on the first and fourth amendment, impacts on e-commence, supporters, and oppositions. This topic may seem old, but it could always come back later. Back in 2011 and 2012, there was a big fight between Congress and the Internet sites. This fight was over PIPA and SOPA which people associated it with censoring the Internet. However, it was much more than just censoring the Internet. It violated not one, but two amendments that are granted to every U.S. citizen. It also had the potential to hurt e-commence. As Wikipedia said on one of it’s blackout pages in 2012 “Imagine a world without free knowledge” and that is exactly what these sites were trying to protect. Yes, they may have won for now, but there is always a chance these acts could show up again. What is PIPA? PIPA is short for PROTECT IP Act or Preventing Real Online Threats to Economic Creativity and Theft of Intellectual Property Act. This bill was introduced to the Senate on May 12, 2011 (U.S. Senate, 2011). This act would “enhance enforcement against rogue websites operated and registered overseas” (U.S. Senate, 2011). Once the Attorney General gets a court...
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...11th Grade Afro-Asian Literature Course Syllabus | Educ 508 – Principles of College Teaching | Submitted by:Jonathan Jay F. BaniagaSubmitted to: Dr. Wilhelmina Q. Tomas | LONDON.MANILA.TOKYO.SEOUL Tomoeda Academy Tomoeda Academy Julia Vargas Avenue, Ortigas, Pasig City 11th Grade World Literature Course Syllabus Mr. Jonathan Jay F. Baniaga 2015- 2016 I.Subject Code: English 101a II. Subject Description: Afro-Asian Literature III. Credit Units: 3 IV. Pre-Requisite: none V. Duration: 18 weeks (54 hours) – 1 meeting per week (3 hours per class session) VI. Course Overview: Afro-Asian Literature is a survey course in reading and writing. The text focuses on selected works of Afro -Asian literature ranging from 3,000 B.C. to the present and is augmented with a wide array of novels and other supplemental materials. All literary genres will be covered. Students are expected to critically read all genres of literature and write cohesive, clear, and well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course Objectives: Students...
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...rely on yourself to get work done, then you might as well stop reading this essay and rethink taking this course. Time management, organization, and self-reliability are the key to succeeding in English 1301 (Composition 1). This course will test your ability to get work done on time and of the highest quality, all while relying on yourself to get it done. There is no sitting in a room with fellow students or teachers to remind you of that deadline that is closing in quickly. Nevertheless, if you chose to take on this challenging course, you will learn new skills that you had not been introduced to before. Your writing techniques will improve, and you will notice that you look at pieces of writing and other forms...
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...My Final Self Reflections on My English Composition Course Learning new things in every semester is always fascinating for me. It is very important for a student to judge his/her skill at the end of a course by going over from the beginning to the end of his/her experience on the particular course which will help one to understand what was his/her mistake, how he/she could improve it, what would be better for him/her in the future and most important what should be his/her first priority. This semester was very changing for me. From my experience it is very surprising for me to review my English composition course this semester. At the beginning of this semester I realized how important it is to manage time for all the courses I was taking. It was very difficult for me to set time according to the priority of each course. In order to do all my assignments on time I decided to make my own calendar although I had accessibility for the Canvas calendar which helped me a lot to make proper use of my time. As time goes by I realized I have to change...
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...tasks of popular desktop operating system(s) for standalone and network client computers, and related aspects of typical network server functions. Client-Server Networking I Syllabus Where Does This Course Belong? 1st QTR GS1140 NT1110 GS1145 Problem Solving Theory Computer Structure and Logic Strategies for the Technical Professional 2nd QTR NT1210 Introduction to Networking NT1230 Client-Server Networking I MA1210 College Mathematics I 3rd QTR NT1310 NT1330 MA1310 4th QTR PT1420 NT1430 EN1320 5th QTR PT2520 NT2580 EN1420 6th QTR NT2640 NT2670 CO2520 7th QTR NT2799 SP2750 Physical Networking Client-Server Networking II College Mathematics II Introduction to Programming Linux Networking Composition I Database Concepts Introduction to Information Security Composition II IP Networking Email and Web Services Communications Network Systems Administration Capstone Project Group Theory The follow diagram indicates how this course relates to other courses in the NSA program: 1 Date: 8/31/2012 Client-Server Networking I Syllabus NT2799 NSA Capstone Project NT2580 Introduction to Information Security NT2670 Email and Web Services NT2640 IP Networking PT2520 Database Concepts NT1330 Client-Server Networking II NT1230 Client-Server Networking I NT1430 Linux Networking PT1420...
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...Lyle Russworm EN1420 Composition II Taking a Stand Analysis 5.1 Mr. Brown 2/15/16 The article “Student Effort in and Perceived Benefits from Undergraduate Research” by N. Salsman went into detail concerning a study that was led by students preforming research projects and how their research was beneficial to their overall learning experience. It specified that the longer students spent on a research assignment the more in depth and organizational sound the assignment became, while an assignment that had such a small amount of research involved was not as good. Students’ effort matters significantly when it comes to undergraduate research because of the quality of content that is presented in the final assignment. The results give to the body of literature by showing a positive relationship among student effort and benefits of a relationship between student effort and teacher effort was established. So the findings support the current trends of increased emphasis on undergraduate research across the board in higher education institutions, and suggest that heavy duty involvement may be most beneficial for students. There are many benefits associated with undergraduate research. The research experience extends beyond simply working in a laboratory, and also includes communicating the results ...
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