...profession, its history, development and selected critical issues involving the discipline. Students will gain a basic understanding of the profession as well as the requirements and expectations of component parts of the system. Course Policies: Attendance: Students are responsible for attending all class sessions. Attendance is important as material may be covered in class that is not fully covered in the text yet is subject to testing. Additionally, attendance and classroom participation will account for 20 percent of the final grade. Assignments: All assignments must be completed on time, unless arrangements have been made with the instructor in advance. Justification will be required. Late assignments will have the overall grade reduced by one letter grade for each day late. Assignments must be original and be the work of the student. Plagiarism will result in course failure and subject the student to additional penalties. Applicable is the Student Code of Conduct Rule 7.23. See http://admin.sfcc.edu.%7erules/07_23studentconductcode Term Paper: Term papers must be typed or, preferably, printed by computer. Footnotes, citations and a bibliography will be required. Students will be responsible for developing the subject and obtain concurrence of the instructor no later than July 13th, 2012. Term papers will be six pages in length, double-spaced, 12pt font, and due on August 6th, 2012. Readings: The class emphasis will be learning through discussion...
Words: 560 - Pages: 3
...Comprehensive Information Management for Schools G/T (CIMS® G/T) Student Grading System User’s Guide NCS Publication Number 649 400 205 Second Edition (July 1999) This edition applies to Version 7.00 of the NCS Comprehensive Information Management for Schools G/T (CIMS® G/T) Student Grading System (SGS™) product for IBM AS/400* systems, and to all subsequent releases and modifications until otherwise indicated in new editions or updates. The data used to illustrate the reports and screen images may include names of individuals, companies, brands, and products. All of these names are fictitious; any similarities to actual names are entirely coincidental. Further, any illustrations of report formats or screen images are examples only, and reflect how a typical customer would install and use the product. CIMS® and SCH® are registered trademarks of National Computer Systems, Inc. ACS™, SMS™, SAS™, SGS™, CSO™, NCS Abacus™ and Performance Plus™ are trademarks of National Computer Systems, Inc. *IBM® and AS/400® are registered trademarks of the International Business Machines Corporation. GUI/400 is a product of Seagull Business Software B.V. and a trademark of International Business Machines Corporation. Copyright © 1997, 1999 National Computer Systems, Inc. Printed in the U.S.A. All rights reserved. No part of this book may be reproduced in any form or by any means without permission in writing from National Computer Systems, Inc. About This...
Words: 28011 - Pages: 113
...new A Have you ever wondered why your grade has been different from a friend or classmates’ when you both have studied the same material in the same class? Could it be that one of you is a better student or that your instructor is participating in grade inflation? Hopefully by the end of this paper you will have a better understanding of this growing phenomenon. Merriam-Websters dictionary (Merriam-Webster, 2015) defines grade inflation as a rise in the assignment of a grade that previously would have received a lower one. There have been some studies in the past few years regarding grade inflation in American universities and colleges and the affects it might be having on a student’s grade point average (GPA) and on the institutions grading system itself (Abbott, 2008) (Jewell & McPherson, 2012) (Miller, 2014). Some studies have shown that the trend of grade inflation started in the 1960’s (Jewell & McPherson, 2012). A popular theory is that the Vietnam War, which was highly unpopular at the time, played a major role in grade inflation (Miller, 2014). It is believed that sympathetic college professors gave their students higher grades to keep them from being drafted into the military. By having the students keep a higher GPA the students were then able to keep their draft deferments, thus allowing them to avoid the draft and prevent them from being deployed to Vietnam (Miller, 2014). After the Vietnam War the average GPA seemed to stabilize itself for a few years...
Words: 1170 - Pages: 5
...------------------------------------------------- English 101: College Writing Dr. Tinberg Office Hours: Mondays, Tuesdays, Wednesdays 12:30-1:45PM (or by appointment) Office: B210 Phone: 678-2811 ext. 2317 Email: Howard.Tinberg@bristolcc.edu Course Blog: http://bcceng101.edublogs.org/ Course Description This college-level composition course provides students an opportunity to develop their writing through various stages of composing, revising, and editing. In addition, students learn how to formulate and support a thesis using a number of rhetorical strategies, to conduct research, and to integrate a variety of sources according to the Modern Language Association guidelines. Students write in Standard English with consideration given to audience, purpose, and context. Prerequisite: Satisfactory performance on the writing skills test or “C” or better in English 090. Passing score on the College's reading placement test or concurrent enrollment in/or prior completion of RDG 10. You may have some questions . . . . What will I learn in this course? I’m hoping that by taking this course you will be better prepared to handle the writing tasks that await you in college and beyond. Specifically, I expect you to be able to * respond appropriately to an assignment or writing situation; * state your purpose clearly and stick with it; * consider your reader’s needs; * understand the genre in which you are writing; * value and demonstrate...
Words: 1764 - Pages: 8
...Leadership: Individual Group Analysis Paper I Paper Format: (5 points) Do not use a cover sheet or report cover. Simply put your name, the course, the class hour, and the quarter in the top right hand corner. Address each task separately. Use standard academic English. Your final copy should be carefully proofread. The paper should be typed using a 10 or 12 point font and 1 inch margins. You may, however, use single line spacing. Task 1: Leadership Perspectives (36 points) Step 1: Concepts and Assumptions In your own words give a clear, accurate and detailed summary of the leadership or technology information assigned to your group. What are the assumptions about individuals, groups or the context that this leadership perspective makes? [Summarize the information. Don’t tell me what you did in the presentation.] Step 2: Depth What profession are you going into? Describe what types of teamwork and leadership will be required in your profession or working situation? If you are unsure of your major, you could use a recent working environment or volunteer group that you are familiar with. Step 3: Implications/ Consequences: Would the information covered by your group (Step 1), be useful to the leaders or groups described in Step 2. What about the leadership perspective or virtual groups would not be useful in the environment you describe in Step 2? Is there another perspective that might be more useful? How? Give examples whenever possible. Explain...
Words: 868 - Pages: 4
...Sociology 464 (70-Main Campus, 75-AV) Family and Stress (CRNs 80474 and 80475) California State University Bakersfield Black Board Course, Fall Quarter 2013 Instructor: Dahna L. Rasmussen, MA Office: DDH CC205 Online Office Hours: Monday 5:30 PM -7:30 PM Main Campus Office Hours: Tuesday/Thursday 12:30 PM – 2:30 PM Also available via appointment Email: All course related emails should be sent via Blackboard. Please note this syllabus is a general outline of the course content and schedule, and is subject to change and revision. If changes are made, students will be notified in a timely fashion. Required Text: Welch, Kelly. 2010. Family Life Now (2nd edition). Allyn & Bacon. ISBN 13: 978-0-205-63251-0. Course Description: Analysis of family ability to withstand external and internal stress; community structure and family location in the community as factors in the development of and response to stress; and the relationship of individual adjustment to family reaction to stress. Discussion focuses on, for example, the following kinds of stress: divorce, death of a spouse or a child, physical disaster, long-term physical or mental illness, chronic unemployment, and imprisonment. Course Objectives/Learning Outcomes: To provide students with the core concepts and theoretical perspectives used in the study of family responses to major stressors, examine the ways families cope with and adapt to stress, and learn useful...
Words: 2242 - Pages: 9
...Course Description Psychology asks, and in scientific ways attempts to answer, questions about why and how people think, feel, and behave as they do. Because we are all human and have much in common, sometimes discoveries can be applied more universally. However, psychology must also take into account differences in biology, in the social and cultural contexts of our lives, and in the individual way we interpret the world. Differences in perspective and the power of perspective to shape experience are themes that run throughout the course. We will study the major perspectives in psychology, research methods, brain and nervous system structures, states of consciousness, learning, memory, cognitive and social-emotional development in infancy and childhood, social psychological issues such as conformity and obedience, and some of the major categories of psychological disorders and therapies. You will have a chance to pursue some topics in more depth. The goal of the course is to strike a balance between giving a survey of a very rich, complex field and covering topics in depth. Both understanding of basic psychological principles and practical application will be emphasized. The aim is to enrich your knowledge of psychology and your ability to apply psychological principles to everyday life. Required Text Myers, D. (2011). Exploring psychology, 8th ed. NY: Worth. ISBN: 1-4292-3826-7 Course Learning Objectives To be able to understand, illustrate, apply, and discuss: ...
Words: 3307 - Pages: 14
...SIRIUS COURSES Syllabus United States History to 1865 3 Credit Hours Term/Year: Spring 2012 Reference Number: Classroom: online Instructor: Professor JoAunne Walker Office Location: NCR 126 Phone Number: (318) 670-6362 E-mail: jwalker@susla.edu Web Page: www.susla.edu Office Hours Online Only via Email: MWF 6:00pm-7:00pm IMPORTANT COLLEGE DATES Course Start Date:|1/23/2012| Drop with 100% refund|| Withdraw with “W” grade|| Course End Date:|5/3/2012| Additional critical dates for this course are available at http://www.fscj.edu/current/calendar/index.html. COURSE DESCRIPTION This course emphasizes the African, European, and Native American backgrounds, the Revolution, the Articles of Confederation, the U.S. Constitution, problems of the new republic, sectionalism, westward expansion, slavery, and the Civil War. REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS Carter, C., Amos, J., & Schuchman, S. J. (2009). United States history to 1865 (2nd ed). Jacksonville, FL: Florida Community College at Jacksonville, SIRIUS. ISBN13: 978-0-07-734717-8 LEARNING OUTCOMES The primary objective of this course is to explore the subject matter of the field and to become familiar with the vocabulary and concepts of the field. When you finish this course, you will be able to · Read, analyze, organize, interpret and synthesize facts and information connected to the history of the United States · Evaluate how the development of an American identity has...
Words: 3240 - Pages: 13
...Types of Grading Systems By Ashley Leary, eHow Contributor * * * * Print this article Schools use grading systems to communicate with students and parents about student performance. Grades also help teachers communicate with one another, providing easy-to-understand data about student performance. Grades are meant to be a concrete evaluation of student knowledge. Perhaps the best-known type of grading system uses letters---A, B, C, D or F---to represent student achievement. The 4.0-scale and mastery grading are two other types of grading systems. Other People Are Reading * What Is Mastery Level Grading? * What Is a Standard Grading System? 1. Letter Grades * With the letter grade system, students can receive A, B, C, D or F grades. Letter grades are usually calculated with a nine or 10-point range assigned to each letter. A is the highest grade, associated with 90 percent accuracy or higher. A score of 80 percent to 90 percent correct is represented with the letter B. C grades mean 70 percent to 79 percent correct and a D is 60 percent to 69 percent correct. An F grade is given for a performance with 59 percent accuracy or less. Often in this grading system, a plus sign (+) is used if a student is on the cusp of a higher grade; for example 79 percent would be a C+. A minus (-) is used if the score is at the lower end of the grade scale; for example, a B- is 81 percent. 4.0 Grading Scale * The 4.0 grading scale is another...
Words: 684 - Pages: 3
...PAGE 1 Version 1.0 June 2006 This guide provides you with: Guidance to help you interpret your modular examination results Information on the regulations regarding repeats It includes: • Definitions of key terms • An explanation of each grade • The actions you need to take for certain situations • Guidance on grade point capping STUDENT GUIDE Examination Results and Repeats PAGE 2 Version 1.0 June 2006 SECTION A Interpreting Modular Examination Results This section defines some of the terms contained in your examination results transcript. Stage 1 Status: ‘Complete’ or ‘Incomplete’ COMPLETE Stage 1 completed, with 60 earned credits This means that you have completed Stage 1 and have attained a specified number of credits - 60. You will have passed 12 modules. Once the Programme Requirements have been fulfilled, you can progress on to Stage 2 and enrol before the commencement of the next academic year. INCOMPLETE If you have received an 'incomplete' status, this means that you have not achieved the credit requirements for your Stage and you have earned less than 60 credits. Depending on the number of credits you have earned, there are different options open to you: 1: If you have earned 50 OR 55 credits: You may be able to progress to Stage 2 and carry modules into the next Stage provided that: • You have completed the requirements for progression in your particular programme. ACTION: PLEASE CHECK WITH YOUR PROGRAMME OFFICE. • It is possible to...
Words: 2805 - Pages: 12
...BQBA 6211 A1 – Quantitative Methods & Managerial Decision-Making – Fall 2014 Instructor: Dr. Eileen Stock Phone: (254) 466-5598 E-mail: eileen.stock@hotmail.com **See or Email me regarding any questions on assignments at least two days before their due date so that there is sufficient time for me to adequately respond** Course Description: An introduction to and application of the methods of formulating and analyzing business information using statistical techniques. Prerequisites: BQBA 2302. Learning Outcomes: Upon completion of this course, students will be able to: 1. Demonstrate an ability to read, analyze, and interpret business data 2. Use statistics to provide evidence in analyses and managerial decision making 3. Apply appropriate statistical techniques to analyze business and financial data MBA Program Learning Outcomes: 1. Master of Business Administration graduates will develop both analytical and creative approaches to problem solving within their dynamic industries using values-driven leadership. 2. Each graduate will recognize the role of management in the development and execution of corporate policy and strategic plans. 3. Graduates will have a comprehensive business foundation for business decision making and leading in rapidly changing business environments. Materials: 1. Textbook, Statistics for Business and Economics,12th Edition, by McClave, Benson, and Sincich ISBN: 978-0-321-82623-7 ...
Words: 784 - Pages: 4
...Macroworld UGC 303 GIE (23703) Fall 2014 Tuesday - Thursday; 5:00 pm-6:20 pm 107 Talbert Week | Month | Day | Topic | Reading | 1 | August | 26 | Introduction | 1 | | | 28 | Ancient interest | 2 | 2 | September | 2 | Stonehenge | 3 | | | 4 | Aristotle | 4 | 3 | | 9 | Ptolemy | 5, 6, 7 | | | 11 | Brahe, Kepler, Copernicus | 8, 9 | 4 | | 16 | Galileo, Newton, telescopes | 10, 11 | | | 18 | Terrestrial geology | 20 | 5 | | 23 | Terrestrial geology | 20 | | | 25 | Review | | 6 | | 30 | Examination 1 | | | October | 2 | Impacts | 12 | 7 | | 7 | Volcanoes | 12, 20 | | | 9 | Meteor Crater | 12 | 8 | | 14 | Meteor Crater | 12 | | | 16 | Lunar geology | 13 | 9 | | 21 | Old Mars | 14 | | | 23 | Lowell | 15 | 10 | | 28 | Science fiction | | | | 30 | Review | | 11 | November | 4 | Examination 2 | | | | 6 | Pre-Apollo | 16 | 12 | | 11 | Apollo missions | 18 | | | 13 | Apollo missions | | 13 | | 18 | Origin of the Moon | 18 | | | 20 | Mariner 4, 6, 7 | | 14 | | 25 | Mariner 9 | 19 | | | 27 | HOLIDAY | 19 | 15 | December | 2 | Viking | 19 | | | 4 | Review/term paper due | | | | 9 | Final (7:15 pm to 10:15 pm NSC 218) | | Instructor: R. Giese 711 Natural Sciences Bldg. Office hours: Tuesday-Thursday 11 am-2 pm email: glgclay@buffalo.edu Note that any email must have “UGC303” in the subject box; anything else will likely...
Words: 1007 - Pages: 5
...Academic Standards Students must maintain high academic standards in all their program activities. After attempting 12 credit hours, all students must maintain an overall grade point average (GPA) above 2.75 to be considered as making satisfactory progress. If a student’s overall GPA falls to 2.75 or below, the student and advisor are notified by the Registrar that the student is not making satisfactory progress. If the overall GPA of any student falls below 2.65, the Registrar will inform the student that all future registrations will be given grades only on a pass/fail basis unless the department Graduate Committee intervenes. If the overall GPA of any student falls below 2.5, the student is removed from the program unless the department Graduate Committee intervenes. Grade Point Average (GPA) Grades are assigned the following grade points: A = 4.0, B = 3.0, C = 2.0, D = 1.0 and F = 0.0. The grade point average is calculated as the sum of the products of the grade points and credit hours for each registered activity (including courses, independent studies, directed research, thesis research and dissertation research) in the average, divided by the total number of credit hours for all registered activities in the average. If a student takes the same course more than once, the course enters the GPA only once, the most recent grade received for the course being used in the average. A student’s overall GPA is calculated on the basis of all registered activities...
Words: 866 - Pages: 4
...|[pic] |Instructor Policies | | | | | |HUM 105 | | |World Mythology | | | | |Campus/Learning Center: South | |Facilitator Information | | | | | |Dr. Raphael A. Mizzell | |Mizzela@email.phoenix.edu (University of...
Words: 2940 - Pages: 12
...B.A.S. Health Services Administration (Division of Nursing and Health Professions) HSA 3383 – Quality Management in Health Care Winter, 2015 |Class Meets: |Online (Approximately 15 hours of coursework per week) | |Instructor’s Name: |Corista Williams, MBA, RDN/LDN | | Telephone #: |941-782-7134; I prefer text messaging or email | |Email Address: |williac@scf.edu | |Department Web Page: |http://www.scf.edu/Academics/BaccalaureateDegrees/BASHSA.asp | |Virtual Library: |http://www.scf.edu/Library | |Acad Resource Center: |http://www.scf.edu/StudentServices/AcademicResourceCenter/default.asp | |Student Services: |http://www.scf.edu/StudentServices/StudentDevelopment/advisingcenter/default.asp ...
Words: 3223 - Pages: 13
