...| Instructor PoliciesLAW 421Business Law | Campus/Learning Center: Murrieta Learning Center | Course Schedule for MU11BSB10 (Wednesdays 6:00- 10:00 pm PST)Workshop 1- October 31, 2012Workshop 2- November 7, 2012Workshop 3- November 14, 2012Workshop 4- November 21, 2012Workshop 5- November 28, 2012 Facilitator Information Kenneth C. Kanouse, J.D.kkanouse@email.phoenix.edu (University of Phoenix)kckanouse@yahoo.com (Personal)714-299-8189 (PST)Facilitator AvailabilityI am available from 9 a.m.-9 p.m. Pacific Time on most days, but I attempt to reserve Sunday for my family. On Saturdays, I tend to be online in the morning only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. | ASSIGNMENT SUBMISSION TIME: All written assignments are due on their due date by the beginning of the workshop in which they are due (6:00 p.m. Pacific Time) and must be submitted electronically to a student’s Assignment forum.Late Assignments Late work will not earn the full points possible. Students...
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...| Instructor PoliciesHCS/235Health Care Delivery in the US | Facilitator Information Ms. Churchlchurch@email.phoenix.edu (University of Phoenix)lisalchurch@aol.com (Personal)402-560-1611 (mst)Facilitator AvailabilityI am available on most days. I check my email intermittently throughout the day. Please do not hesitate to ask questions. I can answer texts during the day hours if needed. Phone calls need to be limited to after business work hours. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom. | Late Assignments Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 4 days late will not be accepted. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server outage, students should submit assignments to the instructor when systems are restored and submit those assignments...
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...Organization Development: An Instructor’s Guide for Effective Teaching by Joan V. Gallos Purpose of this Instructor’s Guide The purpose of this instructor’s guide is to support and energize individuals who use Organization Development: A Reader in their teaching – instructors who teach courses on organizational change, OD, the history of the field, leading change, consulting skills, and organizational effectiveness and health in undergraduate and graduate programs in management, the professions, and the administrative sciences, as well as those involved in professional development and corporate education activities. More specifically, this guide provides opportunities for both new and seasoned educators to learn more about (1) the possibilities in teaching about organizational change and development; (2) ways to design courses or successful learning modules for diverse student audiences using Organization Development; and (3) suggested cases, activities, and other support materials that complement use of Organization Development. Overview of the Instructor’s Guide This instructor’s guide is divided into four parts. PART 1 provides an introduction to Organization Development: A Reader. It discusses the overall purpose and content of the book, the philosophy and central tenets that underpin it. PART 2 explores teaching with Organization Development. It contains chapter-by-chapter summaries and suggested ways to think about teaching various kinds and levels...
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...Location: East Central OSBDC Date: May 7, 2012 Start Time: 2:52 Attendees: Ann Ritter- OSBDC Regional Director Dean Godwin- East Central University Dr. Carter – OSBDC State Director 1. Mark Petrilli- Illinois 2. Micheal Myhre - Florida 3. Observer- Jacob Schpok, State Director Indiana Accreditation Explanation --Mr. Petrelli 7 standards that the accreditation is based on, affirm and clarify the information provided by the osbdc. Want to help improve the program. Talk to Bill about the information they find. --Mr. Myhre Explained to Dean Godwin the differences between this and the School Of Business accreditation. Not an audit, just looking to improve. --Dean Godwin Explains his background in corporate America and that he understands the standards. His goal is to support and embrace the center and wants to be active in the business community. He talked about where the OSBDC will be put in the new building and the traffic around the new offices. There are 5000 students at ECU, 1000 School of Business students. ECU values the relationship with this program and her travel. --Mr Myhre: What else is located in the new school of business building? Dean talks about the blueprints. Dean talks about the entrepreneurial program and the high profile business people who come here to present to our students and the community. The School of business is trying to share information with best practices with the students and the people from the community who come...
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... They are not however the ones that make the ultimate decision. Many people are under the impression that they are the ones that make up the laws and have the ultimate authority of any new and upcoming restrictions. This however is not the case. They are the ones who do most of the research data and report to the legislature and Insurance Commission and they are the ones who actually have the ultimate vote on whether a particular bill becomes law. The Department of Licensing is however the entity that oversees the training both in the Public Schools and in the Private Sector. There are many regulations that are involved in maintaining equality through each individual state. It is at this level that both the Training School and Instructors and Examiners are licensed. It is at this level that you are tested with both a written examination as well as a skills examination to make sure that you are an appropriate candidate to be able to teach the unlicensed driving population both young and old as well as any customers coming from a foreign country seeking licensure for that particular state. You must also pass a background check on both a State and Federal level every 5 years by submitting your fingerprints to be processed. You also must re-apply every two (2) years to be an...
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...Math 2321 Calculus III for Science & Engineering Summer I 2015 Instructor: Dr. Sumi Seo Office: 535 NI (Nightingale Hall) Phone: 617-373- 2080 Email: s.seo@neu.edu Office Hours: TWR 12.15 – 1.15 pm, or by appointment Textbooks: Worldwide Multivariable Calculus, by David B. Massey PDF and printed versions available at: http://www.centerofmathematics.com/wwcomstore/index.php/ The PDF is priced at $9.95, while the black and white (grayscale) soft-back printed version is $29.95. The PDF textbook contains a link, at the beginning of each section, to one or more free video lectures, by Prof. Massey, on the contents of that section. The PDF has hyperlinked Tables of Contents, Indices, and cross-references; you may need to activate the Forward and Back buttons in your PDF viewer to take full advantage of the hyperlinks. To use the textbook on an iPad, we recommend the GoodReader app. It is absolutely NOT required that you purchase a printed textbook. Web Materials: All class announcements, material, and grades will be posted on Blackboard. Homework and Quizzes: No homework will be collected. We will have quizzes on Thursdays (at the beginning of the class) starting from the first week. The quiz in the last week will be given on Wednesday. No quiz will be given in the mid-term exam week. Ordinarily there will be no make-up quizzes; instead, I will drop the one lowest quiz score. A missed quiz will be counted in the dropped lowest score. There may be exceptions...
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...Incivility | Always | Under someConditions | Never | Do you consider this activities Uncivil: | ManyTimes | Some-times | Rarely | Never | | | | Chewing gum in class | | | | | | | | Eating inclass | | | | | | | | Actingbored or apathetic | | | | | | | | Making disapproving groans | | | | | | | | Sarcasticremarks or gestures (staged yawning, eye rolling) | | | | | | | | sleeping inclass | | | | | | | | not payingattention in class (doing work for other classes, reading a newspaper etc.) | | | | | | | | not taking notes during class | | | | | | | | Holding conversations that distract you or other students | | | | | | | | Refusing to answer direct questions asked by the instructor | | | | | | | | using a computer during class for purposes not related to the class | | | | | | | | cell phone ringing disruptionsduring class | | | | | | | | Texting during class | | | | | | | | Arriving late for class | | | | | | | | Leaving class early | | | | | | | | Cutting class | | | | | | | | Being unprepared for class | | | | | | | | Cheating on exams or quizzes | | | | | | | | demanding makeup exams,extensions, grade changes, or special favours | | | | | | | | General taunts or disrespect to you/ to other students/ to faculty | | | | | | | | challenging the...
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...yourself. Login The University of Phoenix (UOP) is designed to allow its students to succeed. This is done through an online format. Students are required to logon to the UOP website at ecampus.phoenix.edu and enter their password to participate in their classes. Once the student has logged on, they are directed to the University’s home page. In the red bar, next to the Home tab, notice a Classroom tab. Highlight this tab and left-click it once with the mouse. Welcome to your classroom this is the main place where communication occurs between the instructor and students. Notice that directly underneath the Classroom tab there are four more tabs: * Materials * Discussion * Assignments * Grades Main Forum With the mouse, left-click on the Discussion tab. This is the Main Forum. The Main Forum has access to: * Answer discussion questions * Receive instructions from instructor D * Direct questions to instructor * Access Course materials Notice the table in the center of the screen. The table is labeled with headings:...
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...Monique Green Grand Canyon University: EDU 536-TEM 101 10/3/13 Disruptive behavior cause a lot of problems in the classrooms, and if not managed well it can cause a class to get out of control. The teacher will not be able to teach the students and eventually the students will not learn anything because the teacher cannot teach. Constantly arriving to class late is very rude and a form of disruptive behavior because when the door is being opened and shut along with loud noises, the student trying to take their seat as well as get out their materials, it causes the students to become distracted. The students look to see who is coming in the door and the noise from the door take s the attention of the instructor and turns it around on the person who just came in. A strategy to correct the behavior is, to make strict, clear but fair consequences for being late (Snyder). Students who talk during class and or lecture, is not only disruptive but causes them not to learn because they are too busy talking and not paying attention which leads to their academic progress to suffer. It also wastes the teacher and other student’s time, and interrupts the learning of others. A strategy you can use is, especially if you have 20 or more students are, asking students to raise their hands. It allows a chance for every student’s voice to be heard without the interruption of another student and for it to be fair, students’ want to feel that their teacher is treating them equal whether...
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...a fact that Locke would have addressed this situation the same I would of. He would of demand to get those gifts and give it to the less fortune in the city to the one who does need the extra help. And doing so this action can help the city come together. By this Locke would have started war with the city for no respect. Locke believe in our natural rights meaning that he believe in commonwealth and by that it was to enjoy our personal rights, and honored the right of each other living together as commonwealth. A college instructor is pursuing her doctorate in night school. To gain extra time for her own studies, she gives her students the same lectures, the same assignments, and the same examinations semester after semester without the slightest effort to improve them. Your personal life with your work life should not interfere with one another at all times. If you can’t commit to doing something then why do it all. I understand the college instructor is...
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...Sexual Assault and Prevention, HO7) 8. 071F6888 (Army Sexual Assault and Prevention, HO8) 9. 071F6888 Material Reference DOD 10301 Victim and Witness Assistance General Synopsis: This is a very thorough TSP with several good student handouts. There is a significant amount of information in the TSP that instructors must present that is not on slides (i.e. definitions, etc.) Recommendation: Possibly seek assistance from the Regiment and state EO/SA officers. Issues: - Student handout numbering is inconsistent within the TSP and with the provided handout, specifically: 1. There is no handout 6 provided. 2. In the initial Instructor Guidance SH-7 (Resources for Sexual Assault Victims) and SH-8 (Sexual Assault Tip Card) are referenced. From the provided files, SH-7 is the Sexual Assault Tip Card; SH-8 is Sexual Assault Scenario’s. A note for the Instructional Lead-in of ELO H lists SH-6 as the Resources for Sexual Assault victims, this is contrary to the initially stated number and naming provided. The provided SH-8, Sexual Assault Scenario’s, is not referenced in the TSP by name. - Several resources required for the instructor to have on hand are not listed in the reference block of the admin instructions, only in the materials...
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...must produce a daily report showing the part number, description, quantity on hand, allocated, available, and unit cost of all sorted by part number. • The registering system must provide suppliers with up to date specification. • The student analysis system must produce a quarterly report that identifies. • TIMS will manage class scheduling, handle student registration, track classes that are conducted, and produce various kinds of output. For Input • The school district head must enter overtime hours on a separate screen. • The accounting system will need an update so we can reconcile student accounts and bill corporate clients for any unpaid balances. • Student grades must be entered on machine-scannable forms prepared by the instructor. • Each input form must include date, time, produce code, customer, ID number, and quantity. • Data entry screens must be uniform, except for background color, which can be changed by the user. • A data entry at the student services must input student services into the record system. For Process • The student records system must calculate the GPA at the end of each semester. • The training administrator will...
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...Your Last Name Your Full Name Professor_______________________________ IST 123, section ___, Journal 24 Date: 2 September 2015 Journal 24 (Delete These Instructions Before Printing: Please use double spaced for line spacing. Double sided printing is ok. YOU must staple all assignments. Unstapled assignments will not be accepted and counted late. Fill out the rubric attached at the end. Do not change the font or margins. Delete These Instructions Before Printing.) 7 Rules for Success in College (as determined during class exercise): |1 |Fill in from class notes | |2 | | |3 | | |4 | | |5 | | |6 | | |7 | | Choose...
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...Teaching with PowerPoint has been an exercise in frustration for me. I find that my course preparation takes twice as long as it should, and the results are more often than not unsatisfying. It also makes me feel muffled and absent from the classroom. Maybe this is a function of my poor PowerPoint form, of being a latecomer to a technology that younger faculty use with more ease and panache. In a way, it’s not surprising that I would struggle with it. Although I’m young and pretty tech-savvy at 43, I can’t associate PowerPoint with my lived experiences as a learner. I spent my whole life as a student, from kindergarten through graduate school, plucking words out of the air to put them in my notebook, or following along as my teachers scribbled on the blackboard. The most technology-forward moments involved the occasional projection of transparencies in science classes. Last semester I decided to conduct an experiment. For years, even before becoming a PowerPoint user, my chalkboard form had suffered from a lack of discipline and focus. What if I really rededicated myself to it? I decided to make writing on the chalkboard my primary method and PowerPoint my secondary tool. The outcome of the exercise was fantastic. I felt like I was waking up from being half-asleep as a teacher. One of the things I liked the most about the experience was how using the chalkboard freed me to be more responsive to the needs of my students. Although I always came to class with an outline of...
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...MAN222 – Investment Principles Instructor Contact Information Name: Scott Robbins Email: scott.robbins@stevenshenager.edu Telephone: 801-558-7914 Office hours: by appointment Course Information Credit Hours: 4.0 Hours Course Length: Four weeks, 40 hours of instruction, 10 hours per week. Students should plan on 20 hours a week of outside-of-class activity in support of classroom instruction. Prerequisite(s): None Textbook & Materials: Jacobus, Charles, Real Estate Principles, 11 ed., South-Western Publishing Company, 2006, 2010. Additional Resources: The Virtual Classroom offers live instructor sessions via Blackboard Collaborate (aka Elluminate); other resources as provided by the course instructor. Course Description: Focuses on real estate investments, both private and commercial. Terminology, mortgage and other financing means, valuation and appraisal concepts are discussed. Course Objectives: Upon successful completion of this course, the student will be able to: A. Understand and use real estate terminology. B. Describe physical and economic characteristics of land. C. Discuss central elements of the deed and ownership conveyance from one owner to another. D. Discuss essential mortgage documents. E. Identify various mortage lenders and the source of their money. F. Explain provisions of mortgage loan instruments. Teaching strategies: This course is a self-directed/instructor-guided learning experience. ...
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