...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...Intermediate Financial Acct 1 Dec 21 6 pm Tsang Aaa - Zzz GYM main gym 20-30 ACCT 352 001 Intermediate Financial Acct 2 Dec 21 9 am Cecere Aaa - Zzz ENGTR 0100 ACCT 354 001 Financial Statement Analysis Dec 22 2 pm Scott Aaa - Zzz GYM Fieldhouse 28-31 ACCT 354 002 Financial Statement Analysis Dec 22 2 pm Scott Aaa - Zzz GYM Fieldhouse 28-31 ACCT 361 001 Management Accounting Dec 11 2 pm Parent Aaa - Zzz GYM main gym 1-11 ACCT 361 002 Management Accounting Dec 11 2 pm Parent Aaa - Zzz GYM main gym 1-11 ACCT 361 003 Management Accounting Dec 11 2 pm Parent Aaa - Zzz GYM main gym 1-11 ACCT 362 001 Cost Accounting Dec 17 2 pm Levy Aaa - Zzz GYM Studio 1 1-3 ACCT 385 001 Principles of Taxation Dec 15 2 pm Goldsman Aaa - Zzz GYM BLEACHERS 1-5 ACCT 385 002 Principles of Taxation Dec 15 2 pm Goldsman Aaa - Zzz GYM BLEACHERS 1-5 ACCT 453 001 Advanced Financial Accountin Dec 14 9 am Scott Aaa - Zzz GYM main gym ACCT 463 001 Management Control Dec 11 2 pm Levy Aaa - Zzz GYM Studio 2 1-7 ACCT 463 002 Management Control Dec 11 2 pm Levy Aaa - Zzz GYM Studio 2 1-7 ACCT 475 001 Principles of Auditing Dec 16 6 pm Cecere Aaa - Zzz GYM Studio 1 1-4 ACCT 486 001 Business Taxation 2 Dec 15 9 am Goldsman Aaa - Zzz GYM main gym 38-41 ACCT 486 002 Business Taxation 2 Dec 15 9 am Goldsman Aaa - Zzz GYM main gym 38-41 ACCT 683 061 Practice of...
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...Course Syllabus PSYC 101 General Psychology Course Description Introduction to psychology as a scientific discipline concerned with the study of behavior. Consideration will be given to such topics as human development, motivation, emotion, perception, learning, personality, intelligence, measurement, and applied areas. Rationale This course is a broad general overview of the many different areas covered within the field of psychology. It introduces students to the way psychology affects them as a person as well as its ability to help us understand, predict, and control behavior for the betterment of people. It is offered as a general education course because of its impact on our society through the research that is being conducted and the theories that are being presented. This course will study secular aspects of psychology; however, the major emphasis will connect the Christian worldview as the absolute guideline for our psychological decisions in life. I. Prerequisites None II. Required Resource Purchase Myers, D.G. (2010). Psychology (9th ed.) New York, NY: Worth Publishers. ISBN: 9781429251259 (When you order this text from MBS Direct, it will also contain the PsychSim 5.0 CD, a study guide, and booklet. Please note that this is a secular text and you may not agree with all of the views expressed in the text. Liberty strives to provide a well-rounded education for our students that will include secular views...
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...UNDERGRADUATE REGULATIONS & SYLLABUSES 2014 - 2015 THE FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ..............................................................................................
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...------------------------------------------------- LIFC 302 Marriage Coaching Course Description An examination and analysis of professional coaching applications that serve marital relationship concerns. The course covers marital issues from a Christian worldview with special attention given to a biblical foundation of marriage coaching and differences between coaching and counseling models. Rationale As a basis for their work, marriage coaches should have a thorough understanding of coaching models, theory, and application. This understanding serves to heighten the coaches’ effectiveness in formulating effective coaching strategies and in aiding in the delivery of advice in an efficient and timely manner. I. Prerequisites PSYC 101 or 210 II. Required Resource Purchases Clinton, T., Trent, J., and Hawkins, R. (2009). The quick reference guide to marriage and family counseling. Grand Rapids, MI: Baker Books. ISBN: 9780801072246. Parrott, L. and Parrott, L. (2005). The complete guide to marriage mentoring. Grand Rapids, MI: Zondervan. ISBN: 9782310270461. Disclaimer: The above resources provide information consistent with that required by state licensing or credentialing boards in the class subject area. Liberty University does not necessarily endorse specific religious, philosophical, or political positions found in these resources. III. Additional Materials for Learning A. Computer with basic audio/video equipment B. Internet access (broadband...
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...University of the Southern Caribbean School of Social Sciences Department of Psychology P.O. Box 175, Port of Spain Trinidad, W. I ------------------------------------------------- COURSE OUTLINE INSTRUCTOR INFORMATION Instructor: Juanita Wallace, M.A. Office: Behavioural Science Building. Phone: 639-5081 Email: j_wall779@hotmail.com Office Hours: Mondays 12:00-3:15, Wednesdays 12:00-3:00, Thursdays 12:00-4:00 COURSE DESCRIPTION Course Number & Titles: PSYC 101-02 Introduction to Psychology Course Credits: 3 Semester: First, 2014-2015 Class time & Room: 7:20 - 9:45 This is an introductory psychology course that covers many areas including: principles of psychology, development/growth, biological functioning, perception, learning, personality, social cognition, health, stress and coping, human development, cognition, language and social influence. This course will assist in helping you understand the qualifications of the differences among professionals in the field. Psychology’s main purpose is to enhance the quality of life and one’s ability to function at home, work, school and in relationships. PURPOSE OF THIS COURSE This course is designed to assist the student in acquiring a specialized knowledge base, about behaviour, learning new ways of thinking about behaviour and in developing positive attitudes. The knowledge learnt in this course would enable the student to explore the major subfields of psychology through critical...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...GUIDELINES FOR WRITING THE REPORT OF INTERNSHIP ACTIVITIES Revised February 2013 Master of Science in Counseling Psychology Frostburg State University Frostburg, Maryland 21532-1099 http://www.frostburg.edu/dept/psyc/graduate/intern.htm (click on Guidelines for Writing the Internship Activities Report) Guidelines For Writing the Report of Internship Activities 2 Table of Contents What You Should Know Before You Start Your Paper…………………………………………… (including what is done with your paper, how to submit your final paper AND who needs to read your paper before it is finalized) 3 Sample Title Page………………………………………………………………………………….. 4 Sample Internship Paper Release Form……………………………………………………………. 5 Sample Table of Contents…………………………………………………………………………. 6 Summary of Internship Experiences………………………………………………………………. 7 Case Summaries…………………………………………………….…………………………....... 7 Self-Evaluation…………………………………………………………………………………...... 8 Evaluation of the M.S. in Counseling Psychology Program………………………………………. 8 Case Summary Format………………………………………………………………………….…. 8 Guidelines For Writing the Report of Internship Activities 3 WHAT YOU SHOULD KNOW BEFORE YOU START YOUR PAPER Over the years the Guidelines for Writing the Report of Internship Activities has changed, thus you need to be careful to follow the format in THIS CURRENT GUIDELINE instead of relying on the format of previous students’ final papers. The aim of your...
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...GUIDELINES FOR WRITING THE REPORT OF INTERNSHIP ACTIVITIES Revised October 2009 Master of Science in Counseling Psychology Frostburg State University Frostburg, Maryland 21532-1099 http://www.frostburg.edu/dept/psyc/graduate/intern.htm (click on Guidelines for Writing the Internship Activities Report) Guidelines For Writing the Report of Internship Activities 2 Table of Contents What You Should Know Before You Start Your Paper…………………………………………… (including what is done with your paper, how to submit your final paper AND who needs to read your paper before it is finalized) Sample Title Page………………………………………………………………………………….. Sample Internship Paper Release Form……………………………………………………………. Sample Table of Contents…………………………………………………………………………. Summary of Internship Experiences………………………………………………………………. Case Summaries…………………………………………………….…………………………....... Self-Evaluation…………………………………………………………………………………...... Evaluation of the M.S. in Counseling Psychology Program………………………………………. Individual Case Summary Format…………………………………………………………………. Family Case Summary Format…………………………………………………………………….. Group Case Summary Format………………………………………………….………………….. Group Case Summary (Process)………………….………………………………………... Group Case Summary (Psycho-educational)……………………….………………............ Group Case Summary (Support/Self-Help Group)………………………………………… Couples Case Summary Format……………………………………………………........................ 3 4 5 6 7 7 8 8 9 12 13 13 14 15 16 Guidelines For Writing the Report...
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...Session R4F The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction Assist. Prof. Bilal Duman Muğla Univeristy Faculty of Education Department of Educational Science E-mail: bduman@mu.edu.tr 48000 Kötekli/Muğla/TURKEY Office: +90 0252 211.1816, Fax: +90 0252 .223. 84.91, Mobile: 0535.896.12.38 Abstract -The purpose of study is to compare social studies instruction based on the brain-based instruction (BBI) and traditional teacher-centered method, and to search the effects of BBI on elementary school sixth grade in social studies instruction students’ academic achievement and motivation In the study which is designed as an experimental research; traditional teaching, and brain-based instruction have been selected as independent variables, and academic achievement have been selected as dependent variables. The research design consists of pre-test, post-test, one experimental group and one control group The sample of the study consisted sixth grade students which were selected randomly from two separate classes of Türdü 100th year Primary School in Muğla. One of these classes has been randomly assigned as “experimental group” and the other one as “control group” of the study. Instruction in the control group was carried out in accordance with traditional teacher-centered method and in the experimental group instruction was done in accordance with brain-based learning and teaching principles. Data from dependent variables...
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...PYC4802/101/0/2015 Tutorial letter 101/0/2015 Psychopathology PYC4802 Year module Department of Psychology IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS Page 1. INTRODUCTION ..................................................................................................... 3 1.1 Turorial material ....................................................................................................... 4 2. PURPOSE OF AND OUTCOMES FOR THE MODULE ......................................... 4 2.1 Purpose ................................................................................................................... 4 2.2 Outcomes ................................................................................................................ 4 3. LECTURER(S) AND CONTACT DETAILS ............................................................ 6 3.1 Lecturer(s) ............................................................................................................... 6 3.2 Department .............................................................................................................. 7 3.3 University ................................................................................................................. 7 4. MODULE-RELATED RESOURCES ....................................................................... 7 4.1 Prescribed book.....
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...METHODS OF TEACHING LINGUISTICALLY DIVERSE STUDENTS LEDU 341/ SEED 541 SPRING 2015 ------------------------------------------------- PROFESSOR/CLASS INFORMATION Jenna Canillas Stein M.A. Course: LEDU 341/ SEED 541 Methods for Teaching Culturally & Linguistically Diverse Students Term: Spring 2015 Credit Hours/Units: 3 hours Class Time: Location: Section 01 – Thur. 4:30 -7:15 PM (Multiple Subject) ROOD 57 Section 02 – Thur. 7:20 - 9:50 PM (Single Subject) ROOD 57 E-Mail: Jennifer.stein@biola.edu Office Hours: T-12:45-4:15 PM; Office Location: SOE #20 W- 2:30-4 PM; TH 1-4 PM Meetings with Professor: Email or via SOE (Flora) Office Phone: x5651 School Website: www.biola.edu Dept. Website: http://education.biola.edu ------------------------------------------------- BIOLA UNIVERSITY MISSION STATEMENT TRUTH~TRANSFORMATION~TESTIMONY PATTERNS OF THOUGHT, HEART, AND ACTION The mission of Biola University is biblically centered education, scholarship, and service; equipping men and women in mind and character to impact the world for the Lord Jesus Christ. ------------------------------------------------- SCHOOL OF EDUCATION MISSION/VISION STATEMENT The mission of the School of Education is to equip Christian educators to impact, public, private, mission and homeschools through biblically centered education, scholarship, and service. The vision of the School of Education is to equip a generation...
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