...issue of an attendance policy that requires all students to attend classes. I personally think that there are advantages that come with this policy. However, I believe that it would have a more negative effect on the students. I also think that many students can still do fine without with out being forced to attend class regularly and professors should find different means to encourage students to come to class. Many people consider University years to be the golden years of their lives. A college student grows from an adolescent to a mature adult during these years. Students grow by making all their own decisions, whether good or bad. One of the many decisions a student makes is the choice of whether to go to class or not. I do not think the University should make the decision for the student. Every student has a unique method of studying and revising for tests and exams. In this day and age, technology has improved our lives in ways nobody could have imagined, an example of this is that many professors post their notes online for all their students to see. Many students need only their textbooks to take an exam, so for most classes a student can do just fine without attending class regularly. Michael Villagrana, a student in my class states, “I feel that if you're able to attain a respectable grade without a perfect attendance, then you shouldn't be penalized for missing class.” Another thing that I have noticed is that students might still do poorly even if they do attend class...
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...Students must be penalized for missing classes. Do you know that every day to go to school is a happiness? But many students still miss classes for no reason. Why do students do like that? Maybe there is no penalty, so they quit the classes maybe for their playing or seeing others do. To amend this status, somebody has a suggestion that student must be penalized for missing classes. For me, I absolutely agree with this, because of following reasons. First, this is one of the ways to encourage student attendance and get good grades. Regular attendance and participation in class is critical to a student’s success. Missing classes a lot make them lack of a bunch of information about their subjects. Penalization makes students scared about missing class, so they come to class everyday and keep up work. Knowledge is varied. Even if you are smart, you know a lot of knowledge in many areas, but actually are you sure you know deeply? Teachers who have a wealth of knowledge about specific fields can teach students a lot of useful information and can explain in easy way to understand. They have to lecture in limited time, so they will tell students important points of the lecture may give some tips for exams. If students attended the class, they would be more likely to get good grades easily than others students who didn’t attend to class. Second, penalization makes class more formal and reduces the possibility for students to do bad acting. A class has teacher, students...
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...Should students be penalized from school by missing class more often? This kind of question is not as new as we all know but most people never agree with it, these following reasons might show why students should be penalized for missing classes more often. The first reason allowing students to be penalized for the sake best opportunity for other students to take their places and continue on with their studies. Most people disagree that their students can’t be penalized but just to let them go to school and for those who seriously don’t want to come to school should be penalized and learn to discipline themselves. The penalizing of students will depend on what the student will be participating in and outside of school. The most severe form of penalizing can ends student’s goal. It looks reasonable that this sever penalizing be reserved for those who misses class more often. The second reason to preserved and there should be a warning for the one who miss class every day. Some teachers threaten to move a student’s grade down a whole letter after 3 unexcused absences, we disagree whit these teachers. A grade should reflect how much a students to knows about the class, Test, Quizzes, papers, and projects and in class participation; are fair ways to determine a grade. The school policies should not have wasted space and give to the people who did want to come to school at but should let the open space to those who really want to come to school. Next, to emphasize the penalized. The...
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...Meeting Information Course Catalog Description This course examines the design, conceptualization, hypothesis formulation, measurement, sampling techniques, data management, and research writing as related to the field. Introduction This course introduces students to a range of research techniques that are currently used in criminology and criminal justice. Course materials deal with the practical aspects of research. Discussions of research techniques are embedded in principles drawn from the philosophy of science and cover such research issues as the relationship between theory and data, the logic of inference, causality, sampling, and data collection. Research methods are defined as all the conventional and systematic steps involved in empirical study. For this reason, this is not a course in statistics, research design, or theory, but we will draw on information from all of these areas in evaluative reviews of a sample of the literature. The minimal goal of the course is to enhance students’ methodological literacy--that is, their ability to read and understand social scientific research. Discussions of research designs should also aid students in planning and conducting research. 1 Course Objectives Acquaint students with the various types of data...
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...relevant for a manager. This course moves a step further and looks at the group and organizational level dimensions of organizational behavior. Work most often than not involves interactions between two or more people. It also implies that these interactions need to be managed for effective functioning of organizations. This course covers important sociological and psychological theories explaining group behavior and leadership, their implications for teams within organizations. We will also discuss some crucial aspects of organizational structure, culture and managing organizational change effectively. At the end of the course the students will be able to: * Understand the dynamics underlying group and team behavior within organizations and therefore be better equipped to deal with interpersonal dynamics at the workplace * Expose students to the concept of leadership and its relevance at the workplace * Understand and appreciate the complexities of the organizational context- specifically the structure and cultural dimensions * Become familiar with issues related to power and politics in the workplace in order to be able to deal with them effectively * Understand how to manage change within organizations * Develop oneself to manage and lead for higher performance in organizations Learning Goals: In addition to the course objectives...
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...0320: College Reading Strategies Instructor: Andrea Clark Course Name and Number: College Reading Strategies--DEVR 0320 Section: 053 Synonym: 45460 Monday 9:00am- 10:20am CYP 2221 Section: 054 Synonym: 45463 Wednesday 9:00am- 10:20am CYP 2221 Please note that I teach two sections of the DEVR 0320 hybrid. If you are unable to attend your regular class, you are welcome to attend the other section during the same week. (If you miss a Wednesday class, you must attend class on the previous Monday because we will be covering different material on Monday of the next week.) How to Reach the Instructor Email: andreac@austincc.edu Please send all emails to me from your ACCmail account. Office Location and Number: CYP 1103.11 (Near the student lounge in the one-story building) Phone: 512-223-2018 Posted Office Hours: Monday: 12:00 noon – 3:30 p.m. Wednesday: 12:00 noon – 2:20 p.m. Appointments: Appointments may be scheduled to accommodate students who are unable to meet with the instructor during posted office hours. Required Text Textcerpts, 2nd edition, compiled by Gene Wintner This text will be supplemented with required online learning activities and handouts the instructor distributes in class. Course Description: DEVR 0320 College Reading Strategies Emphasis on increased proficiency of comprehension skills, vocabulary development, and rate of reading. Ninth grade reading level required. Prerequisites:...
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...between human societies, economic spaces and the environment. This course will look at issues located at the core of human geography: employment and spaces of production, cultural transformation, economic and ethnic disparities, migration, urban and rural landscapes, and environmental degradation among others. Course Objectives Upon successful completion of this course, students will be able to: • • • Identify seminal theories and concepts within the field of human geography o Describe their relevance to understandings of space and society in a reflection paper Demonstrate the importance of geography and geographical concepts in everyday life o Discuss course material on a weekly basis with other students in class through facilitated discussion and group activities Required Readings and Class Material Text: Knox, P., Marston, S., and Imort, M. (2015). Human Geography: Places and Regions in Global Context, Fifth Canadian Edition. Toronto: Pearson. Additional Material: Supplementary material, including readings, videos and websites, may be assigned in class throughout the term. Students will be responsible for all supplemental material. Course Prerequisites None Evaluation Participation: 15% Field Observation: 15% Reflection Paper: 15% Midterm...
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...instructor may require something that is totally opposite. DO NOT assume that all research assignments will be the same. SOCIOLOGICAL RESEARCH PAPER 1. A written and WORD PROCESSED college level research paper. This paper will utilize the scientific method to analyze and discuss data/information concerning our contemporary society. ALL papers should use “Word” or be saved in an .rtf format for Turnitin.com submissions. (see page 8) Papers must be submitted to Discussion Board #6 – Research Assignment in Blackboard by the due date listed in the syllabus. 2. Your paper should include the following parts of the SCIENTIFIC METHOD. You MUST use these as HEADINGS in your paper. They are like chapter titles in a book. There is a 30-point reduction if you are missing these headings: A. STATEMENT OF THE RESEARCH PROBLEM B. LITERATURE REVIEW C. HYPOTHESIS D. METHODS E. DATA COLLECTION F. DATA ANALYSIS G. DATA SHEET H. CONCLUSIONS I. REFERENCES or BILIOGRAPHY J. Blank Questionnaire 3. Your paper MUST be SOCIOLOGICAL in NATURE. If there is any doubt whether your topic is sociological please check with the instructor. If...
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...these cultures are reflected in their musics by examining their creation, uses, elements, transmission, and value. To improve your ability to discuss and understand musical concepts and pieces through analysis of basic musical parameters. COURSE EVALUATION: Listening Quiz 1 10% Week 6 Test 1 25% Week 6 Essay 30% Week 10 Listening Quiz 2 10% Week 13 Final Test (In-class) 25% Week 13 Please notify the professor, in writing, of any accommodations requested during the term for religious observances or disability, by the second class as per university policy. Any alterations in assignments, tests or deadlines will be discussed in class prior to implementation. This course is lecture-based, with student participation through guided listening activities and group discussion. REQUIRED TEXT: Titon, Jeff Todd, ed. 2006 (2009). Worlds of Music: An Introduction to the Music of the World’s Peoples (Shorter Version, 3rd Edition). Belmont, Ca: Schirmer Cengage Learning. Text and accompanying 3-CD set. COMMUNICATING WITH YOUR PROFESSOR E-mail should be used only when...
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...Econometrics (Economics 360) Syllabus: Spring 2015 Instructor: Ben Van Kammen Office: Krannert 531 Office Hours: Friday, 10 a.m.-noon Email: bvankamm@purdue.edu Meeting Location: KRAN G010 Meeting Days/Times: TR 1:30-2:45 p.m. (001) TR 3-4:15 p.m. (002) TR 4:30-5:45 p.m. (003) Course Description This is an upper division economics course required for students pursuing a BS in economics. It is one of the few courses that explicitly covers empirical methods, i.e., the analysis of observed economic behavior in the form of data. Empirics stand in contrast to theory, e.g., micro and macro, about how agents behave. Despite this under-representation, empirical analysis comprises a large part of economists’ workload and is one of the most practical skills that an economics student can learn. Course Objectives In this class students will: 1. perform statistical and practical inference based on the results of empirical analysis, 2. identify useful characteristics of estimators, e.g., unbiasedness, consistency, efficiency, 3. state predictions of theoretical economic models in terms of testable hypotheses, 4. model economic relationships using classical methods, such as Ordinary Least Squares, derive the properties of estimators related to these methods, and 5. perform estimation using methods discussed in class using software, 6. perform diagnostic tests that infer whether a model’s assumptions are invalid, 7. evaluate empirical models based on whether their resulting estimators...
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...wikipedia.org – historyguide.org – http://arthistory.about.com – http://wwar.com/artists – www.metmuseum.org/toah/ Other Resources Handouts : A Brief Survey of Western Art – Understanding a work of Art – Glossary of Art Movements – «Beauty will save the world» (Nobel Price Speech – Soljenitsyne), Letters to A Young Poet (Rainer Maria Rilke) The Expressionists , Wolf Dieter Dube, Thames & Hudson (London, 1972). Great Paintings that Changed the World (Prestel) Course description: This course is meant to lead the students to a personal appreciation of Art. It offers a survey of visual media (painting, sculpture, architecture)), past and present, with particular emphasis on Impressionism, Post impressionism and Expressionism and on the philosophical rift between classical (academic) art and modern art. Technique as well as theory is discussed Goals and Objectives: By the end of this course, Northwood wants students to: 1. Understand the different concepts of art and to be able to come to a more personal definition of art. 2. Understand the characteristics of the main Art movements 3. Understand how the change of worldview at the beginning of the 20th century has affected the arts. 4. Understand the basic techniques of painting as well as the material aspects of a work of art. 5. come to...
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...failing school is a school where the majority of its students failed to do well on standardized tests that were provided during the school year. The problem is that these schools are found all over the United States. What can be done? How can we fix these failing schools? Who is to blame? Most people would blame the teacher first and foremost, but I disagree. In this paper I will discuss what we can do to fix schools that are failing academically. I will argue that adding early childhood education classes, changing curriculum, and modifying standardized tests are all effective steps in correcting the problems that failing schools continually face. I will support my argument by using the views of authors such as Alfie Kohn and his ideas of making the curriculum more entertaining to make learning easier, Fred Lunenburg’s ideas that preschool is a critical point to achieve success later on in school, Sam Dillon’s views about how the No child left behind act has hurt more public schools than helped them, and other researchers as well. One step I feel that could help with fixing schools that are failing academically is by adding free early childhood education to public schools across the United States. Early child hood education could play a key role, because it gives parents and students an opportunity to start learning their basic skills at an early age in their lives. In New Zealand they have been offering early childhood classes since 1889, because many of the children were running...
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...|[pic] |Instructor Policies | | | | | |HUM 105 | | |World Mythology | | | | |Campus/Learning Center: South | |Facilitator Information | | | | | |Dr. Raphael A. Mizzell | |Mizzela@email.phoenix.edu (University of...
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...2012 Times and Location: TTh 8:00 – 9:30 (unique no. 02320 for ACC 358C and 02405 for ACC 380K.4) TTh 9:30 – 11:00 (unique no. 02325 for ACC 358C and 02410 for ACC 380K.4) TTh 12:30 – 2:00 (unique no. 02335 for ACC 358C and 02420 for ACC 380K.4) TTh 2:00 - 3:30 (unique no. 02340 for ACC 358C and 02425 for ACC 380K.4) The morning classes will be held in GSB 2.122. The afternoon classes will be held in GSB 5.153. Note: Please attend the section in which you are enrolled. However, if an emergency or unavoidable conflict on a particular day causes you to miss class, you may attend another section. Please do not abuse this privilege. Instructor Mark Bradshaw, M.P.A., M.B.A., J.D. Forensics Consultant to PwC Audit Professor in Residence, KPMG (2007) Office: GSB.5.124E; Ph.: 475-8852; E-mail: mark.bradshaw@mccombs.utexas.edu Office hours: Tuesdays and Thursdays from 11:15 – 12:15 and by appointment. I generally prefer e-mail as a means of contact outside of class and office hours. Teaching Assistants Star Yuan, traditional M.P.A. student E-mail: star.y.yuan@gmail.com Ashley Ross, 5th year integrated M.P.A. student E-mail: ashley.ross@bba07.mccombs.utexas.edu Star and Ashley will assist with the grading of cases and exams. After graded cases are returned throughout the semester, they will schedule office hours to discuss such assignments. If you have grading or other questions concerning a case that has been returned, please make every effort...
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...Credit Hours: 3 Contact Hours: 3 Maximum Enrollment 24 TEXTBOOK(S): Norton Field Guide to Writing with Readings and Handbook, 3rd Ed MLA Formatted Essay Pages 523-530/ Works Cited: 531-534. MATERIALS: dictionary, loose-leaf notebook paper, pens, pencils, stapler, flash drive, two 2- pocket folders to keep ALL material completed for the class and for a special assignment, 4 large bluebooks for exit exam practice and exit exam final Course Description: Introduces students to the critical thinking, reading, writing and rhetorical skills required in the college/university and beyond, including citation and documentation, writing as a process, audience awareness, and writing effective essays. Students must pass a departmental exit exam to pass the course. | Prerequisites: | Appropriate placement test score or ENGL 091 with a “C” or better. | | Co-requisites: | None | | | Suggested Enrollment Cap: | 24 | | | Learning Outcomes: Upon successful completion of this course, the students will be able to: | 1. Apply fundamental strategies such as invention, drafting, revising, and editing (GELO 1). 2. Construct thesis-driven essays that adhere to a...
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