...|[pic] |Syllabus | | |College of Social Science | | |PSY/300 Version 5 | | |General Psychology | | |Group MU13BSP04 | | |8/6/13-9/3/13 | | |Louis Battistone M.A., LMFT, RAS | | |909-239-2496 | Copyright © 2013, 2012, 2011, 2010, 2006 by University of Phoenix. All rights reserved. Course Description General Psychology is a survey course which introduces the student to the major topics in scientific psychology as applied to human behavior. Applications of these principles will...
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...|[pic] |Syllabus | | |School of Business | | |QRB/501 Version 3 | | |Quantitative Reasoning for Business | Copyright © 2011, 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course applies quantitative reasoning skills to business problems. Students learn to analyze data using a variety of analytical tools and techniques. Other topics include formulas, visual representation of quantities, time value of money, and measures of uncertainty. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which...
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...LISTENING REACTION PAPER [pic] Speech 100 – all sections. Assignment Instructions: The Listening Exercise takes place in class. You must be in class doing the exercise to be able to write this short paper. Type a double-spaced, two page paper (see ”Format” in the class syllabus for instructions on margins, etc.) Type full pages – don’t skimp! It’s worth points to fill the page. NUMBER your answers and answer the following: 1. As you listened to a classmate in a “duo” or a “trio” in class, were you “empathically” listening? Explain. 2. Discuss your personal “barriers” to listening (p. 29-31 in the workbook “Communicate.”) How well did you listen? Discuss difficulties you may have experienced during the exercise. 3. Consider page 31 in the workbook – what steps did you take while listening to another person? 4. Do page 37-38 in the Communicate workbook, “Analysis of my listening effectiveness” – and tell me what your results were. What did your results tell you? 5. Finally, when it was YOUR turn to talk and have another person listen to you: (a) Discuss how it felt to have someone listen to you – really listen, without judging, without offering advice, or without trying to ”fix” it. (b) How could you tell they were listening to you? 6. What did you think of this exercise? ** This paper is worth 20 points – points are awarded on the QUALITY and also the required length of the paper, as well as...
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...websites and tools that can assist you in completing assignments, connecting to other students, and searching for careers. Instructions Complete the following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |The course syllabus is located in the |The class syllabus is useful because it is a listing of| | |classroom. 1st location is on class home |all of the required study materials, tasks to complete,| | |and from the current class list on your |and exercises. It lists your assignments and their due | | |ecampus home page |dates. You can check off completed items. | |Academic policies |These are found on the class home page on |The academic policy has a wide range of very important | | |the right hand side of the screen above the|information. It...
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...resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |After logging in to UOP. I would click on|Having to see what needs to be accomplished in the | | |classroom. Under the Class title are tabs. |weeks to come will help me prepare and organize my | | |The course syllabus is the last tab. I |reading time and assignment time. | | |would then click on the Full Syllabus tab | | | |to view the syllabus. | | |Academic policies |After logging in the UOP, to the right of |The Academic Policies can answer questions regarding | | |the screen, there are boxes. Under the box |the rules and procedures as...
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...FIN 515 UOP, FIN 515 Phoenix, FIN 515 UOPhelp, FIN 515 Week 3, FIN 515 Individual Assignment , FIN 515 Learning team Assignment, FIN 515 Product, FIN 515 A Graded , FIN 515 Summary, FIN 515 Study Guide, FIN 515 Questions , FIN 515 Answered , FIN 515 Solution, FIN 515 Final Guide, FIN 515 Final Exam, FIN 515 A++ Work, FIN 515 A Graded, FIN 515 Homework, FIN 515 help, FIN 515 week 1 DQ, FIN 515 week 2 DQ, FIN 515 week 3DQ, FIN 515 week 4 DQ, FIN 515 week 5DQ, FIN 515 week 6 DQ, FIN 515 week 1 Assignment, FIN 515 week 2 Assignment, FIN 515 week 3Assignment, FIN 515 week 4 Assignment, FIN 515 week 5 Assignment, FIN 515 All Individual and Learning Team Assignments, FIN 515 Full Course , FIN 515 Whole Class FIN 515 Entire Solution, FIN 515 University of Phoenix Learning Team Assignment, FIN 515 Checkpoint, FIN 515 All Weeks , FIN 515 Week 1-5, FIN 515 Axia College, FIN 515 online class, FIN 515 week 3DQ, FIN 515 week 4 DQ, FIN 515 week 5DQ, FIN 515 Syllabus, FIN 515 Version, FIN 515 Week 1, FIN 515 Week 2, FIN 515 Week 3, FIN 515 Week 4, FIN 515 Week 5, FIN 515 week 1 DQ, FIN 515 week 2 DQ,, FIN 515 week 2 Assignment, FIN 515 week 3Assignment, FIN 515 week 4 Assignment, FIN 515 Week 1-6, FIN 515 Assignment, FIN 515 DQs, FIN 515 Week, FIN 515 Complete Course, FIN 515 Entire Class, FIN 515 Whole Tutorial, FIN 515 Work, FIN 515 final Project, FIN 515 Material, FIN 515 tutorial, FIN 515 Complete Course...
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...following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |#Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |I log in then click the Course Syllabus |The source syllabus is a good tool to review so you can| | |link in the current class box on the right |see what will be covered in your class course and what | | |side |will be expected of you. Using the syllabus you can | | | |prepare yourself for the class so you can success | | | |better within the class. | |Academic policies |Log in, click classroom tab, on the right |Academic policies are the school’s polices and rules | | |side under polices is a link to take you |for you as a student to follow...
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...COM 140 Assignment: Negative Messages (UOP) For more course tutorials visit www.tutorialrank.com Assignment: Negative Messages Using templates or sample documents to help you write emails, memos, and letters can be helpful for inexperienced writers; however, customize the communication so the document does not appear as a form letter. Resources: Writing Different Kinds of Messages, Week Three CheckPoint, Model Documents Gallery, and Writing for Your Reader Checklist Due Date: Day 7 [Individual] forum • Use the information in your Week Three CheckPoint to determine how to communicate with the manager, teammates, and travel agent in the scenario. Consider how much information and what type of communication (email, memo, or letter) is appropriate for each party, based on information in the Week Three reading Writing Different Kinds of Messages. Review the sample emails, memos, and letters in the Model Documents Gallery at http://www.bedfordstmartins.com/modeldocs/business.htm Write a letter to one party, a memo to one party, and an email to one party. Each communication must be a maximum of 250 words. Use appropriate grammar, spelling, style, and format for each type of communication. • Review the Writing for Your Reader Checklist at http://bcs.bedfordstmartins.com/axia/write_audience.html to ensure you have followed the guidelines for communicating effectively with an audience. If you cannot answer yes to every question, revise your messages before submitting...
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...GEN 105 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 3 Times, Rating: A+ GEN 105 Assignment: Reading and Retention GEN 105 Assignment: Elevator Speech GEN 105 CheckPoint: Technological Tools GEN 105 CheckPoint: Distance Learning I GEN 105 CheckPoint: Distance Learning II GEN 105 CheckPoint: Communicating in Forums GEN 105 Week 2 Discussion Questions GEN 105 Week 4 Discussion Questions GEN 105 Week 6 Discussion Questions GEN 105 Week 8 Discussion Questions GEN 105 Assignment: University Library Article Search GEN 105 CheckPoint: Detecting Plagiarism GEN 105 Assignment: Mastering a Skill GEN 105 CheckPoint: Setting Goals GEN 105 CheckPoint: Reading and Comprehension GEN 105 CheckPoint: Multiple Intelligences GEN 105 Capstone CheckPoint GEN 105 Final Project: Student Survival Guide ............................................................................................................................................................... GEN 105 Assignment: Elevator Speech (UOP) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 3 Times, Rating: A+ • Resources: Appendix C, and Elevator Speech digital story • Due Date: Day 7 [post to the Individual forum] • View the digital story located on aXcess at http://corptrain.phoenix.edu/axia/gen105/elevator_01.html. • Construct your own 350- to 400-word scenario in which you explain distance learning to a friend. Your...
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...SYLLABUS COM/172 Version 3 1 COLLEGE OF HUMANITIES SYLLABUS Course Number: Course Name: COMM/172 ELEMENTS OF UNIVERSITY COMPOSITION AND COMMUNICATION II SC11FSU07 MARCH 8, 2012 APRIL 5, 2012 JOSEPH SAN JUAN, M.A. Group Number: Course Start Date: Course End Date: Facilitator: Please print a copy or keep a digital file of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. SYLLABUS COM/172 Version 3 2 Course Description This course builds upon the foundations established in COM/170. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: UNIVERSITY POLICIES: You must be logged into the student website to view this document. INSTRUCTOR POLICIES: This document is posted in the Course Materials forum. Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If...
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...------------------------------------------------- Course Syllabus MGT/449 Quality Management and Productivity Course Start Date: 1/17/2012 Course End Date: 2/20/2012 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2010 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Patti Moser patriciam00@phoenix.edu (University of Phoenix) pattimoser@cox.net (Personal) 480-836-6835 (MST) Facilitator Availability I am available from 9 a.m.-9 p.m. Mountain Standard Time on most days. During the week, I am online most of the time during the 6pm-9pm time frame and can be reached through my UOP email or my personal email. I provide you with these...
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...COM 150 Assignment: Characteristics of Expository Essays (UOP) For more course tutorials visit www.tutorialrank.com Assignment: Characteristics of Expository Essays • Resources: Characteristics of Expository Essays, The Art of Cookery Web site, About Web site, and the Fishing Florida Online Magazine Web site • Due Date: Day 7 [Individual] forum • Read two of the following essays: o http://www.artofcookery.com/settingthetable.htm o http://womenshistory.about.com/library/weekly/aa062899.htm o http://deafness.about.com/cs/cochlearfeatures/a/cochlearimplant.htm o http://capmel.com/how_to-fillet_fish.htm • Address the following points about the two essays you read: o What characteristics make these essays expository? o Identify the type of organization each author used to develop the essay (topic, time order, space order, or informative process). o Why do you think each author chose that type of organization for his or her essay? In what ways does this organizational choice make the essay effective? What effect could the author have achieved with another type of organization or another type of expository essay? o In what ways are these expository essays alike? In what ways are they different? o Explain your answers. -------------------------------------------------------------- COM 150 Capstone (UOP) For more course tutorials visit www.tutorialrank.com Capstone Discussion Question • Due Date: Day 3 [Main] forum • Post your response to the following:...
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...HIS 115 Entire Course (UOP) For more course tutorials visit www.his115.com HIS 115 Capstone CheckPoint HIS 115 CheckPoint: The Confederation Government Table HIS 115 CheckPoint: Compare and Contrast Matrix HIS 115 CheckPoint: Civil War Matrix HIS 115 Assignment: North American Civilization Paper HIS 115 Final Project: Historical Timeline and Essay HIS 115 Assignment: Seven Years’ War Paper HIS 115 CheckPoint: European Societal Changes HIS 115 WEEK 2 DISCUSSION QUESTIONS HIS 115 CheckPoint: Great Britain and the Colonies HIS 115 WEEK 4 DISCUSSION QUESTIONS HIS 115 CheckPoint: The Bank War HIS 115 WEEK 6 DISCUSSION QUESTIONS HIS 115 Assignment: Perfection Era Paper HIS 115 WEEK 8 DISCUSSION QUESTIONS HIS 115 CheckPoint: Hamilton’s Financial Program HIS 115 CheckPoint: Class Structure and Slave Culture HIS 115 Week 5 Assignment: Western Expansion Presentation ---------------------------------------------------------------------- HIS 115 Assignment: North American Civilization Paper (UOP) For more course tutorials visit www.his115.com Resource: Ch. 1 Interactive exercise, Gutiérrez Map, at the textbook hyperlinked Web site at http://highered.mcgraw-hill.com/sites/0072970871/student_view0/chapter1/psi_source__gutierrez_map.html Due Date: Day 7 [post to the Individual forum] Examine the Interactive exercise, Gutiérrez Map, on the Nation of Nations textbook Web site. Write a 700- to 1,050-word paper addressing the following points: Use the information...
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...cheating and plagiarism in the classes. Plagiarism has increased over the years due to technology and the ability to purchase term papers online. With the increase of cheating and plagiarism the faculty of many schools put policies and reprimands in place to bring the cheating to a halt. When a student is caught cheating a professor must make the decision of whether they want to follow policy procedure or handle the situation in class. One problem that comes from the professors handling the situation themselves is that the student feels they can still cheat without failing the class, as long as they can still walk away with a passing grade. Educational institutions have created policies that teacher’s are to include in the class syllabus so that the student is aware of the consequences from cheating. In most online classes the teachers will have the policies posted in the main forum for the students to reply that states they have read the rules. This is one way that the school insures that the student is aware that they can be expelled for committing plagiarism or cheating in any form. There are forms of minimizing academic dishonesty as explained in the Journal of Criminal Justice Education which states, “While computer-based testing may discourage cheating on exams in both electronic classrooms and traditional classrooms by reducing the rewards of cheating and increasing the certainty of detection, both settings must overcome the problem of plagiarism on research reports...
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...ENG 102 Assignment: Quoting, Summarizing, and Paraphrasing Sources (UOP) For more course tutorials visit www.tutorialrank.com Assignment: Quoting, Summarizing, and Paraphrasing Sources Resources: Finding, Evaluating, and Utilizing Credible Information; Appropriate Style Guidelines; the Axia College Writing Resources Web Site; Appendix D; and Appendix E Due Date: Day 7 [Individual forum] Review How to Work with Information from Sources at the Axia College Writing Resources Web site at http://www.bedfordstmartins.com/researchroom/sources regarding when and how to quote, summarize, and paraphrase sources. Practice note-taking techniques by quoting a source you plan to use for your research paper, summarizing a second source, and paraphrasing a third source. Follow APA style guidelines at the Center for Writing Excellence to cite your sources: http://www.apollolibrary.com/cwe/pdfs/AXIASampleAPAReferences.pdf Use Appendix E to complete this activity. Answer the following questions: How do you decide what information is noteworthy and what is not? How do you determine whether to quote, paraphrase, or summarize a source? Post Appendix E as an attachment ------------------------------------------------------------ ENG 102 Assignment: Bias, Rhetorical Devices, and Argumentation (UOP) For more course tutorials visit www.tutorialrank.com Assignment: Bias, Rhetorical Devices, and Argumentation Resources: American Rhetoric Web site and Bias, Rhetorical Devices...
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