Essay --

â€Å"America the land of opportunities is currently going through one of the worst poverty rates in over 50 years† said Michael Karibian researcher and journalist on poverty. Many people are in poverty and they have no one to blame but themselves. People remain in poverty for the reason that they do not have the desire to change and be successful and take charge of their own life; anyone can avoid poverty although the problem is people’s attitudes towards change. It can be easy to simply give up and blame others for their misfortune but in reality those people only have themselves to blame for their own misfortune in life. Getting out of poverty is difficult but it is not impossible for those who are willing to take control of their lives and no longer be a victim of thee own mistakes. America has opportunities for everyone who desires to avoid poverty by making smart choices, getting a good education and neglecting bad influences. People are quick to blame the government for all the poverty in America when in reality they only have themselves to blame for their own misfortune. â€Å"They didn’t run as fast as everyone else, and if they ran faster, they’d do better† said Allan G. Johnson. The point of this quote is that if people do not try to get themselves back up they will not succeed and stay where they are at. It is true that there are uncontrollable external factors built into politics that can intensify the challenges to make the smartest choices, which are not always the easiest or obvious, but the blame must be placed on individuals because poverty has a partial but direct correlation to individuals choices they make. A reason for the poverty rates in America are because communities have established a poverty culture. An article ... ... the line by trying them. Girls who get pregnant at a young age have no one to blame but themselves unless they were raped. All these things can happen to both rich people and poor people although people that live in poverty will have a harder time getting past all the negative influences then rich people, but that does not mean it is not impossible for them to have a successful life as long they focus on being successful anyone form any background can make it in life. Living in poverty is not a matter of bad luck it is a matter of individuals lacking the determination to be someone in life and always trying to take the easy way out. Those who are determined in life can be anything they want no matter their background. America has opportunities for everyone who desires to avoid poverty by making smart choices, getting a good education and neglecting bad influences.

Attack in Pearl Harbor Essay example -- History

Attack in Pearl Harbor Attack in Pearl Harbor in December 1941 shocked United States to its core. It signaled not only an utter destruction of an important naval base and the loss of many lives, it in the first place signified the beginning of a great struggle for nation’s survival. At time when France fails to Germany, and Russia and Great Britain are at the verge of failing, nothing seemed to prevent the Nazi and its powerful allies to conquer the world. And though Attack in Pearl Harbor was shocking, the nightmare of expected upcoming tribulations was much greater. While incidents similar to that in Pearl Harbor were perhaps unconsciously expected by many Americans as they were observing great struggles on European scenes of war, they still couldn’t accept so miserable defeat of their naval base. As Hitler came to blame the German Jews for the defeat of Germany in WWI, Americans came to blame the American Japanese for the defeat of their forces in Pearl Harbor. As there was no solid evidence of the German Jews treacheries activities against their German government also there was no conclusive evidence of even a single American Japanese engaged in treason against America. Regardless how justifiable Internment of Japanese though to be during World War II (and by some today), it occupies, according to most historians an infamous place in American history. However it is possible to learn how to shape foresight policies during similar cases, if we learn from hindsight. â€Å"What did the Internment of Japanese American Mean† book, edited by Alice Yang Murray introduces through 5 different essay, different aspects of Japanese internment: â€Å"Reasons for internment†, â€Å"Legality of internment then and after†, â€Å"Precedents of Japanese internment abroad†, â€Å"Resistance to internment by Japanese Americans†, â€Å"Perception of internment by the Japanese American families and communities†. In the first part Roger Daniels describes the rise of paranoia against Japanese, and its underling racist motifs. He then goes into describing with some details on how the decision for mass evacuation evolved in the upper echelons of the government and military. The process of arriving to the decision is described by Daniels as intermingled with prejudices and lack of evidence. â€Å"Catch 22 situation† is particularly notable in this essay, which occurred when the absence of evidence ... ...tensively and genuinely (that is by advocates of interment camps themselves). Even while most historians condemn Japanese Internment, a balanced debate of both sides is more informative than unilateral presentation of the issue. We could relate Japanese Internment to current history, by referring to Patriot Act. While Patriot Act doesn’t force Arab Americans into internment camps, it could be used to prosecute, and deny civil liberties to many Arab Americans, including citizens. It is possible to argue that Patriot Act is justified out of security reason as the attack during September 11 occurred from interior of the country, rather from exterior, as it happen at Pearl Harbor, nonetheless most of the Arab terrorists, lived a relatively short time in the United States and did not hold citizenship. As United States is a melting pot, even if its effect is not always apparent, the likelihood for Arab American naturalized (and especially born) citizens, as for Japanese American, to commit sabotage, is not significant greater than for a Anglo-Saxon naturalized citizen (like Timothy McVeigh) to do so. Respect for civil liberties of all Americans thus is not only just but justifiable.

The Great Gatsby :: essays research papers

Book Review   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby by F. Scott Fitzgerald is set in the 1920’s during the Jazz Age. Nick Carraway is a man in his late twenties residing on West Egg island in Long Island, New York living a â€Å"normal† life. That is, until he meets his mysterious neighbor, a wealthy man named Jay Gatsby. He is a man of mystery, living in a mansion that is constantly full of people, music, and fun. Nick’s â€Å"normal† life gets thrown topsy-turvy when he gets involved in the life of this extraordinary millionaire. Marred by jealousy, cheating, and lying, Nick begins to feel the essence of living a glamorous life in the ‘20’s. He showed this when he said, â€Å"Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known.†   Ã‚  Ã‚  Ã‚  Ã‚  All along, I felt sorry for Nick being dragged into more and more tragedy, but I especially felt bad for him during one instance. His friend Daisy was married to Tom, but Tom was having an affair with Mrs. Wilson and Daisy had a thing for Gatsby. Daisy and Gatsby were driving home from town after an argument amongst the group of friends when they passed the Wilson’s gas station. Mrs. Wilson ran out to Gatsby’s car, because they were driving Tom’s car, and was hit. Mr. Wilson went positively crazy, and Nick felt torn by his mixed feelings towards his supposed friend Gatsby. â€Å"I disliked him so much by this time that I didn’t find it necessary to tell him he was wrong.† Gatsby’s insensitivity brought on by his lifestyle made Nick despise him. This is the part where I think Nick really started opening his eyes to how Gatsby really was.   Ã‚  Ã‚  Ã‚  Ã‚  This book really displays how the life of an important person is, especially in that time period. At first, Nick is awed and drawn in by the glamour and prestige, but he eventually figures out for himself how rough it really was. Although this book was set back in the ‘20’s, the lessons you learn from it still apply to society and life in general today. Anyone could read this book and draw a few lessons about life from it. Summary   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby was set in the 1920’s. It’s about the lives of a group of people who all become entangled in a web of, lying, scandal, and cheating together. Nick Carraway lives a â€Å"normal† life on Long Island, until he meets his neighbor, Jay Gatsby. Parties went on every weekend, and Nick

Academia and Classroom Essay

Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults. ? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc.). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009 EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date. Academia and Classroom Essay Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2. 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults.? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493 Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke  or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009. EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date 7.

Science Teaching: Yesterday, Today, and Tomorrow

Science Teaching: Yesterday, Today, and Tomorrow Science instruction can take on many forms. From the lecture hall, to the laboratory there are a variety of ways science can be taught. This essay explores the historical events and changes that have effected science education and made it what it is today and where it may be heading in the future. (Martin, 2009) Science education was created to share scientific data and events with students who are not part of the scientific community but benefit from scientific understanding. It is a way to make students scientifically literate about general concepts that pertain to scientific discovery. Elementary science education usually includes the subject areas of physical, life, earth, and space sciences. (Martin, 2009) The early days of science education began in the United Kingdom near the end of the 19th Century. Decades later the push for science education reached the United States. In the US science was taught in a somewhat disorganized manner until it was standardized in 1890. Following standardization, science curriculum slowly evolved without a great deal of mainstream excitement and focus until the 1950’s with the dawn of the space age. After the Soviet Union’s Sputnik program successfully launched several objects into space the United States became painfully aware that they were behind in science technology. From this point on in true American fashion the desire to compete on the world stage became the driving force for scientific discovery, specifically a race into space. This awareness that the United States had some catching up to do in order to rival the advances of other countries inspired support for higher quality science programs in classrooms across America in hopes that a crop of science- minded students would emerge. Martin, 2009) With the new focus on science education came billions of dollars to fund it. Educators were given the materials to teach ever-changing scientific concepts as well as the tools to provide a hands-on experience to students in the form of laboratories and field studies. Because discovery was changing at a rapid pace, science curriculum during this time was based on concrete scientific theory rather than the latest discoveries. The main goal was for students to gain a general understanding of science and to inspire students to become inquisitive and scientifically minded. Martin, 2009) Science teachers of the past and present share a common responsibility. They must convey a positive attitude about the subject of science to their students. Science teachers must present materials in and interesting, factual and creative way. They must engage their students in hands-on experiences. Teachers must give students the sense that they are able to gain an understanding of the world of science and build upon it to add to their knowledge. Teachers must make scientific understanding obtainable for students, sparking future inquisition and research. Martin, 2009) The ability for students to understand general sciences and beyond is a necessity. In the modern world, students will be required to use scientific information as they make choices on a daily basis. Also, students who are scientifically literate benefit from their ability to discuss, in an informed manner, many of the scientifically based issues the world community faces. Additionally, students will use scientific literacy in an ever-demanding workplace environment where they will be required to think creatively, solve problems, reason, and make decisions. National Academies Press, 1996) The science curriculum of today is moving in the direction of making students of the Unites States competitive on a worldwide stage. With technology changing at an extremely rapid pace it is essential that American science education prepare students to stay on pace with advances as well as forge new paths in the science of technology. Also, the sciences that focus on the natural Earth have taken center stage as the world addresses issues like global warming, and the availability of natural resources. In an article that promotes the new National Science Education Standards it is proposed that new American standards â€Å"will require major changes in much of this country's science education. The Standards rest on the premise that science is an active process. Learning science is something that students do, not something that is done to them. †Hands-on† activities, while essential, are not enough. Students must have â€Å"minds-on† experiences as well. † (National Academies Press, 1996) Today’s science curriculum should continue on their current path and focus on technological science and physical science. Although the space sciences are still fascinating, given the current needs for the United States to lead the world community in other areas it important that the most relevant sciences receive the most focus. References Martin, D. J. (2009). Elementary science methods: A constructivist approach (5th ed. ). Belmont, CA: Thomson Wadsworth. National Academies Press. (1996). National science education standards: An overview. http://www. nap. edu/openbook. php? record_id=4962&page=1

Clinical Diagnosis and Treatment Worksheet Essay

A clinincal assessment is way for a professional to diagnose a patient. This involves evaluating the patient by asking questions and having the patient answer them. This is used to determine why and how a person is behaving the way that they are. This can also be used to see how a patient has made progress after treatment. For example: What brings you in today? What are your symptoms? Are you married? What is your family history? Have you ever thought about hurting your self or any one else. This can also include clinical interventions, clinical tests, and clinical observations. Diagnosis A diagnosis the the determination of a perso’s psychological issues that include a disorder. This can include several different steps and options. Some may include: Categorical information Demensional Information And Additional information such as medical history such as heart issues or diabetes. Treatment Laslty, the therapist will decide upon a treatment. Thwy will decide what particular therapy is best for the patients issues. Thi is when the DSM-5 can come in. They will decide on what will work best for the patients. The professional may decide on a combination of drug therapy and psychotherapy. This type of treatment has been known to treat issues such as depression. Answer the following questions in 150-200 words each. 1. What role does the DSM-5 play in clinical assessment, diagnosis, and treatment? The DSM-5 is a handbook that is used by health care professionals. This is an imposing guide to the diagnoses to mental disorders.This contains the descriptions, symptoms, and other criteria for identifying mental disorders. This helps to provide a common language for clinicans to communicate about patients and come up with a diagnoses that can be used to research the disorder. 2. What is an example of abnormal psychology that you have seen in your community? I believe that the most popular abnormal psychology that I have seen in my community is dysfunction. I believe that this is something that is present in all communities at this point in time. Take for example the recent riots surrounding the Ferguson shooting. This is an example of dysfuntion. The people did not protest the verdict they rioted and looted.

Taming the shrew

In a Rom-Com characters and staging can be very important as an audience will usually expect a main and sub plot. In act 5 scene 2 this is shown by the fact that the two main characters Petruichio and Katrina, the two main sub-characters Bianca and Lucientio and two of the sub characters Hortensio and the Widow-who is a new character- and all main characters from both plots are in one room,-which shows the importance of this scene. -talking and celebrating. The women then leave which shows that the men are now the most important characters of the moment. The limelight then shifts to each man in turn. – Petruichio, Hortensio, Lucientio, and Baptista, before moving on to the servants. When the women return, the limelight brings Katrina's character to centre stage, whilst also bringing Bianca's and the Widow's shame to light. The way Shakespeare has structured the play is so that that the focus of the audience is never on one person or persons for any sustained amount of time. This allows the audience t experience the play from multiple characters point of view. This is done to illustrate how different males and female are as social groups; Shakespeare then uses Katrina as a pivotal character to bring the male and female groups together. There are various themes throughout the play; there was however two main themes, being marriage and appearance versus reality, both of which are split into several sub-themes. The sub-themes for marriage include Language-being the frequent use of sexual innuendos such as the common use of the words â€Å"head, horn† and â€Å"butt†-and consummation. shown when Petruichio asks Katrina to bed. The sub-theme for appearance versus reality disguise and deception, the main plot of this theme is disguise of language and appearance- Petruichio disguises his language to tame Katrina, and Lucientio and Tranio use physical disguises so that Lucientio can woo Bianca. The end of the play is quite interesting as Shakespeare sexual innuendos and puns to lighten the mood and to create a merry atmosphere. Read this – Puns in the Importance There is also the mentioning of hunting â€Å"O sir, Lucientio slipped me like his greyhound, Which runs himself and catches for his master† which is used as an analogy for wooing the women as well as the wager, â€Å"Let's each one send onto his wife, and he whose wife is most obedient to come at first when he doth send for her shall win the wager which we will propose† that ends in the most unexpected outcome; When the wager is resolved Katrina begins her monologue which includes similes twinned with alliteration. â€Å"It blots thy beauty as frosts do bite the meads†-which means frowning can spoil a woman's beauty but also uses alliteration to make the similes effect more profound-as well as lists, repetition, â€Å"Thy husband is thy lord, thy life thy keeper, thy head thy sovereign, one that cares for us† commands, † Come, come, you froward and unable worms â€Å"and rhetorical questions. â€Å"What is she but a foul contending rebel and graceless traitor to her loving lord? † The language of the speech dampens the mood, which is then lifted by light jesting at the end. In conclusion I would say that Taming the Shrew fits with most Rom-Coms but does however differ in many ways; the main discrepancies are the problem of not knowing whether the main couple is happy or not, as well as the introduction of a new character in the final scene and the fact that the final speech which is usually given by a male and is normally inviting and merry not witty, cynical, sarcas tic and critical.