Clay Club Minutes: Tuesday October 9, 2012 1. Meeting began at 4:50 and attendance sheet was passed around. 2. SOFA Chicago Trip will be November 1st through 4th: - Confirm that you will attend: Clay Club members must confirm that they are going by Tuesday, October16. Be sure to include your first and last name and your banner ID #.
MKTG 303 MARKETING STRATEGY ANALYSIS AND DECISIONS Unit Outline Semester 1, 2013 Department of Marketing & Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS UNIT GUIDE Year and Semester: 2013 Semester 1 Unit convenor: Prerequisites: Dr David Gray MKTG202 and MKTG203 and (ACCG105 or ACCG106 or ACCG100) and (ECON110 or ECON111 or BBA103). Three Credit points: Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff in the unit. ABOUT THIS UNIT This unit considers the role of communication in marketing strategy.
CALENDAR NOTE: Readings must be read prior to the class period for which they are assigned. Writing assignments are due on the date indicated. "RW" refers to the Rules for Writers and “BB” to course Blackboard site. You are responsible for bringing your textbook and/or copies of the Blackboard readings with you to class. Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work.
SOC 101-80: 74730 Introduction to Sociology Fall 2012 August 21- December 20 TTH 1:00-2:15pm Room 5207 SY-HEC Instructor: Israel Cardona-Gerena Telephone: 619-644-7784 E-mail: icardona@swccd.edu Office Hours: The instructor is available immediately after class for students requiring individual assistance. Other times, by appointment. Course Description: Introduction to concepts and generalizations about human group and individual behavior in an attempt to better understand interaction, social relationships, groups, and the reciprocal influences of society on individuals and individuals on society. Required Book: Andersen, Margaret L. and Howard F. Taylor (2012). Sociology: The Essentials.
1 and 2: *GTA: Ms. Chantel Foxhall Office: 429 Farrah Hall {[Office Hours: Thurs. @8am to 9am, Friday @ 9am to 10am} (or by appointments) (please email her through e-learning)} Sec. 3 *GTA: Mr. Robert Verhine Office: 429 Farrah Hall {[Office Hours: Monday and Tuesday@ 1pm to 2pm] (or by appointments) (please email him through e-learning)} Course Description An overview of the criminal justice system with emphasis on the roles and problems of law enforcement, courts, and correctional components. This course is a prerequisite for all 300- or 400- level criminal justice courses. General Course Objectives and Learning Outcomes 1.
Drafts: For essays and longer assignments, I will check to see that you have partial drafts and rough drafts on the days when they are due, and these will count for participation points. It is important that you bring those assigned partial and rough drafts to class when they are due so that you can take advantage of workshops and feedback to improve your work before the final draft is due. • Final drafts of essays are evaluated, in part, as good faith evidence of each student’s participation in the writing and learning processes. Thus, if the student writer has not brought rough drafts (partial or whole) to class workshops when due, or the student has not talked with me before the day that the final draft is due and produced those drafts, then I reserve the right not to accept the out-of-class essay final draft until these requirements have been met to my satisfaction. (Note: late penalties will apply.)
Each student will be required to present their genogram to the class on poster board measuring no less than 22” x 28” to use as a visual aide. The student should expect to answer questions from the class and share their thoughts about their family and the influence members and their respective environments have had on each other over the course of several generations. Each student is required to write the report and complete a genogram and present it to the class. For the class presentation, you may complete an additional
Announcements Content Top of Form * Writing Lab Posted on: Wednesday, June 24, 2015 3:02:01 PM CDT Writing Lab (July/August 2015) The Writing Lab can help you complete writing assignments, earn higher grades, and become a better writer! Writing Lab tutors can work with you to understand, plan, research, write, and revise an assignment. The Lab can even review your resume and cover letter! (See the testimonials in the left menu of the Lab for what instructors and students are saying about how much the Lab has helped them.) Email a writing assignment to English.Tutor@ctcd.edu and receive feedback within 48 hours.
Instructional Approach/Format|The student should expect to purchase and read the required textbook and to have reliable access to the Internet. Your syllabus, the Power Point Lecture notes, and any Handouts you may need will be posted on Blackboard under LECTURES AND HANDOUTS. You can monitor your grades on Blackboard as well under MY GRADES.| Course Goals|· Increase students’ interest in the study of psychology· Increase students’ curiosity about human nature· Increase students’ awareness of the implications of psychology in daily life| CourseLevelLearning Objectives|Upon completion of this course, students will be able to· Define psychology· Identify key issues and controversies of psychology· Describe basic structures and functions of the brain · Define basic concepts in the theories of learning, memory, cognition, intelligence and motivation· Define abnormality· Identify key components in coping with stressDefine common psychological
The form will be collected and sent to our school social worker who will then send it to the district ELL coordinator. The ELL district coordinator will then do a home visit to see what the student’s needs are. The response to the intervention meetings will be held with the parents, teachers, principals and coordinators to let all who is involved know what the ELL student’s academic needs are. Students with limited English skills that are addressed through the Response to Intervention process will be identified and an assessment is administered. When the student meets the qualifications they will be serviced by an ESOL teacher.