Foundations of qualitative research: Interpretive and critical approaches. Thousand Oaks, CA: Sage. * Dissertation Criteria and Rating Scale * Practitioner Dissertation Criteria and Rating Scale Overview Assessment * Nongraded Activities and Preparation Post your DOC/721 final paper—with feedback—on the first day of class. Include any additional work you have completed in regard to the dissertation proposal. This body of work serves as the baseline from which this course’s learning is developed.
Course Syllabus PA110: Civil Litigation TABLE OF CONTENTS Policies Course Calendar Course Description Course Information Course Materials Course Outcomes Discussion Boards Grading Criteria/Course Evaluation How to Label Your Work Instructor’s Grading Criteria/Timetable Instructor and Seminar Information Kaplan University Grading Scale Late Work Policy Projects Netiquette Rubrics Seminars Tutoring COURSE INFORMATION Term: Dates: Course Number/Section: TOP April 2013 Term April 17- June 25, 2013 PA 110 -01 Holiday Schedule: Course Title: Credit Hours: Civil Litigation 5 Prerequisites: Students enrolled in a paralegal studies program: PA 101; students enrolled in a legal studies program: LS 102 1 It is strongly recommended
English 1301: Rhetoric and Composition I Instructor: Yaroslav Malyuta Course Information: ENGL 1301 – 062 TR 7.00-8.20 pm PH 302 Office/Hours: TR 11.00-12.30 Email: malyuta@uta.edu Phone (Messages Only): 817-272-2692 ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument. ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, students should be able to: Rhetorical Knowledge * Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts * Compose texts in a variety of genres, expanding their repertoire beyond predictable forms
Counselling course year one Student: Melanie Edmonds Tel: 07976214935 e-mail: melaniejedmonds@btinternet.com Assignment Four October 2011 Essay Title: “Using the case study provided at the end of the module identify and explain the client’s issues and devise a course of treatment for him, taking into account any ethical issues.” 2,300 words “Using the case study provided at the end of the module identify and explain the client’s issues and devise a course of treatment for him, taking into account any ethical issues.” Introduction This assignment considers the possible issues that are affecting Mr X and the possible reasons why he is suffering from these issues. Within the assignment consideration is given to ethical considerations that would need to be made in working out whether or not it would be appropriate for me to work with him. The assignment goes on to offer a possible course of treatment with due care being considered in keeping him central in this process, to ensure that he is worked with as an individual, so as not to be prescriptive in the work with him. A conclusion is offered in summary of the main findings of this case study and the limitations within which this case study is set. From the summary given on Mr X it would appear that several areas that he presents needs further consideration and investigation.
May 10, 2013 N555E: Assignment 1 Introduction Two interviews were conducted with the deans of a local college and local university. The following result is a combination of responses that were given to specific questions. Results of Interviews Job Description The Director of Nursing and Allied Health Programs is responsible to the Vice President of Academic Affairs & Student Services for the general management and overall coordination of Nursing and Health Technologies. Position Description Serves as liaison between the College's Nursing and Health Technologies Programs and the state, regional, and national credentialing organizations Build schedule and configure workload Advise students and conduct nursing information workshops Evaluate part-time lab/clinical faculty extenders Manage Systematic Evaluation Plan Correlate HESI/ATI scores with course grades and NCLEX outcomes Facilitate development of clinical sites Facilitate faculty input to clinical schedules Facilitate review of course objectives to insure their progression throughout sequential courses Research and formulate curricula proposals for presentation to Curriculum Committee Mentor, coach, and supervise Academic Rank Instructor = A master’s degree Assistant
STUDENTS: THIS PAGE IS CALLED THE “BLUE SHEET” IN THE COUNSELING CENTER. 27 27 ASSOCIATE DEGREES General Education Requirements Grossmont College For students entering Grossmont College in Fall/Spring 2012-2013 and who maintain continuous enrollment. See modified General Education requirements for Grossmont College Health Science Majors in the Counseling Center. Student’s Name Last First Middle Date Counselor: Major: Degree: Legend: C = Completed IP = In Progress R = Remaining Legend: C = Completed IP = In Progress R = Remaining | C | IP | R | A-–
For the sample from materials sciences, directed at an internal fellowship, the one-page essay has an especially difficult task: The writer must persuade those who already know him (and thus know both his strengths and limitations) that he is worthy of internal funds to help him continue his graduate education. He attempts this by first citing the specific goal of his research group, followed by a brief summary of the literature related to this topic, then ending with a summary of his own research and lab experience. Teach for America Student Sample The student applying for the Teach for America program, which recruits recent college graduates to teach for two years in underprivileged urban and rural public schools, knows that she must convince readers of her suitability to such a demanding commitment, and she has just two short essays with which to do so. She successfully achieves this through examples related to service mission work that she completed in Ecuador before entering college.
Guidelines on Explorative Learning Approach of Problem-Based Research Project (PBRP) Anatomy and Physiology I (Fall Semester), Fall Semester 2013 University of Cincinnati- Clermont College Prepared by Nestor T. Hilvano, M.D., M.P.H. Brief Description: An individual student or a team of students (2-4 students) will be working on a chosen problem (diagnosis) to research and offer a solution that revolves around a typical patient. Student focuses on prior knowledge, theories and beliefs, and integration of knowledge to application in clinical setting. It relates to the understanding of a clinical problem, associated risk factors, preventive measures, rehabilitation and management, public and health policy issues, nutrition and wellness
Attitudes Toward Homosexuality at Private Colleges By Christopher L. Medley Thesis submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Masters of Arts in Education in Educational Leadership and Policy Studies Approved by: ______________________________________________ Dr. Steven M. Janosik, Chair Dr. Cecile Cachaper Dr. Reliford T. Sanders, Jr. July 22, 2005 Blacksburg, Virginia Keywords: attitude, bisexual, gay, gay men, lesbians, transgender people, GLBT Copyright 2005, Christopher L. Medley Attitudes Toward Homosexuality at Private Colleges By Christopher L. Medley Committee Chair: Dr. Steven M. Janosik Higher Education and Student
A Case Method Approach to Teaching Cost-Volume-Profit Analysis Forthcoming in the “Journal of Accounting and Finance” (Fall 2012) Susan Machuga, PhD, CPA University of Hartford 200 Bloomfield Avenue West Hartford CT. 06117 Machuga@hartford.edu Phone: (860) 418-9170 Fax: (860) 768-4398 Submission date: March 30, 2012 A Case Method Approach to Teaching Cost-Volume-Profit Analysis This paper presents a Multi-Disciplinary Case-Method approach to teaching Cost-Volume-Profit (CVP) Analysis allowing students to use their own assumptions to simulate a real-life business startup analysis. The proposed business venture is one of starting a milkshake shack in the island of Hawaii. Students will learn to distinguish between fixed and variable costs, apply some of their own assumptions, and determine whether it would be profitable to open up a new business. A Case Method Approach to Teaching Cost-Volume-Profit Analysis This paper presents a Multi-Disciplinary Case-Method approach to teaching Cost-Volume-Profit (CVP) Analysis allowing students to use their own assumptions to simulate a real-life business startup analysis. The proposed business venture is one of starting a milkshake shack in the island of Hawaii.