Why Did Collective Security Fail In The 1930s History Essay

Why Did Collective Security Fail In The 1930s History Essay The 1930s saw the failure of the League of Nations in terms of Collective Security. Several shortcomings and problems resulted on three major crises that proved the League to be helpless. In the grip of the Great Depression of the 1930s, the major powers of the League (Britain and France) were more inclined to a policy of appeasement. Basically a more liberal alternative to the Balance of Theory, Collective Security was the idea that nations should group together in condemnation of any aggressor and pursue sanctions against them, whether economical, diplomatic, or military. This idea was enshrined in Articles 10, 11, and 16 of the Leagues Covenant. There was, however, a major flaw in the Leagues proposal of Collective Security; none of it was enforceable, nations could choose whether or not comply, therefore making it little more than a code of honour, and since when has honour ever been of any value on politics when it comes to each nations interests? The aforementioned articles do not specify any particular sanctions or punishments for offending nations, merely stating that the Council will advise upon the course of action to be taken. Following the major events of the 1930s, the League failed spectacularly in upholding international peace and the Second World War broke out in 1939. The League did not meet once during the war and in 1946, its duties were given to the newly formed United Nations. Aside from the three major crises that occurred (which will be looked into later in this paper) there were some basic problems that prevented Collective Security from ever being a reality. Firstly, the USA preferred an isolationist policy at the time, and was therefore not a member of the League of Nations, and their support and influence was therefore absent from all negotiations. Even thought the Americans would voice their opinion at times, they took no action. In terms of their military, Britain and France were in a very weak state, and the world knew it Therefore, their diplomacy help very little sway as they could not back up their threats with any action; this, plus a lack of Soviet support, meant they could do little but shake their heads at the antics of rogue states such as Germany, Japan, and Italy. Economically, they were also very weak. The Great Depression had hit both nations hard and their defence spending was down. Furthermore, in British politics, it was the common opinion of politicians that the British public cared little for issues far from home. Who among the public would care for the Manchurians, or Ethiopians, or Czechoslovakians? In the grip of such a terrible depression, it is easy to see why the British politicians would only seek to improve conditions at home. They therefore only declared support for economic sanctions, merely to keep a good image in international politics. It is interesting to note that Winston Churchill, when he was Chancellor of the Exchequer, was a strong opponent of appeasement. The first major challenge to Collective Security was the Mukden Incident and subsequent Japanese invasion of Manchuria in China. Japan was as hard hit as any other nation by the depression and sought to overcome its economic problems by creating an empire. At the time, the Japanese had control of the Manchurian railway and it was speculated that they had for a long time intended to invade, but simply waited for an excuse to do so. In 1931, the Japanese claimed the railway in Mukden was sabotaged by Chinese nationalists and proceeded to attack the Chinese army in the region (who had recently executed a Japanese spy). The Chinese forces, knowing that the Japanese simply wanted an excuse to invade, offered very little resistance. In no time at all, the Japanese had launched a full scale invasion and their tenacious and well trained troops had no problem in overcoming the Chinese army. Within weeks, key locations in Manchuria were already in Japanese hands and by February 1932 the whole of Manchuria was captured. The Japanese controlled state of Manchukuo was set up the same year with the former Chinese emperor running it. In response to this, China appealed to the League of Nations to do something about the Japanese attack. The League sent a delegation to Manchuria to look into the issue and come to a conclusion about who was to blame. The delegation, however, took until September that year to conclude that the Japanese were to blame and recommend that Manchuria be returned to the Chinese, something the Japanese ignored. In February 1933, a special League Assembly was held to discuss the matter, in which 40 countries agreed that Japan had acted aggressively without justification and that they had to withdraw from Manchuria, which would be returned to China. The Japanese delegate had said at the meeting, due to the fact that China had only recently emerged from a revolution and was still in the midst of a civil war, that China was not a real country. When an agreement could not be reached, Japan informed the League of its intention to withdraw from it. Japan was no longer a member of the League of Nati ons and in 1933 invaded Jehal, the next Chinese province next to Manchuria. Economic sanctions were suggested at the League but never put into effect because Japans main trade partner, the USA, was not a member of the League. Further, the British had trade interests with Japan and did not want to sever trade with them. The League did not even order a halt on arms sales to the Japanese, in fear of a Japanese declaration of war. The next incident to threaten Collective Security was the Italian invasion of Ethiopia. Ironically, as recently as September 1928, Italy had reaffirmed its Treaty of Friendship with Ethiopia. This was, however, all about to change. The Italians did have some fortified military bases in Ethiopia (without Ethiopian consent it should be added) and because these were never disputed they assumed that the international community recognised it as their right. In December 1934, at a base in Welwel, Ethiopia, an Anglo-Ethiopian boundary commission encountered an Italian fortified base. Once the commission had finished, it withdrew, but left behind its Ethiopian military escort. The escort ended up fighting the Italians. Both parties complained of the others guilt. In September 1935, the League of Nations exonerated both parties in this incident. However, due to the delay and the subtlety of the British and French political manoeuvrings, Mussolini perceived the weakness and helplessness of the British and French, and concluded that there were no obstacles in his path. Therefore, on October 3rd, 1935, Italian forces invaded Ethiopia from Eritrea and Italian Somaliland without a declaration of war. Four days later, the League unanimously declared Italy an aggressor but did nothing further. In another display of belligerence, an Italian Baron in Geneva taunted the League of Nations, saying that Italy was ready for war with Europe should they oppose Italys plans, and that peace would soon follow. The Ethiopian armies were no match against Italys modern army with its tanks and aircraft and after seven months of war, Ethiopia was defeated and its emperor, Haile Selassie, had fled the country, much to the disgust of the Ethiopian people. During the wa r, the Italians had even used poison gas against the Ethiopians and the Leagues proposed armaments embargo was ignored. In June the following year, Haile Selassie was in Geneva, and gave a speech to the League of Nations. He said that they had to now decide whether they supported Collective Security, or International Lawlessness. This was all of to avail, as Britain and France soon recognised Italys control of Ethiopia and, also in June, the Italians formed a constitution that joined Ethiopia, Eritrea, and Italian Somaliland into one administrative unit, split into 6 provinces. In response to a failed assassination attempt on the Italian commander in Ethiopia, Graziani, the Italians executed 30,000 Ethiopians, mostly from the young and educated in society. Italy had extended its empire as the Leagues members merely dithered and debated among themselves. The third and final crisis that more or less finished off the League and brought about the end of Collective Security was the Munich Agreement and Germanys subsequent invasion of Eastern Europe. The nation of Czechoslovakia was formed in 1919 from territory of the former Austro-Hungarian Empire. In a typically cack-handed attempt by the Allies at creating a post-WWI nation, the country had around 7.5million Czechs, 3.2million Germans, 2.3million Slovaks, 560,000 Magyars, and 100,000 Poles. This multiethnic society had many issues, particularly among the Germans, who resented being ruled by others. The Germans were mainly concentrated in an area called the Sudetenland. The Sudeten Germans Peoples Party, formed in 1931, had demanded that the region be given to Germany; a demand ignored by the Czech government because it could encourage other ethnicities in Czechoslovakia to demand independence and because the Sudetenland was very rich in natural resources like lignite and coal. Therefore, in 1938, Adolf Hitler instructed his generals to prepare for the invasion of Czechoslovakia. Although France had signed a defence pact with Czechoslovakia, Hitler was confident that the French would do nothing to interfere in order to avoid war with Germany. The British policy favoured peace above all else because it was simply not in any position to impose any threats on Germany. The might of Britains armed forces was the Royal Navy, which could not access the landlocked nation of Czechoslovakia and the Royal Air Force was still undergoing a change from biplane to monoplane aircraft and was therefore in no fit state for action, especially against Germanys Luftwaffe, whose might Hitler had been displaying for quite some time. Therefore, Neville Chamberlain (prime minister of Britain) and Edouard Deladier (president of France) met with Hitler in a place called Bertesgaden, near Munich, to discuss Germanys claim to the Sudetenland. Chamberlain was informed by his military staff that in the first 60days of fighting alone, despite the capable Czechoslovakian army, over a million Czechoslovakians would be killed by the German bombing alone, necessitating the need for mass graves. The British and French propose that all territory in Czechoslovakia with more than 50% German population should be handed over to Germany. These talks, however, failed, and, at Mussolinis suggestion, Hitler calls for a meeting to be held in Munich between Britain, France, Germany, and Italy to discuss the matter again. It is noteworthy that Czechoslovakia and the Soviet Union were not invited to these talked, much to the anger of Joseph Stalin. This time, Chamberlain persuades Deladier that they must appease Germany in order to mainta in peace, which he agrees on. Without Czechoslovakian consent, the British and French bowed to Hitlers demands and signed the Munich agreement, giving Germany the Sudetenland and making it clear to the Czechoslovakians that, if they objected, they had to face Germanys army alone. This was done on the condition that Germany would make no further territorial claims. Chamberlain returns to Britain and is hailed as the man who saved Europe from war. The Czechoslovakian frontier guards were ordered to leave their posts; Germany took control of the Sudetenland, and soon violated the agreement by stationing military units in the region. These three incidents in the 1930s completely undermined the whole concept of Collective Security. Collective Security sought to condemn and punish aggressors, to protect the sovereignty of its members, and maintain peace in general. The League of Nations failed in this respect, the biggest proof of this is the Second World War that followed these events. The British and French merely tried to appease the aggressive states, a policy which only delayed war. Furthermore, the USA maintained its isolationist policy until the Japanese attack on Pearl Harbour, when they finally entered the war. The League was powerless to enforce any effective sanctions against offending states, often due to an unwillingness to act on the part of the British and French, their inability to cooperate with Russia, and Americas abstention from taking part. Whether or not the powers could have enforced the Leagues decisions is a debateable point. According to Churchill, the Royal Navy was perfectly capable of sinking any Italian ship in the Mediterranean headed for Ethiopia. It could also be argued that Britain could have used its Navy, in agreement with Frances more considerable Army, to force Germany to come to terms. Although the Royal Navy could not access Czechoslovakia, it could still have threatened to blockade German ports if Germany wanted to invade. Instead, the British signed a treaty with Hitler allowing Germany to have a navy one third the size of Britains. The British and French did not prevent the Italians from using the Suez Canal during the Italian invasion of Ethiopia, and the fact that they merely threatened sanctions but did not enforce them achieved nothing but to push Italy into an alliance with Nazi Germany. To top all of this, the Soviets tried to invade Finland in 1939-40. Stalin was worried about the proximity of Leningrad to the Finnish border, which he feared was vulnerable to Nazi artillery fire. When the Soviets attacked, the British and French condemned it, and sent reinforcements to Finland that ousted the Soviets. This seems like the British and French realising, too late, that they had lost the fight for peace. The Second World War began with Germanys violation of the Munich Agreement by invading Poland. Too late the British and French took up arms to fight for peace. Germany already controlled much land beyond its borders, Italy had furthered its imperial ambitions in Africa, and Japan was steadily spreading its empire in Asia and the Pacific. Collective Security had therefore failed in all respects. The First World War was called the War to End All Wars and the League of Nations was established in an effort to prevent another global conflict; it failed, another World War was fought, and the League did not meet once during the 6 years of conflict. In 1946, its duties were transferred to the newly created United Nations. Sources: http://www.americanforeignrelations.com/A-D/Collective-Security-The-1930s-and-the-failure-of-the-league-of-nations.html http://www.johndclare.net/league_of_nations8.htm http://www.123helpme.com/view.asp?id=23501 http://www.state.gov/r/pa/ho/time/id/88739.htm http://avalon.law.yale.edu/20th_century/leagcov.asp http://modern-british-history.suite101.com/article.cfm/how_to_understand_appeasement http://www.johndclare.net/league_of_nations6.htm http://www.johndclare.net/EL5.htm http://www.spartacus.schoolnet.co.uk/FWWleague.htm http://www.historylearningsite.co.uk/czechoslovakia_1938.htm http://library.thinkquest.org/CR0212881/invfin.html http://www.country-studies.com/ethiopia/mussolini%27s-invasion-and-the-italian-occupation.html

Wireless Sensor Chip to Protect Wildlife

Wireless Sensor Chip to Protect Wildlife Name : Boyu Yao Summary The basic motivation of implanting the wireless sensor on different animals is that they are illegally being poached killed and smuggled or traded for the medicinal purposes while the authorities have not been completely able to stop this issues. The wireless sensor networks would be developed to cater this issue in which sensors would be implanted in animal that would give the information to the administrators about the animal being attacked. The information would be collected through camera for visual, micro phone for audio, GPs for location and heart rate sensor for getting an idea about the medical or biological symptoms of the animals whose heart rate increases as it senses danger. The information would be sent to the mobile phones connected to the sensor. This can be a really effective and faster way to overcome the issue and also the find out the real culprit behind this illegal poaching of the animals. Points for Extension Information must be given about the total battery life of the sensor and complete device that would be implanted along with the type of battery being used to make sure it is safe and sound as animals go into water. Detailed ways and mechanism of implanting the sensors into the bodies of the animals must be provided as the picture showed the sensor just placed on the head of the animal. Discussion about placing sensor at right place must be provided The network protocols that would be sued for the wireless communication should be illustrated in more detail. Interesting points The idea of getting the information about the health of the animals through measuring the heart was a great idea of getting the physical information The idea for future development of using the solar energy for battery charging along with size reduction is a good way for making device efficient. The connection and information sent to the monitors mobile is the fastest and most interesting way of communication. Student 2 Name : Shashank Student number: N9537112 Topic: Proximity sensors Summary: This presentation gave a comprehensive overview of the proximity sensors starting with the determination of difference between the capacitive and inductive sensors. The sensors function by measuring the changes in the capacity whenever an object comes near to the sensor while the size and the distance of the object hugely determines the changes in the capacitive. The advantage of the sensor is that it does not need to be in physical contact while the low cost and applications over the wide range of the appliances and electronic devices is another fact. The sensor the sensor works by emitting the electromagnetic fields and then measuring the strength of the signals getting back. The changes in capacitance is measured as sensor acts as the one plate of it and the object acts as the other plate of the capacitance.   The capacity of the sensor as just mentioned is closely related to the size and distances. Point needing Extension There must be more information delivered about the mechanism of installing these sensor in different devices More information should be given about the capacitive sensing abilities of these sensors with respect to a specific location. The working of these proximity sensors is not described in detail as well as the actual or real form or picture of the device was not included. Interesting points The fact that the power consumption of these sensors is very low makes them suitable for application in mobile devices having no direct power contact. The sensors work perfectly without the human intervention in the form of physical contact which makes its convenient and safer for use. It can be applied in a variety of device with the various functions like in car parking to avoid collisions and mobile phones to avoid wrong calls and detect touch.

how do image and sound create meaning and what other functions does so :: essays research papers

Baby's First Sweater size: 6 months - 1 year; chest size: 21 1/2"; finished size: 22" materials: 4-ply worsted weight yarn; needles size 8, 1  ¼ yrds 3/8" satin ribbon gauge: stockinette stitch on size 8 needles-- 9 stitches = 2" 6 rows = 1" back: cast on 50 stitches (sts) †¢ row 1: work in garter stitch (knit every row) for 6 rows. †¢ row 7: work in stockinette stitch until 7† from beg. end purl row. †¢ note: width across back is 11". sleeve shaping: cast on 24 sts at end of just worked purl row. Now 74 sts. next row: knit (k) across row. cast on 24 sts. now 98 sts. row 2: p across row. row 3: rep rows 1 & 2 to 4† above last cast on sts. last row is right side neck: row 1: work 39 sts. Slip to stitch holder. BO 20 sts for neck. Work remaining 39 sts. †¢ row 2: work on the 39 sts for 4 rows in stockinette stitch (st st). †¢ row 6: work across row. inc 1 st at end of row for neck edge, and 1 st at same edge every other row 2 times more. now 42 sts. †¢ next row: work 42 sts for 2 rows in st st. cast on 9 sts at end of last row for front edge. there are now 51 sts. †¢ row 11: knit 5 for front border, purl to last 5 sts, knit 5. †¢ row 12: k. †¢ row 13: rep rows 11 & 12 until sleeve is 8† end at cuff edge. †¢ next row: bind off 24 sts at beginning of row, work across row. working in garter st at front edge work on the 27 sts to match back to garter st border. then k 6 rows. bind off. slip sts off holder onto needle with the point of the needle at neck edge. join yarn and work across 39 sts. work 3 more rows (4 rows worked). †¢ next row: increase 1 st at beginning of row, and 1 st at same edge every other row twice more. end at cuff edge. there are now 42 sts. †¢ next row: work across row in st st. cast on 9 sts at end of row for front edge.

Free College Essays - Hidden Sin in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter: Hidden Sin People often keep secrets in an effort to hide their sins from others. This is a risky since secrets have a way of manifesting themselves externally, and thus, letting everyone know of their owner’s sins. Hidden sin is a prominent theme in Nathaniel Hawthorne’s, The Scarlet Letter. Names like Chillingworth and Dimmesdale let the reader know how, in reality, these characters are, before ever really encountering them. Characters whom the reader will encounter in this novel are going through some type of dilemma on the inside, which begins to show itself in the exterior of the particular individual. In The Scarlet Letter, two studious individuals, Roger Chillingworth and Arthur Dimmesdale, two of the main characters in the novel, each possess their own sins which begin to show themselves in their outermost features, each brought apon themselves for their own respective reasons. Roger Chillingworth's features begin to display his inward deformities externally as the novel progresses due to his attempts at finding the man who violated his marriage. When he is first seen in the novel, "there was a remarkable intelligence in his features, as of a person who had so cultivated his mental part that it could not fail to mould the physical to itself and become manifest by unmistakable tokens." He also has a left shoulder which is slightly higher than the right originally, which only gets more ugly and misshapen with the rest of his body. Chillingworth then takes up residence with Dimmesdale and begins his quest to punish the minister and find out the true identity of this man. After he begins his quest the townspeople observe "something ugly and evil in his face which they had not previously noticed, and which grew still the more obvious to sight, the oftener they looked upon him.† Soon his wife, Hester, finds "the former aspect of an intellectual a nd studious man, calm and quiet, which was what she best remembered in him, had altogether vanished and been succeeded by an eager searching, almost fierce, yet carefully guarded look." Chillingworth, the injured husband, seeks no revenge against Hester, but he is determined to find the man who has violated his marrige: â€Å"He bears no letter of infamy wrought into his garment, and thou dost; but I shall read it on his heart.† Chillingworth comments: â€Å"Believe me, Hester, there are few things.

Urban Planners :: essays research papers

URBAN PLANNERS   Ã‚  Ã‚  Ã‚  Ã‚  Urban planners plan for the development of urban and rural areas. Most work for city, county, or other governmental agencies, where they help develop and perform official policy regarding current and future land use. They are concerned with all features of the environment, including the location and design of buildings, transportation systems and with the protection of natural resources, including air and water quality and population density. They report on the best location for houses, stores and parks. Planners also consider social and economic factors that will be affected by land use changes.   Ã‚  Ã‚  Ã‚  Ã‚  Planners generally work in clean, well-lighted offices. However, they may spend much of their time outside the office, attending meetings or hearings, (Sometimes after hours), or inspecting development sites.   Ã‚  Ã‚  Ã‚  Ã‚  A bachelor's degree in planning or a related field is the minimum requirement for professional-level jobs. Some other requirements for most jobs include a master's degree or several years of professional experience or both. However it is possible to get started with only a bachelor's degree, a lot of competition for entry-level jobs and the rising difficulty of the work itself makes a master's degree suitable. Most authorities recommend an undergraduate degree in an area related to planning, such as geography, political science, or architecture followed by a graduate degree in planning. A degree in urban studies, environmental studies, or environmental planning programs requires the same two years of full time study to complete. Local government planning offices often hire college students to work during the summer. Students can learn a lot before they get their first job after they graduate. To become a certified planner, a certain amount of courses must be taken . A few universities have programs under which students may earn master's degrees in planning as well as in an similar field, such as architecture, in about three years of full time study. Planners must be able to think in terms of relationships and visualize the effects of their plans and designs. They should be flexible and able to reconcile different viewpoints and to make constructive policy recommendations. The ability to communicate well, both orally and in writing, is necessary for anyone interested in this field.   Ã‚  Ã‚  Ã‚  Ã‚  Government agency salaries for planners with a bachelor's degree and little or no experience starts at about $2,300 to about $3,000 a month. Planners with a master's degree or one or two years of experience can start at $2,500 to $3,500 or more a month.

The Limits of Human Power.

Home > globalism > The Limits of Human Power The Limits of Human Power Monday 5 September 2011Ed HurstLeave a commentGo to comments Current plans to take over the world will fail, as usual. It’s offered as some key piece of evidence, something never before seen: NWO Plans EXPOSED by Insider in 1969. Actually, it’s one several such exposes I’ve seen over the years. For example, if you read John Taylor Gatto’s reports, you’ll realize some of these plans were formalized before the creation of the Federal Reserve.Keep reading back, and you’ll find plenty of documentation of such thinking all the way back into the 1700s. It would seem we are still chugging along the trajectory established back there by the Rothschild family (actually the name was Bauer). I’m not sure how much control they maintain over the whole enterprise, and I tend to think they are hardly the only ones involved. I’ve said often I’m convinced there is some division of interests up in that stratosphere of human rule. There seems to me more than one plan for global rule, though I’m pretty sure they all arose from the original thread started by that family.But if you trace the thinking espoused by Amschel Bauer’s writing and reports of his thoughts, you realize it goes back even farther. In other words, it’s been around since humans began recording anything at all. It doesn’t take much to discover a long list of worthy efforts which didn’t quite make it. We now read them as empires of history, though some come through in highly garbled and questionable accounts. For example, the most dubious chronology today is that of Ancient Egypt. While most people agree on a working assumption about it, those who really understand it admit there is much room for debate.But the one thing no one questions is the firm belief these people had in their destiny to rule all humanity. So the current run at this global rule seems to be somewhat fragmented. That is, the really big shots involved are having trouble keeping themselves on the same sheet of music. The linked article recounting a speech by Dr. Day is one thread of this story; I’ve seen material suggesting conflicting goals. There is a huge overlap, though. Certain elements are recognizable in both fiction and factual reports, because they represent borrowed wisdom from ancient attempts and failures.The whole point behind the Social Sciences, which includes History, is a broad attempt to understand human nature. What seems to be a point of limited debate between the plutocrats is the best way to take control. Even bigger is the disparity between the apparent reasons why they want it. In the theology to which I adhere, the Devil offers varying lures to anyone who can be suckered into wanting such power. His own objectives are incomprehensible, but certain patterns do come through. One of them is the lust for causing human misery in gene ral. In this, the plutocrats are making great progress right now.But another pattern is the assurance any measure of success in holding such great power will be short lived. It seems people can be harnessed to some grand vision with all manner of cynical brilliance about human foibles, and keep that wisdom alive across several generations, but when they are on the verge of gaining what they seem to seek, they somehow lose their hunger, lose their sharp sense of situational awareness. Something else kicks in and they do something stupid, and the Devil gets to laugh at his suckers. The whole thing comes apart and somebody else gets to start the cycle afresh.I’m pretty sure we haven’t hit the break point yet. Whomever is currently working to gain that universal power is still hungry, still pretty sharp, but the flies are buzzing around the cauldron. One or two have already fallen into the mix. It’s not going to turn out quite as they hope, but they’re too fa r into it to change directions much. The problem for them is, you can’t see this very clearly unless you disentangle yourself, divest yourself of any real interest in the whole thing. By no means is my intelligence in their league, but I simply don’t place much value on this level of existence.I’m hardly alone in this, but I do find myself pretty lonely, in that there aren’t that many of us. I’m not sure any of us can explain it, but the mere awareness itself somehow works to weaken this vast dark cloud of evil hovering over our heads. We aren’t blind, just not worried, and we refuse to contribute any fear energy to the process. A part of my weirdo theology indicates Satan’s power is affected by the level of fear he can create, and when people begin to lose that fear, even if only a few people, his efforts run out of gas.His only real power over us is our willingness to accept his story; when you become skeptical of it, the effect is somewhat more than mere counting of noses, but is exponential. That’s because the truth reflected by such skepticism is simply far more powerful. The simple truth in the minds of just a few that life on this plane is not the real story is enough to weaken the whole plan. In the midst of my holy cynicism and skepticism is a very high confidence God can and does show at least as much to others as He does me. I don’t award myself a very high rank, as it were, in this wisdom.I’ve brushed up against too many who were way ahead of me. But the very moral fabric which rules this universe responds to just a little truth in the mix, and my faith is richly rewarded. I’m watching, along with others, as this whole big plan or global rule starts coming apart just as it seems successful. Things are altogether ugly right now, with a broad, fat layer of misery resting on humanity as a whole. It’s a lot worse than it has to be; anyone can see that. But there is a si gnificant trend of suckers becoming unstuck from the big lies.People can be pretty smart when they want to be, and I’m watching a trend of folks waking up, if only partially. While their efforts will mostly be aimed at the wrong things, insofar as I can estimate, their awareness alone is making a powerful difference they probably can’t quite see. The divine principle here is God rewards a good desire by making things work out to our good in the end. This is my Father’s world, and He gets the final say in things. It won’t matter how much or how well we understand that, only that we live as best we can accordingly.This is just another round at the Tower of Babel, and it will end the same as before, in mass confusion. About these ads [pic][pic] [pic][pic][pic][pic][pic][pic] [pic]Share this: †¢ Print †¢ Email †¢ Facebook †¢ Digg †¢ LinkedIn †¢ StumbleUpon †¢ Reddit †¢ Twitter †¢ Google +1 †¢ Pinterest †¢ Tumblr †¢ Like this: Like Loading†¦ Categories: globalismTags: government, oppression, propaganda, religion [pic]Comments (0)Trackbacks (0)Leave a commentTrackback 1. No comments yet. 1. No trackbacks yet. Leave a Reply

Syllabus

Describe their Job history since graduating and their perspectives about nursing education: entry into practice, simulation, online education . Determine how they view the problems and issues facing the profession. Also, assess their ability to treat patients holistically(mind, body and spirit) in their practice setting. Ask for suggestions that would enhance success in nursing school. Share what you have learned with the class. 3. Identify a health related issue/concern/problem in West Michigan. Apply a plan to duty the identified health concern from an epidemiological approach.Select one of the three approaches: Epidemiological Triangle, Web of Causation or Iceberg Theory. Collect the data which would be needed to address the identified concern. Include in your results how to address the issue, how the community may treat the concern and how it could be prevented from recurring or escalating. 4. Interview representatives from a variety of cultures to learn about experiences related to coloratura events that influence their life/health. While determining people to interview, consider representatives from different age or ethnic groups, ND other subcultures.Present your finding to the class. 5. Identify methods which could influence changes in health care delivery at the local, state and/or federal level. Consider the impact as an individual, a nurse, a member with the class. The projects will be completed by the last two class meetings. Each group will have 15 minutes to present their findings to the class. The project information must be presented in a creative manner. The first task is to designate a leader and a recorder. The names of the group members will be due at the end of the first class.If the leader is in violation, the group members can appoint a representative to discuss the concern with the professor. 3. If the group has members that are not following the expectations as promised, but have not notified as instructed, each member of the Learning G roup will receive the same grade on any group assignment. If the Learning Group does follow this commitment, individuals that are not contributing, will receive the individual grades. Preparation Followed all directions Teamwork Creativity Quality of presentation Accuracy of Information Syllabus Learning outcomes: Successful students will be familiar with the basic terminology, concepts, methods, history, and findings of sociology and the family, and be able to think critically bout human behavior related to marriage and the family as it is shaped by group life. The student will demonstrate an ability to recognize patterns of social diversity and inequality in the subject area, describe a range of key concepts and theoretical approaches in the subject area, and identify ethical issues in social science research.Students will also recognize the difference between causal and correlations relationship and recognize methods of inquiry that lead to scientific knowledge. Students will demonstrate critical thinking and sociological knowledge in a series of examination questions, heaper summaries, discussions, and projects. Learning objectives are listed at the beginning of each chapter in your textbook. II. Communicating with the instructor: email is the best way to reach me, and y ou must include your last name and â€Å"21 5† in the subject line of your email. Ill.College information and class policies (Note: see part B of this document for college-wide policies. Any class policies do not contradict the college policies but are in addition to the college policies. ) Important dates: These are listed at the bottom of this document. You are responsible for your calendar. Course specific attendance policies: Accessing the course is not attending. Attendance is measured by discussion board contributions, and you're expected to do this twice a week. Excessive failures to contribute may result in your being dropped from the class.Academic dishonesty: This may result in being reported to the dean, and an for the course. Course plan for college closing: Please stay tuned to your College email, local news, and to the German Community College website for information. The chances are good that if the school is closed ring our regular class time, you will receive an email instructing you to post work on Blackboard in a discussion area. Electronics (I. E. Cell phones)/Food classroom policy: Because this is an online class, you may use electronics and food as you like in your own home. Grading policy and grading scale: This course is graded on a point system.There is no rounding of final grades. Late Discussion Board and Quiz work will not be graded. Late papers during the semester will be graded with a 20% grade penalty per day late. Papers submitted after the last day of class will not be graded. There are 16 timed Textbook Quizzes (1 60 points). Discussion Board contributions are due for each of the 16 chapters (80 points). Five papers are assigned (500 points). One final exam (1 50 points). Your exam will be available as listed in your schedule of assignments in the Testing Centers at the German an Community College campuses at Locust Grove and Fredericksburg.Due dates are listed in the course and attached, in the Schedule of Assignments. I check for plagiarism. If find it the penalties are severe, ranging from a zero on the assignment to an for the course. The read penalty imposed will be at the discretion of your instructor, but regardless of the grade penalty, you will be reported to the Dean and to the Tutoring Center. You will also be required to complete a special tutorial at ICC which is currently offered at the discretion of the Tutoring Center. If you aren't sure what plagiarism is, advise you to go to the anti-plagiarism tutorial that the Tutoring Center offers.Instructions for each assignment are detailed in the â€Å"Assignments† button of the Blackboard course. If you don't understand the instructions, please ask specific questions. Students failing to use proper â€Å"netiquette† may be removed from the course at the discretion of the instructor. Layoff wish to challenge a grade you must notify me Of your challenge within a week of its appearance In your † My Grades† area of B lackboard if you expect a timely response. Proofread your papers and correct any errors before you submit them to the course.I do not accept work with multiple errors in grammar, punctuation and/or spelling. Please ask the writing tutor for help in the Tutoring Center at one of our campuses, or at Smartening tutoring services in the Blackboard course. This is a college course and you should be submitting college level work. You are required to complete the unguarded work which is due during the first week of the semester in order to receive a grade for this course Grading Scale: 890 is the maximum number of points available in this course. 801-890= A; 712-800. BIB; 623-71 1. 99=C: 534-622. 99= D; Although Blackboard has a method for you to check your class average, the final determinant of your grade will be the total points you earn. IV. Expectations (Mine and Yours) expect you to read the textbook before attempting to complete any assignment that is based on it. I expect you to su bmit your own original work rather than that of anyone else. I expect it to be on time and as assigned. Expect you to be polite to each other and to me. Impolite behavior can result in suspension and/or expulsion from the class.I expect you be prepared to back up contrary claims to material in the textbook and lecture with scientific evidence. Use proper netiquette in this course when using Blackboard. Don't take anyone else's post or comment from this class and give it to people who are not enrolled in the course. If this is a face to face class, don't take other people's personal details and give them to others who are not in the class. Personal details that are shared here should stay here. On the other hand, don't discuss details about your personal life that you would not want strangers to know. Syllabus Learn how to ensure that the company has sufficient capital for operations, growth, and minimization of shareholder wealth. Demonstrate an understanding of how time value Of money, risk, and diversification can contribute to good decision-making in business and to their own accumulation of wealth and financial security. Learn how to use Finance in many practical applications of everyday life.Course Contentiousness Learning Outcomes (LO) Upon successful completion of this course, students will be able to: LOL Demonstrate an understanding of financial analysis – COP Critical Thinking ALL Demonstrate an understanding of time value of money – COP #5. Critical Thinking ALL Demonstrate an understanding of financial valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of real asset valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of risk & return – COP Critical Thinking Required Topics 1.Overview of Financial Managem ent 2. Financial Analysis, Analysis of Financial Statements 3. Time Value of Money 4. Financial Valuation Real Asset Valuation 5. 6. Risk & Return 7. Interest Rates Bonds and their Valuation 8. 9. Stocks and their Valuation 10. Capital Budgeting Required Texts/Readings Textbook The required Text is â€Å"Fundamentals of Financial Management†, Concise 7th Edition by Meghan and Houston, ISBN-13: 978-0-538-4771 1-6 Other equipment / material requirements (optional) You must have a financial calculator. HOBBIT is recommended.Please bring our calculator to class on the first day and every day after that. It is available at Best Buy or Staples and similar stores. Classroom Protocol Class time will be divided between lectures, quizzes, and open discussion. Lectures highlight the key points of the material on which students will be tested. Therefore class attendance and class participation is crucial to succeeding in this course. Students are expected to arrive on time and should con tact the instructor in advance if they cannot attend or will be late for class or exams.Students must read assigned text material PRIOR to attending class. Completion of assigned homework is also crucial to understanding important concepts. Discussions on current/historical events as they relate to the subject area being studied will make the class relevant and interesting. Credit will be given for class participation and is highly encouraged. Students are advised to see me during office hours if they sense that they are falling behind and need help understanding the material.Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www. Jus. Du/advising/FAQ/index. Tm#add Information about late drop is available at http://whim. Jus. Du/ears/policies/allotrope/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assign ments and Grading Policy Grading in the course will be based upon two mid-term exams, a final exam, quizzes, take home assignments, completed homework and class participation.Exams will include multiple choice questions on both lecture material and assigned readings. Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% In class Quizzes Assignments and participation 5% Final Exam Total University Policies Academic integrity Students should know the University Academic Integrity Policy that is available at http://www. As. Jus. Du/download/judicial_affairs/ Academic_linearity_Policy_ASS-2. UDF Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The webs ite for Student Conduct and Ethical Development is available at http://www. As. Jus. Du/judicial_affairs/ index. HTML Instances of academic dishonesty will not be tolerated.Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person's ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to vomit for another class, please note that July's Academic policy OFF-1 requires approval of instructors.Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presid ential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRY (Disability Resource Center) to establish a record of their disability.Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1 SST floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/ college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IIRC 1 12. These items include digital and VS. camcorders, VS. and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARCH) is located in Room 600 in the Student Services Center. It is d esigned to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARCH website is located at http:/www. Jus. Du/larch/ College of Business Policies:To ensure that every student, current and future, who takes courses in the Boxcar Business Center has the opportunity to experience an environment that is safe, attractive, and otherwise conducive to learning, the College of Business at San Joss State has established the following policies: Eating: Eating and drinking (except water) are prohibited in the Boxcar Business Center. Students with food will be asked to leave the building. Students who disrupt the course by eating and do not leave the building will be referred to the Judicial Affairs Officer of the university. Cell P hones:Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, faculty allow students to use computers only for class- related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based Powering slides that the instructor has posted, and finding Web sites to which the instructor directs dents at the time of the lecture. Syllabus Is not a review course, and is designed to integrate all the core materials you have covered here at The Fox School in an applications context, with emphasis on critical thinking, problem solving, and business communications. There will be discussions of core business concepts that you will use in the Capsicum simulation, but you are responsible for knowing and demonstrating an ability to apply all the concepts covered in the core Fox School business curriculum. We will not spend class time going over, In detail, the concepts covered In the ABA core.There are many online sources, such as Wisped, that you can use If you need to review the ABA core material. The course's goal Is to help you synthesize the tools you have acquired in your other courses such that you can draw meaningful conclusions for developing effective organizational strategies and programs. BAA 3103 will bridge the gap between theoretical class work and business practice. We will use the Capsicum business simulation as a vehicle to test alternative ways to manage a business in a competitive environment. Emphasis will be on developing leaning and problem solving skills.We also will explore concepts in classroom discussions, case presentations, and critical analyses of current topics. Your participation In class discussions is important, required and expected. Your participation In all classroom discussions Is required. Guest lecturers will further enrich your learning. I will Invite a mix of seasoned â€Å"pros†, relatively new business entrants, ex-students and other business professionals to speak to you and answer your questions. Further, you will quickly realize that I do not suffer fools gladly. So, Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion. Syllabus Learn how to ensure that the company has sufficient capital for operations, growth, and minimization of shareholder wealth. Demonstrate an understanding of how time value Of money, risk, and diversification can contribute to good decision-making in business and to their own accumulation of wealth and financial security. Learn how to use Finance in many practical applications of everyday life.Course Contentiousness Learning Outcomes (LO) Upon successful completion of this course, students will be able to: LOL Demonstrate an understanding of financial analysis – COP Critical Thinking ALL Demonstrate an understanding of time value of money – COP #5. Critical Thinking ALL Demonstrate an understanding of financial valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of real asset valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of risk & return – COP Critical Thinking Required Topics 1.Overview of Financial Managem ent 2. Financial Analysis, Analysis of Financial Statements 3. Time Value of Money 4. Financial Valuation Real Asset Valuation 5. 6. Risk & Return 7. Interest Rates Bonds and their Valuation 8. 9. Stocks and their Valuation 10. Capital Budgeting Required Texts/Readings Textbook The required Text is â€Å"Fundamentals of Financial Management†, Concise 7th Edition by Meghan and Houston, ISBN-13: 978-0-538-4771 1-6 Other equipment / material requirements (optional) You must have a financial calculator. HOBBIT is recommended.Please bring our calculator to class on the first day and every day after that. It is available at Best Buy or Staples and similar stores. Classroom Protocol Class time will be divided between lectures, quizzes, and open discussion. Lectures highlight the key points of the material on which students will be tested. Therefore class attendance and class participation is crucial to succeeding in this course. Students are expected to arrive on time and should con tact the instructor in advance if they cannot attend or will be late for class or exams.Students must read assigned text material PRIOR to attending class. Completion of assigned homework is also crucial to understanding important concepts. Discussions on current/historical events as they relate to the subject area being studied will make the class relevant and interesting. Credit will be given for class participation and is highly encouraged. Students are advised to see me during office hours if they sense that they are falling behind and need help understanding the material.Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www. Jus. Du/advising/FAQ/index. Tm#add Information about late drop is available at http://whim. Jus. Du/ears/policies/allotrope/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assign ments and Grading Policy Grading in the course will be based upon two mid-term exams, a final exam, quizzes, take home assignments, completed homework and class participation.Exams will include multiple choice questions on both lecture material and assigned readings. Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% In class Quizzes Assignments and participation 5% Final Exam Total University Policies Academic integrity Students should know the University Academic Integrity Policy that is available at http://www. As. Jus. Du/download/judicial_affairs/ Academic_linearity_Policy_ASS-2. UDF Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The webs ite for Student Conduct and Ethical Development is available at http://www. As. Jus. Du/judicial_affairs/ index. HTML Instances of academic dishonesty will not be tolerated.Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person's ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to vomit for another class, please note that July's Academic policy OFF-1 requires approval of instructors.Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presid ential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRY (Disability Resource Center) to establish a record of their disability.Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1 SST floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/ college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IIRC 1 12. These items include digital and VS. camcorders, VS. and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARCH) is located in Room 600 in the Student Services Center. It is d esigned to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARCH website is located at http:/www. Jus. Du/larch/ College of Business Policies:To ensure that every student, current and future, who takes courses in the Boxcar Business Center has the opportunity to experience an environment that is safe, attractive, and otherwise conducive to learning, the College of Business at San Joss State has established the following policies: Eating: Eating and drinking (except water) are prohibited in the Boxcar Business Center. Students with food will be asked to leave the building. Students who disrupt the course by eating and do not leave the building will be referred to the Judicial Affairs Officer of the university. Cell P hones:Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, faculty allow students to use computers only for class- related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based Powering slides that the instructor has posted, and finding Web sites to which the instructor directs dents at the time of the lecture. Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion. Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion.