Xlas ais syllabus Essay Example for Free

Xlas ais syllabus Essay I. COURSE DESCRIPTION A general survey of scholarship practiced within three broad cultures of inquiry: the Humanities, Social Sciences and Natural Sciences. Through a cross-disciplinary framework, this course explores the diverse ideas, values, and practices used by various disciplines to investigate and organize their subject matter and create knowledge. Students will consider and compare the assumptions, methods, ethics, and impact of inquiry and scholarship within these three broad cultures of inquiry. Students will examine, compare, and contrast the intellectual endeavors that influence society and human experience. II. GOAL PURPOSE One of the primary purposes of all universities is to produce and share knowledge. Thus, the overall goal of this course is to provide incoming students with a general introduction to academic cultures of inquiry and the ideas, values, and beliefs inherent in its varied disciplinary perspectives. The specific purpose of this course is to provide an overview of academic inquiry and to guide student discovery of how various disciplines produce knowledge. This course begins with the premise that processes of inquiry differ by academic tradition, and thus represent distinct cultures of knowledge-making. Extending beyond simple rote memorization, the course will emphasize deep understanding and application of concepts. Hence, the course examines academic cultures of inquiry within the Humanities, Social Sciences and Natural Sciences and provides students a brief introduction to: (1) how different disciplines formulate and investigate questions; (2) how specialized disciplinary language influences inquiry; (3) how context and community influence inquiry; and (4) how each discipline uses different means, materials, and methods of inquiry to produce knowledge. A common theme â€Å"Food Matters† is used to organize the course readings and discussions. 1 III. LEARNING OUTCOMES This course contributes to the following measurable outcomes: LEARNING OUTCOME Upon completion of this course, the student will be able to: COURSE AND/OR CORE ASSESSMENT LEARNING OUTCOME CORE CURRICULUM OBJECTIVE 1. Compare and contrast how scholars from the Humanities/Fine Arts, Social Sciences, and Natural Sciences ask questions and seek answers. Course and Core Assessment Learning Outcome Critical Thinking 2. Categorize disciplines within the Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 3. Generate examples of appropriate research/inquiry questions in the  Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 4. Identify key research/inquiry terms and concepts used in the Humanities/Fine Arts, Social Sciences, and Natural Sciences. Course Learning Outcome 5. Explain similarities and differences in communication conventions in the Humanities/Fine Arts, Social Sciences, and Natural Sciences, using oral presentation, visual representations, and writing. Course and Core Assessment Learning Outcome Communication Skills 6. Identify credible resources and elements of scholarly work in the Humanities/Fine Arts, Social Sciences, and Natural  Sciences Course Learning Outcome 7. Identify components of ethical research and inquiry germane to the Humanities, Social Sciences, and Natural Sciences (e. g. , avoiding misrepresentation and distortion of information, academic dishonesty, and personal bias). Course and Core Assessment Learning Outcome Personal Responsibility 2 8. Explain how academic inquiry and various communities (local to global) influence each other. Course and Core Assessment Learning Outcome Social Responsibility IV. COURSE GRADING Final Class grades will be based on the following weights: Assignment Percent of Course Grade  Class Attendance 5% Weekly Assignments, Homework, Quizzes 40% Exams/Assessments (4 X 10%) 40% Group Presentation/Individual Response Paper 15% Total 100% V. COURSE REQUIREMENTS A. ATTENDANCE Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors will NOT drop or withdraw students because of non-attendance. B. WEEKLY ASSIGNMENTS, HOMEWORK, QUIZZES Student learning will be regularly assessed using a combination of weekly in-class assignments, homework, and/or quizzes designed for class participation. These will help students keep up with the assigned reading as well as provide a context for students to work through and reflect on class material. These cannot be replicated outside class sessions. If a student is absent (or late), he/she clearly cannot participate in the activity that occurred during the absence or tardiness. Students may not make up missed in-class activities without providing a medical excuse or verification of participation in official UTSA activities, e. g. : representing UTSA in approved events such as  debate or athletic events. The lowest in-class assignment grade will be dropped. C. EXAMS/ASSESSMENTS There will be four exams, each covering approximately one fourth of the course material. The exams will consist of objective items and short-answer essay questions. Student essay responses will be graded for grammar, punctuation, sentence-structure, etc. 3 D. GROUP PRESENTATION/INDIVIDUAL RESPONSE PAPER Students will be required to participate in a group presentation. Instructors will assign 3 students per group based on their identified major/area of interest (one Humanities/Fine Arts, one Natural  Sciences, and one Social Sciences). Each group will develop a narrowed topic, statement of the problem, and discipline-specific approaches related to a â€Å"Food Matter. † Students may be provided a list of pre-approved topics or they may identify their own topic, subject to instructor approval. Each group member will follow detailed instructions specific to his/her area of inquiry (instructions and grading rubric provided at later date). The group will work collaboratively to create a poster that includes (1) an overall statement of the problem, (2) a Natural Science disciplinary approach to the problem, (3) a Social  Science disciplinary approach to the problem, and (4) a Humanities/Fine Arts disciplinary approach to the problem. Groups will present a 6 to 7-minute summary of their exploration of inquiry in three broad areas of learning to the class by stating their problem and describing the three approaches to addressing their problem. Each group member is required to participate in the oral presentation and is expected to orally present his/her discipline specific approach. In addition, each group member is expected to provide an individual response paper detailing his/her portion of the presentation. Specific guidelines for the group presentation and indivdiual response paper will be provided at a later date. Reflective Evaluation. Each student may complete a reflective evaluation rubric for each group member and one self-evaluation. Criteria will include the extent to which each group member helped move the group forward, completed tasks effectively and in a timely fashion, supported a constructive team climate, and addressed destructive group conflict. These evaluations may count as a homework grade. Group Presentation Evaluations. Each student in the class will critically evaluate their classmate’s group presentations. A rubric of the presentation evaluation will be provided at a later date. The evaluations may serve as a graded assignment. VI. CLASS POLICIES. Attendance. Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors may NOT drop or withdraw students because of non-attendance. Participation Preparation. This course is designed to engage class members in a thoughtful, on-going conversation about the nature of research and various academic cultures. Many of the  class activities are based on readings and group work completed prior to and during class. It is, 4 therefore, a student’s responsibility to keep up with the readings and assignments and come to class ready to participate. Electronic Devices. †¢Cell Phones. Ringing cell phones disrupt the learning environment. Please set to vibrate during class. †¢Audio-Taping. It is permissible to record class lectures if you so desire. However, recording the class while going over an exam is prohibited. †¢Laptops and/or Tablets. If you have one, bring it. We may use them during class to access the Internet. Do not use them unless assigned. Makeup Exams, Late Work, Extra Credit, Incompletes. Make-up exams and late work will not be allowed unless PREVIOUSLY cleared with the professor. IF a makeup exam is permitted, the student must take the exam prior to or during the next scheduled class meeting. Late work will be allowed at my discretion. IF late work is accepted, points will be deducted at a rate of 5 percentage points per day, excluding weekends and holidays. No late work will be accepted more than 1 week after the due date. No work for extra credit will be allowed for any individual student for any reason. Course incompletes will be given only in EXTREME cases. Course Evaluation. Professors use feedback provided by students in course evaluations to improve their teaching. Additionally, course evaluations are a strategy used by the University as one factor in evaluating an instructor’s effectiveness. As a faculty member I encourage you to complete the course evaluation during the availability period later in the semester. One extra credit point will be added to the average of participating students at the end of the semester. Students with Disabilities. Students with documented exceptionalities should register with Disability Services (MS 2. 03. 18, 458-4981 or – Downtown BV 1. 302, 458-2945). For more information regarding the Office of Disability Services, consult the following link: http://www. utsa. edu/disability/students. htm Tomas Rivera Center. I encourage you to utilize the academic support services available to you through the Tomas Rivera Center (TRC) to assist you with building study skills and tutoring in course content. These services are available at no additional cost to you. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the web site at www. utsa. edu/trcss or call (210) 458-4694 on the Main Campus  and (210) 458-2838 on the Downtown Campus. Cheating. Students are expected to be above reproach in scholastic activities. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the 5 possibility of failure in the course and dismissal from the University. According to The Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3. 2, Subdivision 3. 22, Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another  person, taking an exam for another person, and act designed to give unfair advantage to a student or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information regarding the UTSA Student Code of Conduct, consult the following link: http://www. utsa. edu/infoguide/appendices/b. html 6 Roadrunner Creed The University of Texas at San Antonio is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. As a Roadrunner, I will: †¢Uphold the highest standards of academic and personal integrity by practicing and expecting fair and ethical conduct; †¢Respect and accept individual differences, recognizing the inherent dignity of each person; †¢Contribute to campus life and the larger community through my active engagement; and †¢Support the fearless exploration of dreams and ideas in the advancement of ingenuity, creativity, and discovery. Guided by these principles now and forever, I am a Roadrunner! 7.

Regulatory Issues of VoIP :: essays research papers

Regulatory issues of VoIP The Federal Communications Commission (FCC) has worked to create an environment promoting competition and innovation to benefit consumers. Historically, the FCC has not regulated the Internet or the services provided over it. On February 12, 2004, the FCC found that an entirely Internet-based VoIP service was an unregulated information service. Currently, the FCC is not regulating VoIP, however there are still major concerns that need to be addressed. There are three main issues that are of the utmost importance to the telecommunications industry. The Tax Freedom act, E-911, and Calea are three most imperative issues concerning VoIP.   Ã‚  Ã‚  Ã‚  Ã‚  The Internet Tax Freedom Act was authored by Rep. Christopher Cox and Sen. Ron Wyden, and signed into law on October 21, 1998 by President Bill Clinton. This law bars state and local governments from taxing Internet access service. In 2003 the House of Representatives approved bill H.R. 49, the â€Å"Internet Tax Non-Discrimination Act of 2003.† This bill would expand and make permanent a federally imposed â€Å"moratorium† on state and local taxation of sales of â€Å"Internet access† services. States and local governments would be permanently prohibited from charging sales taxes on the monthly service charge that households and businesses pay to be able to access the World Wide Web.   Ã‚  Ã‚  Ã‚  Ã‚  VoIP rides a fine line between being a telephone service and an internet service. This is due to the fact that a call is initiated from a phone in an analog format, transmitted over the internet in a digital format and finally converted back to analog format typically across the same lines that traditional phones operate on. In addition many states rely on the taxes received from telephone service to run programs to low income areas. VoIP is seen as threat to these programs because taxes will not be imposed on this service due to current legislative language. Many opponents of the non-taxation of VoIP feel that exemption from taxation is not needed to spur investments in this type of telecommunication. They also feel it singles out one type of telecommunications service for favorable treatment, which will lead to other types of services asking for similar treatment at the expense of the state and local tax base. E-911 short for Enhanced 911, is a location technology that will enable phones to process 911 emergency calls and enable emergency services to locate the geographic position of the caller. When a person makes a 911 call using a traditional phone with ground wires, the call is routed to the nearest public safety answering point (PSAP) that then distributes the emergency call to the proper services.

Private Schools vs. Public Schools Essay

Private Schools VS. Public Schools Parents often wonder how to start off their children’s education. Depending on ones religion or beliefs a private or public school is a choose most parents face. Of course, each school offers it’s own pros and con’s the choice is simple. Public schools offer the best well rounding of a student. While being enrolled in a public school, students are faced with real outside world problems, are with a different blend of students each year, and are also introduced to the latest technology faster. While, a public school the money is offered to them by the state easier then having donations like a private school. Ones child will most likely be with the same students throughout their educational years. Classes aren’t as big and varied like classes at public schools. While in a public school, children view the wide spread cultures and human beings that make up today’s American society. Public schools have a wider variety of classes, which give students an opportunity to choose the classes the want. These classes allow students to pursue a career from the knowledge they have obtained. For example, one might take a business class, which could lead to a career in the business industry. On the other hand, in Private schools they only provide the necessary classes required by the state. In some intermediate private schools, Home Economics and Shop classes Brady 2 aren’t even offered. Unlike Public schools these classes have been offered since fifth or sixth grade and up. The uniforms in private schools ones child will be wearing would not allow the child to show character in his self. Uniforms may make life easier in the long run, but think of how many different ways in style people express themselves. There’s skater, prep, sporty, gothic, hippie, or whatever is convertible. In public schools, ones child has many different ways to fit in or dress how they feel is convertible to them. The sports in private schools aren’t that excelled as ones in public schools. Like in private intermediate schools there are not a variety of sports. Public schools offer sports as young as their primary schools. Sports in Public schools seem to be widely known and are more funded. The money that Public schools receive go towards uniforms, equipment, and top of the line coach’s. Public schools show to the community that they will educate and well round you child better then Private schools. Private schools will limit your children’s ability to grow. Although your child will receive religion in school as another subject, is it really worth it to you to have your child be deprived of the opportunity that will lead them to be a better person?

The Two Party System Of The United States - 1931 Words

Ryley Burch-Burns Research Paper: The Two Party System In the United States In the United States, we have a majority rule type of system where only one person represents an entire district of people. This system is extremely pluralized, which means that people will favor either extreme on the view of an issue. Due to these reasons, only two parties can coexist, and it is difficult for a third party to gain favor in the masses, which is Duverger’s Law. In the history of the United States, there has usually been two political parties that represented the views of the masses. Each of these parties had a certain way that they believed about the major issues of the time that were brought up or could be influenced by the government. The reason that only two parties have ever been able to establish themselves in government is because of the majority ruled system that our government has, and the love people have for having a definite answer rather than an indefinite one. One of the reasons we only have two major parties is because of how our government is. When our government was formed in the days of the founding fathers, there were the Federalists and the Anti-Federalists, which was essentially the beginning of our two party system. As they formed and wrote the constitution, they made it so that there could only be a two party system. In the system they created, â€Å"two empirical regularities are prominent: that only two candidates compete (famously encapsulated by Duverger sShow MoreRelatedWhat Is The Shortcomings Of The Two Party System In The United States?1133 Words   |  5 PagesThe United States is currently facing an enemy older and stronger than any civilization in the world today. Adversity amongst the different cultural groups has caused an immense amount of chaos among the population of the Land of Liberty. 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