Ethics is about determining value; it's deciding what's worth doing and what doesn't matter so much.Business ethics is the way we decide what kind of career to pursue, what choices we make on the job,which companies we want to work with, and what kind of economic world we want to live in and thenleave behind for those coming after. There are no perfect answers to these questions, but there's adifference between thinking them through and winging it. The Business Ethics Workshop provides aframework for identifying, analyzing, and resolving ethical dilemmas encountered through working life.
Emphasis on teaching and learning involving rational fractions, decimals and percents, measurement/geometry, probability and data interpretation. Interdisciplinary approaches involving mathematics and science, social studies and literacy. Diagnostic techniques, and adaptation of materials and methods for special needs learners. Introduction to research paradigms in mathematics education.
This course is one in a sequence of four education courses deigned for teachers specializing in mathematics in grades K-6. The first two courses (CBSE 7400T and CBSE 7401T) focus on research-based methodology for teaching mathematics and its use in the classroom. CBSE 7401T deals mainly with methodology for teaching topics related to rational numbers, decimals and percents measurement and geometry.
This kit is a historical overview of American representations of chemicals from the three sisters to the Love Canal. It compares conflicting constructions about nuclear reactor safety, depleted uranium, Rachel Carson and DDT. Through analyzing diverse historic and contemporary media messages, students understand changing public knowledge, impressions and attitudes about chemicals in the environment.
Note: This book was written in 1999 and last updated in 2003. Since then technologies have changed so the non-conceptual and more technical parts of the book may be out of date.Why Yet Another Textbook (WYAT)?There are many excellent introductory information systems (IS) texts on the market. Why then produce our own text? Interestingly enough, when we sat down to critically review the first year Information Systems curriculum, the very last thing that we wanted was to get involved in writing yet another text. But after we had set the broad educational goals, the curriculum content and educational approach, we found that no textbook fitted our objectives or approach. Briefly, the following considerations forced us to fire up our word processor and compile the text you find in front of you.Technology Bias. A frequent criticism of the introductory information systems curricula is that many have a very strong technological bias: many courses are an in-depth treatment of hardware and software concepts with an avalanche of buzzwords, often reflecting some computer science origins. Although a sound understanding of the technology that underlies information systems is critical, this technology is subject to significant change and seems to receive a disproportionately large amount of attention. This is particularly prevalent in many of the American textbooks that we considered for this course: they all seem to be an "Introduction to Computers" rather than an "Introduction to Information Systems". We wondered where the broader scientific contexts are in these, admittedly very well illustrated but quickly out-dated, documentaries of computer technologies. This is in sharp contrast to a number of European and Australasian texts, some of which relegate all the technology concepts to a single chapter or even a mere appendix at the end of the book! We needed something of a balance between these two extremes. We hope that the three roughly equal sections (scientific, technological and organisational contexts) in this will provide a sufficiently balanced approach to the study of information systems. We wish to provide students with a sound technical understanding but also let them take into account the more philosophical, scientific and organisational aspects of information systems.Depth of Treatment. We needed a text where the conceptual or theoretical component would be equivalent to roughly half of a one-semester course. Most textbooks on the market are intended for full or half-year courses. A frequent comment, even of the newer "trimmed-down editions", is that there is just too much material. Students with little or no previous exposure to computer jargon especially despair when confronted with the many new terms and acronyms. In addition, many of these technologies may be outdated by the time the students have completed their studies. By limiting ourselves to twelve chapters and setting strict limits to the length of each chapter, we hope to stem the "information overload" without compromising the academic standard. We carefully considered "need to know" versus "nice to know". A good example of the latter are the typical detailed historical notes on historical devices such as the abacus, Babbage or ENIAC.Educational Approach. Contrary to our expectations, past student evaluations showed that the textbook previously use, a well-written American one with excellent colour photographs and illustrations, was not well received and lectures based on the textbook were judged to be "boring". It is clear that a different educational approach was needed, perhaps due to our unique South African circumstances. Based on our experiences, we hope that a participatory learning approach will make the "theoretical" section come more alive and replace the rote learning with genuine understanding. The integral part of this text is therefore in the supporting materials: readings, case studies, class assignments and group exercises.Cost. Although not a decisive factor, we also considered the fact that many students face financial constraints. By producing a local textbook, we hope to beat the exchange rate fluctuations.This text consist of twelve chapters, which can be grouped roughly into the following three sections.The scientific context: a review of the fundamental scientific concepts on which IS builds: what is information, what is a system and what are information systems.The technological context: an overview of relevant technology: hardware, software and communications technology.The organisational context: the development and deployment of information systems as well as some wider societal concerns.It is important that this text not be seen separate from the practical worksheets, case studies, videos and group work, which will be provided in the lectures. The intention of these additional materials is to enhance the educational process through participatory learning units: you learn best when doing.It is also our conviction that university students need to be introduced from the first year to academic pluralism: too often undergraduate students get the impression that there is a single correct approach or, even worse, that most problems have only one correct solution or answer. This text is therefor supplemented with additional readings, culled from the world-wide web, in which we hope to expose students to different views of the material presented in the concepts part.
The purpose of this course is to convey knowledge of the various physical processes associated with slurry handling and transport during dredging. This knowledge is needed for the design of dredging equipment and for planning efficient equipment operations. The various processes are discussed and theories and simulation models that describe the processes are presented and compared during the course. The course can be broken down into four elements: 1. Pumps and engines a. Pump characteristics and cavitation b. Influence of particles on pump characteristics. 2. Hydraulic transport in pipelines a. Two-phase (solid-liquid) flow through pipelines b. Newtonian slurries c. Non Newtonian slurries d. Inclined and long pipelines. 3. Pump and pipeline systems a. Operation point and areas b. Production factors. 4. Case studies
The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.
If you have found yourself searching for, adapting or creating materials for your heritage classes because of a lack of readily available commercial resources, this site is for you!
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
This ITS ePrimer provides transportation professionals with fundamental concepts and practices related to ITS technologies. This resource can help practicing professionals and students better understand how ITS is integrated into the planning, design, deployment, and operations of surface transportation systems. The ePrimer is both a stand-alone reference document for the practitioner as well as a text for education and training programs.
- Environmental Science
- Automotive Technology and Repair
- Forestry and Agriculture
- Material Type:
- Case Study
- Data Set
- Full Course
- Lecture Notes
- Lesson Plan
- Unit of Study
- Center for Automotive Technology - Macomb
- Provider Set:
- Center for Advanced Automotive Technology
- Intelligent Transportation Systems Joint Program Office, U.S. Department of Transportation
- Date Added:
This course provides a basic understanding of two core concepts in International Relations and, more generally, Political Science: international governance and international government. It will serve as the basis for further studies in the International Relations field within the Political Science major; it also serves as a companion course or ĺÎĺ_ĺĚĄ_alter-egoĺÎĺ_ĺĚĺÎĺ for the International Law course. Upon successful completion of this course, the student will be able to: define and correctly use the core vocabulary and concepts relevant for international organizations and global governance; discuss various theories of international governance as they pertain to regional and global contexts; identify and describe the major intergovernmental, non-governmental and transnational organizations that are participants in global relations; describe and discuss international regimes distinct from international organizations; compare and contrast various IGOs, NGOs and transnational organizations with respect to their structures, functions and activities; discuss the United NationsĺÎĺ_ĺĚĺ_ effectiveness with respect to addressing global issues such as armed conflict, human rights and environmental crises; evaluate the conceptual material in light of global realities through the exploration of case studies. This free course may be completed online at any time. (Political Science 312)
Describe the process of urbanization in the United States and the growth of urban populations worldwideUnderstand the function of suburbs, exurbs, and concentric zonesDiscuss urbanization from various sociological perspectives
A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.
The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.
As its title suggests, Learners and Learning is a module that addresses most directly the central, core business of schooling. The aim of the module is to improve the teaching abilities of teachers. It accordingly promotes a theoretically informed understanding of what learning is,how it takes place, and how teachers may go about organising systematic learning. The module enables teachers to analyse learning, and, in so doing, to reflect on what they can do to improve it. Thus, while the module draws on the learning theories of writers like Piaget and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from schools.
This website features many of the OER conversion projects completed at John Jay College over the past few years. Class conversions using the Blackboard platform are not represented because of the BB firewall. These are not the actual LibGuides, but content from the LibGuides, using the LibGuide platform for access. The entire website is public.
The left navigation panel displays the academic departments with the overview and objective of the department. Also, navigation to the specific departmental classes, with corresponding OER content, are found at the bottom of the academic department pages. You can also directly navigate to the specific converted class, by clicking on the course title under the department tab. When clicking on a specific class (e.g. Science 110), the link takes you to the course description, learning outcomes of the course and a link to the OER content for the specific course. The OER content features creative commons OER Textbooks, vetted open Internet sites, academic journal articles and library owned streaming video, requiring a login to the John Jay Library. Each academic department features a link to "Discussion and Comments". In addition all pages have navigation arrows to previous pages and next pages. On many of the OER content pages, the class calendar by week is featured with links to the reading assignments. In addition to the specific OER content by class, there is a link at the top of the main page to access generic OER by subject and/or topic.
- Computer Science
- Art History
- Higher Education
- History, Law, Politics
- General Law
- Criminal Justice
- Ethnic Studies
- Material Type:
- Case Study
- Provider Set:
- John Jay College of Criminal Justice
- Vee Herrington
- Date Added:
The study of public policy offers every citizen an understanding of the various roles played by the different branches of the U.S. federal government as well as by state, county, and local governments in various areas of contemporary American life. It focuses on the priorities of American society as portrayed in the public policy choices that representatives make and the size of different interest groups that advocate on behalf of particular policy goals. This course will introduce this various actors involved in the making of American public policy, explore public policy formulation by examining a variety of case studies, and examine the implementation of public policies, the allocation of funding to pay for these projects, and the evaluation of these projects to determine their effectiveness. The rest of the course will examine specific case studies and areas of public policy. Upon successful completion of this course, students will be able to: demonstrate a working knowledge of various key concepts in the process of American public policymaking and the major steps from start to finish in the public policy process; identify vital issues and specific areas of concern for contemporary American policymakers within the broad fields of economic, national security, public health, environmental, education, rural, and social policy; identify key actors and agencies involved in the making of public policy within the United States and their respective roles in the formulation, implementation, and evaluation of policy; demonstrate skills in the analysis of the various political, social, economic, military, legal, and ethical goals and cultural values that form the basis of policymaking decisions; identify key debates in contemporary American public policy as well as the issues at stake and the arguments advanced by each side of the debate; demonstrate an understanding of various decision frameworks used by policymakers in creating, developing, and executing various public policies; demonstrate an understanding of the context, evolution, and linkages of specific policies and between certain polices within the broader context of American political history. (Political Science 431)
eComma is a social reading tool teachers can install in their Learning Management System (LMS). It allows students and teachers to read and annotate texts together, pooling their knowledge and perspectives for a deeper understanding and analysis of what they are reading. The eComma website linked here explains how to explain the tool in an LMS and has a user guide and case studies with ideas for how to use it in a class.