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Horngren's Accounting, Financial Chptrs (w/MyAcctLab Acc)

CourseDescription: An introduction tocellular and molecular biology.Major topics include the biochemical basisof life, cell biology, photosynthesis, respiration, mitosis, meiosis, genetics,DNA structure and replication and protein synthesis.Students engage thescientific method by designing, conducting and evaluating laboratoryexperiences that include selected topics in cell structure and function,enzymes, respiration, photosynthesis, genetics and molecular biology.

Course Description: An introduction to cellular and molecular biology. Major topics include the biochemical basis of life, cell biology, photosynthesis, respiration, mitosis, meiosis, genetics, DNA structure and replication and protein synthesis. Students engage the scientific method by designing, conducting, and evaluating laboratory experiences that include selected topics in cell structure and function, enzymes, respiration, photosynthesis, genetics and molecular biology. NOTE: Students may receive credit for BIO 119 or BIO 126, but not for both. Prereq: ENG 090 and ENG 094, or satisfactory placement. Recomm: MAT 120 strongly recommended.

CourseDescription: An introduction tocellular and molecular biology.Major topics include the biochemical basisof life, cell biology, photosynthesis, respiration, mitosis, meiosis, genetics,DNA structure and replication and protein synthesis.Students engage thescientific method by designing, conducting and evaluating laboratoryexperiences that include selected topics in cell structure and function,enzymes, respiration, photosynthesis, genetics and molecular biology.

An introduction to organismal biology with a focus on evolution, the diversity of life and ecology. Major topics include the processes and outcomes of microevolution, macroevolution and the history of life, a survey of the major groups of eukaryotic organisms, basic plant and animal structures and their functions, and ecology. Students engage the scientific method by designing, conducting and evaluating laboratory experiences that include selected topics in seedless plants, seed plants, invertebrates, chordates, animal behavior, ecology and evolution. Field-based lab experiences train students to observe, collect, measure and monitor organisms in the wild. Special Requirement: Field trips. Students assume any travel costs.

WELCOME ALL TO CRIMINAL LAW.

I THINK YOU'LL FIND THIS COURSE INTERESTING AND CHALLEGING.

THE ATTACHED IS THE SYLLABUS. ANY QUESTIONS, CALL ME AT 617-512-7476

OR EMAIL.

ELDA JAMES

This course addresses various approaches to understanding and interpreting children's behaviors and how to support children's social and emotional development. The course introduces strategies for observing and reflecting on behavior from various perspectives. The course examines the concept of guidance as a proactive and positive tool to help children become their best selves. The course includes topics that impact children's behavior such as, culture, disposition, mental health, trauma, experience, and environment. Students practice elements of guidance, articulate a philosophy towards behavior and guidance, and create a resource toolkit.

Catalog description:Provides a foundation oftheoretical knowledge in order to understand the principles of the use of waterin fire protection and to apply hydraulic principles to analyze and to solve watersupply problems.

Detailed description:A study inincompressible fluids including fluid properties, principles of fluid status,fluid flow system principles, pipe friction, flow measurements, pumps, andother hydraulic devices and machinery. Students study the applications of fireprotection systems such as sprinklers, standpipes, hoses, nozzles, pumpers, andwater supply systems. Demonstrations illustrate and supplement the principlesdeveloped in the class.

Goal:The goal of this courseis to make students familiar with the physical laws and formulas that governthe use of water and other agents for extinguishing fires. Students shouldbecome competent in performing calculations using standard fire service formulas,and be able to relate such formulas to actual fire scenarios. This course willbe an excellent step in preparing a student to become a pump operator, and willfurther the knowledge base of those who are already pump operators.

This is a hybrid class, meeting in-person four times (Thursday evenings) over the course of the semester as noted in the course schedule. First class will be in-person on Thursday, January 26th, from 6pm to 8:50pm in the East building of GCC in RM. # E129. A snapshot of the required text is attached.

HST 105: History of the American People to 1865

Summer ?2018?

Instructor: John Lund, Ph.D.

Main Building (Main Campus) N333, T R ?9:00 - 12:00 (May 22 ? July 5)

Office Hours: by appointment. lundj@gcc.mass.edu?

Course Overview:

Economic, social, and cultural development of the American people prior to the Civil War. Utopianism; the Revolutionary Era; the development of national consciousness; consensus and conflicts; constitutionalism; the roots of American foreign policy; race relations; slavery and war. NOTE: Students may receive credit for HIS 105 or 107, but not for both.

Required Reading:

There are no textbooks to purchase for this course.? Instead the course will be using Open Education Resources (OER) extensively, including the U.S. History textbook from Rice University?s OpenStax College.? The goal of OER is to make education affordable for all.

Teaching Procedures:

While important historical context will be provided, the essential in-class activity will be the discussion of the assigned material with a special emphasis on the analysis of primary sources (real evidence). ?This will sometimes involve group work. ?Every week there will be an in-class writing assignment where students will analyze one or more primary sources.

Instructional Objectives:

• Knowledge of major trends in American civilization from the sixteenth to late nineteenth century.
• Critical thinking and reading skills through the analysis of primary sources.
• Fluency in the use and possibilities of Open Education Resources (OER)

Criteria for Evaluating Student Performance:

Each week there will be a short in-class writing assignment based on your reading of the assigned material.? The in-class writing assignments are worth a total of 40% of the final grade.? It is critical to read the textbook in order to place primary sources in their rightful historical context.

The mid-term and final are each worth 20% (40% of the final grade).? These exams require students to write well-crafted short answers based on their understanding of the assigned course material.?

Attendance and participation in-class is worth 20%.?

Attendance Policy:

Your success in this course requires you to attend class. You are allowed 3 un-excused absences.? Thereafter, your grade will drop by one half-grade for each subsequent un-excused absence.?

Since life throws us curves every now and again (medical, work, etc), you may not be able to attend class.? If you have a legitimate reason why you can not attend, please let me know so that you will not be given an un-excused absence. Email me if you can?t make it to class.

Course Schedule:? Please note this is a SEVEN WEEK course.? Try to read as much as you can before class.? We will explore the text together in class and focus on primary sources as indicated by ****.? You will receive hard copies of most of these primary sources.

Week 1: Early Globalization

May 22: New World For All

??????????? ****Read: Columbus?s 1493 letter

May 24: Labor. Commerce, and the Columbian Exchange

????????? Read: Chapter 1 in U.S. History (OpenStax)

??????????????? Chapter 2 in U.S. History (OpenStax)

Week 2: Colonial Societies, 1500 - 1700

May 29: Colonization

????????? Read: Chapter 3 in U.S. History (OpenStax)

????????? Chapter 4 in U.S. History (OpenStax)

????????? ****Read: Servants and Slaves in Virginia 1705

????????? Slavery in Dorchester, Massachusetts

May 31: Imperial Wars

?????????****Read: ?Recollections of an Old Soldier? by David Perry

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Week 3: Imperial Reforms, Colonial Protests, and War 1763-1783

June 5: The British National Debt and the War for Indpedence

????????? Read: Chapter 5 in U.S. History (OpenStax)

?????????**** ?The Able Doctor, Or, America Swallowing the Bitter Draught? 1774

??????????? Chapter 6 in U.S. History (OpenStax)

????????? ****Washington?s Letter September 30, 1776

June 7: Creating Republican Governments

??????????? Read: Chapter 7 in U.S. History (OpenStax)

??????????? ****Read: Federalist #10

Week 4: The New American Republic

June 12: Federalists and Democratic Republicans

??????????? Read: Chapter 8 in U.S. History (OpenStax)

June 14:? FIRST EXAM

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Week 5: Industrial and Democratic Revolutions

June 19:? Industrial Revolution

??????????? ?Read: Chapter 9 in U.S. History (OpenStax)

??????????? ?****Read:? The Factory System

?June 21: Democratic Revolution

??????????? Read: Chapter 10 in U.S. History (OpenStax)

??????????? ****Read: Tocqueville, Democracy in America Chapter XIV

??????????? ****Read: Tocqueville, Democracy in America Chapter XV

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Week 6: Westward Expansion and Antebellum Reform

June 26: ?Western Expansion

??????????? Read: Chapter 11 in U.S. History (OpenStax)

??????????? ?Read: Chapter 12 in U.S. History (OpenStax)

??????????? ****Read: 1848 Free Soil Party Platform

June 28: Antebellum Reform

??????????? Read: Chapter 13 in U.S. History (OpenStax)

??????????? ?Read: Frederick Douglass, Chapter 1.

?Week 7: The 1850 and the Civil War

July 3: The 1850s and Civil War

??????????? Read: Chapter 14 in U.S. History (OpenStax)

??????????? ****Read: George Fitzhugh

??????????? Read: Chapter 15 in U.S. History (OpenStax)

??????????? **** Read: Lincoln?s Letter to Horace Greeley 1862

??????????? ****Read: 13^th, 14^th, and 15^th Amendments

?July 5:? Final Exam

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