Deadline: ___________
Prompt: Share 2 of your course objectives and one of the objectives for your first module/unit/ week. Be sure that your objectives are measurable and specific by including the audience, behavior, condition, and degree.
Requirements: Respond to at least 1 of your colleagues by identifying the audience, behavior, condition, and degree OR by providing feedback to strengthen their objective.
· Define and use the vocabulary of field biology and/or the ecological system in which we are working
· Report results of data in statistical and graphical form, and interpret those results in light of published research
At the end of this course, students will be able to:
• Identify an appropriate process, form, or technique for expressing a creative idea in a two-dimensional format
• Contribute to group critiques and discussions about the creative work of self and others
• Revise, refine, and finalize a creative work on the basis of established criteria of the discipline, process, form, or technique
• Create a visual piece appropriate for expressing a creative idea in a two-dimensional format
At the end of this module, students will be able to:
• Identify design principles that use symmetrical balance, asymmetrical balance, and linear perspective
• Contribute to group critiques and discussions about the creative work of self and others
• Create visual designs with solid shapes and lines that illustrate symmetrical balance, asymmetrical balance, and linear perspective
1. Describe various characteristics of viruses, including SARS-CoV-2
2. Explain the process of evolution by natural selection
3. Articulate the importance of preserving biodiversity
4. Apply the scientific method
By the end of this module, students will be able to:
1. Diagram the replication cycles of various viruses
2. Explain the basic components of epidemiological spread of disease
3. Articulate the potential health and societal impacts of COVID-19
In this section the students will identify the difference in a classical( theoretical) probability computation and an empirical probability computation.
2.Demonstrate knowledge of and explain concepts related to lifespan development by posting on the class board.
1) Develop the ability to describe and correctly place music in its correct historical and stylistic niches based upon the qualities perceived through listening.
2) Learn to observe live performance and write logistically about their experience
2. By the end of the course, students should be able to compare and contrast the ideological assumptions of particular texts from two different "strands" of the Hebrew Bible, to be measured by an essay on the final exam.
One of the outcomes for week two includes:
Articulate personal BSC goals and Structural Frames in place to support those goals.
The course learning outcomes are those outlined in the Leadership Studies program for this course to ensure consistency across sections. These include:
· I can identify and apply major conceptions of leadership to my own experiences and to new examples
· I can compare and analyze the ways that different authors conceptualize leadership and assess the strengths and weaknesses of those conceptions
· I can entertain ideas that I might initially find unusual or foreign related to leadership
· I can think critically by identifying my own assumptions about leadership, how those assumptions were formed, and how others might reasonably hold alternative assumptions about leadership
· I can understand how a person’s cultural background and other primary influences on identity influence their perspectives on leadership.
· I can write critically and carefully about the way people conceptualize leadership
· I can write and reflect critically on how to transfer my understandings of leadership into practice
SLO five can be stronger. For example, "I can describe how a person's cultural background and other primary influences on identity influence their perspectives on leadership."
At the conclusion of this course, students should be able to
· Break down a problem to identify all components, which need to be addressed
· Identify logical patterns requiring specific coding structures within a problem
Objective for first week:
Students will demonstrate current knowledge by taking a pre-test.
Solve programming challenges focusing on data types.
· Explain threshold definitions for accident, emergency, disaster, and catastrophe.
· Elaborate upon the concepts of human security and safe communities.
· Distinguish between environmental hazards and urban social risks and understand how they may interact.